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Agenda for Science RIAA Science Model Inquiry Construct Table

Rhode Island Alternate Assessment Science: Understanding the Inquiry Construct 2009 - 2010 Sue Dell, The Sherlock Center and Rhode Island College, Department of Special Education. Agenda for Science RIAA Science Model Inquiry Construct Table A Closer look at INQUIRY: Key Concepts at Each Grade

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Agenda for Science RIAA Science Model Inquiry Construct Table

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  1. Rhode IslandAlternate AssessmentScience: Understanding the Inquiry Construct2009 - 2010Sue Dell, The Sherlock Center and Rhode Island College, Department of Special Education

  2. Agenda for Science RIAA Science Model Inquiry Construct Table A Closer look at INQUIRY:Key Concepts at Each Grade Examples of Inquiry Constructs Students at three ability levels Student Work Science Lab Reports Review of Science Documentation Grade 11: Fredrick Science Entry

  3. Science = INQUIRY + KNOWLEDGE

  4. INQUIRY CONSTRUCT

  5. What is a Science Investigation? A science investigation is a science unit/activity that uses all of the inquiry processes of: *Observation and Questioning *Planning *Conducting *Analyzing

  6. The Inquiry Construct is assessed within the context of: • Life Science • Earth Space Science • Physical Science

  7. RIAA Inquiry Constructs Choose One Choose One Choose One

  8. RIAA Inquiry Constructs NOTE: The Inquiry Construct CONDUCTING changes in each grade (4, 8, 11)

  9. A Closer look at INQUIRYKey Concepts at Each Grade

  10. Inquiry Construct within an ESS investigation of rocks/minerals Conducting Describes how Emma is assessed on the conducting inquiry construct (following procedures) Describes Emma’s accuracy and independence performance in the selected inquiry construct.

  11. Grade 4Inquiry Construct OBSERVING/QUESTIONING Make and describe observations in order to ask questions, and/or make predictions related to the science investigation. This construct involves: • making and describing observations to ask a question and/or • making a prediction/asking a research question.

  12. Challenge 1: What is wrong with the following description? GRADE 4: OBSERVING/QUESTIONING Make and describe observations in order to ask questions, and/or make predictions related to the science investigation. Stacy watched the teacher demonstrate the use of a thermometer to measure the temperature of a liquid (PS 1.1.1e). She was accurate in observing (100% accuracy) but needed verbal prompt to remain on-task (0% independence).

  13. Revised Description Stacy observed the teacher demonstrate the use of a thermometer to measure the temperature of water as it changed states (PS 1.1.1e). The demonstration was conducted to help prepare Stacy to make a prediction for her investigation. Stacy described her observations in scientific terms (using states of matter and temperature). She used her observations to create a hypothesis: “All frozen solids will change to a liquid at 40 degrees.” She was accurate in observing and describing her observations (100% accuracy) but needed verbal prompt to describe her observations using scientific terms (0% independence).

  14. Grade 4Inquiry Construct CONDUCTING Follow procedures, using equipment or measurement devices accurately as appropriate, for collecting and/or recording qualitative or quantitative data. This construct involves: following a procedure and collecting or recording data or using equipment/measurement devicesand collecting or recording data

  15. Challenge 2: What is wrong with the following description? Filipe used a three step process to conduct his experiment. He was 100% accurate but needed verbal prompts for two steps (0% independence). GRADE 4:CONDUCTING Follow procedures, using equipment or measurement devices accurately as appropriate, for collecting and/or recording qualitative or quantitative data.

  16. Revised Description In conducting his investigation, Filipe used a three step process to identify the external features common to familiar animals (LS 1.1.2): 1- get materials/tools; 2-use tools to observe the animals; 3-record data. He was 66% accurate (steps 1 & 2), but needed verbal prompts to complete each step (0% independence).

  17. Grade 8Inquiry Construct PLANNING Identify information/ evidence that needs to be collected and/or tool to be used in order to answer a question and/or check a prediction. This construct involves: identifying information/ evidence to be collected to answer the question/check prediction or Identifying tools to be used to collect information to answer a question/check a prediction

  18. Challenge 3: What is wrong with the following description? Candice developed a research question “Will it rain and be cold in October?” (ESS 2.1.1). Each day during October she was given her data chart, a thermometer, and a pencil to record her data. She was 100% accurate but needed verbal prompts to record the data (0% independence) GRADE 8: PLANNING Identify information/ evidence that needs to be collected and/or tool to be used in order to answer a question and/or check a prediction.

  19. Revised Description Candice developed a research question “Will it rain and be cold in October?” (ESS 2.1.1) Candice took data each day during October. Each morning she completed a planning sheet that assessed her ability to (1) identify the tools she would need/use (thermometer, rain gauge) and (2) the information she will collect (temperature, presence of rain). Candice was 100% accurate and 100% independent in identifying tools and information to answer her research question.

