The Rhode Island Alternate Assessment (RIAA)

Science ResourcesPS 1.4.1c Identify solutions

(Grades 8 and 11)January, 2012

Webinar

Amy Grattan, Rhode Island College Sue Dell, Rhode Island College Heather Heineke, RIDE Becky

Wright, RIDE

Today’s Agenda2

1. Contact Information2. RIAA Resources on the Web3. Science Content4. Additional Resources

Contact Information for the RIAA Team

Heather Heineke: RIDE: Office of Instruction, Assessment, & Curriculum heather.heineke@ride.ri.gov or 222-8493

Becky Wright: RIDE: Office of Student, Community, & Academic Supports becky.wright@ride.ri.gov or 222-4693

Susan Dell: Rhode Island College: The Sherlock Center sdell@ric.edu or 456-8557

Amy Grattan: Rhode Island College: The Sherlock Center agrattan@ric.edu or 456-8072

Marcia Tibbetts: Measured Progress, Project Manager tibbetts.marcia@measuredprogress.org; 800-431-8901

Jane Twombly: Measured Progress, Assessment Support twombly.jane@measuredprogress.org; 800-431-8901

Kevin Froton: Measured Progress, ProFile Support TechProFile@measuredprogress.org; 800-431-8901

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More RIAA Resources on the Web

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Sherlock Center: Science Resourceswww.ric.edu/sherlockcenter/lessons.html Sherlock Center: Adapted Literature www.ric.edu/uap/resourcelib.html

Rhode Island Department of Education www.ride.ri.gov/assessment/Altassessment.aspx

Measured Progress ProFile

www.measuredprogress.org/assessments/clients/rhodeisland.html

Description of Students at Three Ability Levels

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Science AAGSE Resources

PS 1.4.1c Identify solutions

What are solutions?

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A solution is a homogeneous collection of two or more substances.

Solutions have an even concentration throughout the system. An example: Sugar in water vs. Sand in water. Sugar dissolves and is spread throughout the glass of water. The sand sinks to the bottom. The sugar-water could be considered a solution. The sand-water is a mixture.

Solutions can be:solids dissolved in liquidsgases dissolved in liquids (such as carbonated water)liquids in liquids.

Key Terms

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SOLUTION: a homogeneous collection of two or more substances.

SOLUTE: the dissolved substance

SOLVENT: the dissolving substance

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Overview of the PS 1.4.1c Investigation

Observe/Question: Read a book related to the topic Review some mystery substances such as: red substance

(Kool-Aid), brown substance (sand), or yellow liquid (oil) Students develop a hypothesis related to the topic such as “Red

powder and water will not become a solution.”

Plan: Students selected two substances they would mix together. Students marked their data collection sheet. Students identified the tools needed and/or the data to be taken

in the investigation

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Overview of the PS 1.4.1c Investigation

Conduct Students follow a procedure to the investigation

1- mix two substances together2- stir for one minute3- observe 4- write down results

Students summarize the findings

Analyze Review the hypothesis and analyze whether it was supported by the

results found during the conducting part of the investigation

PS 1.4.1c Identify solutions

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Assessing Student Science Knowledge

Example ofStudent Work

for a Higher-Level

Student

Penny is given three

opportunities to identify solutions

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Example ofStudent Work

for a Middle-Level

Student

Jacob is given three

opportunities to identify solutions

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Example ofStudent Work

for a Lower-Level

Student

Student assists in the stir/shaking

Student is shown the

three bottles and touches the solutions

Student WorkPhotograph showing student

selecting the solutions placed on the Photo Evidence Documentation form.

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AssessingInquiry Construct: Grade 8

Two choices at Grade 8

PLANNING: Identify the information/evidence that needs to be collected and/or

tools to be used in order to answer a question and/or check a prediction

Or

CONDUCTING:Use data to summarize results

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PLANNING: Identify the information/evidence that needs to be

collected and/or tools to be used in order to answer a question and/or check a prediction

This Inquiry Construct might be addressed by:

Students select the tools that they will need to collect data for the investigation

and/orStudents identify the information they

will need to observe to take data to check their prediction.

Example ofStudent Work

for a Higher-Level

Student

Penny identifies the three tools

neededand

identifies the data to be

collected in this

investigation

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Example ofStudent Work

for a Middle-Level

Student

Jacob identifies the three tools

neededfor this

investigation

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PLANNING: Identify the information/evidence that needs to be collected

and/or tools to be used in order to answer a question and/or check a prediction

INQUIRY CONSTRUCTJennifer was science toolsand was asked to choose the tools needed for this investigation.Student Work – Photo of Jennifer choosing tools attached to the Photo Evidence Documentation form.

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AssessingInquiry Construct: Grade

11

Two choices at Grade 11

CONDUCTING:Using accepted methods of organizing, representing, and/or

manipulating data

OrANALYZING:

Use evidence to support and/or justify interpretations and/or conclusions or explain how the evidence refutes the hypothesis.

Grade 11 CONDUCTING:Using accepted methods of organizing, representing, and/or manipulating

data21

This Inquiry Construct might be addressed by:

• Students chart the results from the 3 trials of the investigation on solutions

• The students are assessed on their skills to represent the data on their data table.

Grade 11 CONDUCTING-Higher level learnerUsing accepted methods of organizing, representing, and/or manipulating

data22

INQUIRY CONSTRUCT

Penny was given 6 opportunities to represent the data correctly on the chart. Did Penny put the data on the correct place of the table? There were 6 items of data.

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Grade 11 CONDUCTING-Middle level learnerUsing accepted methods of organizing, representing, and/or manipulating

data

INQUIRY CONSTRUCT

Jacob was given 6 opportunities to represent the data correctly on the chart. Did Jacob put the data on the correct place of the graph? There were 6 items of data.

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Grade 11 CONDUCTING-Lower level learnerUsing accepted methods of organizing, representing, and/or

manipulating data

INQUIRY CONSTRUCTJennifer was given 3 opportunities to represent her data organizing her data into

“SOLUTIONS” OR “NOT SOLUTIONS” trays.

The End25

This concludes the PS 1.4.1c Science Investigation webinar on Identifying Solutions.

Additional resources from this webinar can be found on the Sherlock Center Website: http://www.ric.edu/sherlockcenter/lessons.html

Sherlock Center Additional Resources26