  20. Grade 8Inquiry Construct CONDUCTING Use data to summarize results This construct involves: using data in some way that results in summary of the findings of the investigation

  21. Challenge 4: What is wrong with the following description? Henry investigated the physical properties of matter (rocks) by evaluating their texture (smooth, rough) (ESS 1.1.2b) . Henry developed a hypothesis, “All rocks are smooth.” Henry tested 10 rocks, recorded his data and circled smooth rocks. Henry was accurate in recording rock data 9/10 times (90% accurate) with 100% independence. GRADE 8: CONDUCTING Use data to summarize results

  22. Revised Description Henry investigated the physical properties of matter (rocks) by evaluating their texture (smooth, rough) (ESS 1.1.2b) . Henry developed a hypothesis, “All rocks are smooth.” Henry tested 10 rocks and recorded his data. After all data was recorded, Henry circled the rough rocks and summarized results by indicating if “All rocks are smooth”, “All rocks are rough”, or “Some rocks are rough and some are smooth.” Henry was accurate in summarizing his results (100% accurate) with 100% independence.

  23. Grade 11Inquiry Construct CONDUCTING Use accepted methods for organizing, representing and/or manipulating data This construct involves using data in one or more of the following ways Organizing data Representing data Manipulating data

  24. Challenge 5: What is wrong with the following description? GRADE 11: CONDUCTING Use accepted methods for organizing, representing and/or manipulating data Amie investigated the patterns of human health and disease (LS 4.2.1a). Amie developed a research question, “What makes a person sick/injured?” She reviewed a research packet of 10 photos and recorded her observations (signs of health/disease). Amie was accurate in identifying the signs in 6/9 photos (90% accurate) with 100% independence.

  25. Revised Description Amie investigated the patterns of human health and disease (LS 4.2.1a). Amie developed a research question, “What makes a person sick/injured?” She reviewed a research packet of 10 photos, orally described what she observed and recorded her observations (signs of health/disease). Amie was assessed on her skills to represent her data correctly on her recording form (location, correct description to match her oral description). Amie was accurate in representing her data in 6/10 photos (60% accurate) and required point prompt for 8/10 (20% independence).

  26. Grade 11Inquiry Construct ANALYZING Use evidence to support and/or justify interpretations and/or conclusions or explain how the evidence refutes the hypothesis. This construct involves: using data for evidence to decide whether the prediction/question was correct.

  27. Challenge 6: What is wrong with the following description? GRADE 11: ANALYZING Use evidence to support and/or justify interpretations and/or conclusions or explain how the evidence refutes the hypothesis. Hans’s class investigated temperatures within the same environment (ESS1.2.5d). The class identified five locations within their classroom to measure the temperature, and developed the hypothesis, “Temperatures are the same within our classroom.” Hans visited the five locations, read the temperature (digital display) and recorded his data. Hans completed final two questions of his lab report by:(1) indicating whether his hypothesis was correct and (2) circling the data on his chart that he used to decide this. Hans was 100% accurate in indicating whether his hypothesis was correct but incorrectly circled his supporting data (50% accurate). Hans required verbal prompts to complete both questions (0% independence).

  28. Revised Description Hans’s class investigated temperatures within the same environment (ESS1.2.5d). The class identified five locations within their classroom to measure the temperature, and developed the hypothesis, “Temperatures are the same within our classroom.” Hans visited the five locations, read the temperature (digital display) and recorded his data. Hans completed final two questions of his lab report by:(1) indicating whether his hypothesis was correct and (2) circling the data on his chart that he used to decide this.Hans was 100% accurate in indicating whether his hypothesis was correct but incorrectly circled his supporting data (50% accurate). Hans required verbal prompts to complete both questions (0% independence).

  29. Student Work

  30. Science Entry:Student Work for the Selected Inquiry Construct Student work must: • 1 - Demonstrate the student’s skills in the Inquiry Construct; • 2 - Convey that the student work was done within a science investigation related to the chosen AAGSE; • 3- Coordinate with the information provided on the Student Documentation Form; and • 4- Meet the RIAA requirements for acceptable student work (see 2009-2010 RIAA Manual).

  31. Reminders for Student Work for the Inquiry Construct • When assessing Inquiry, ensure that student work supports the selected Inquiry Construct. • The dates on the student work must match the dates on the accompanying SDF and on the DSS. • Verify that the percentages in the evaluation of the student’s performance and description on the SDF match the student work. • Verify that the dates and percentages for Accuracy, Independence and Levels of Assistance match those recorded on the DSS. • Submit one piece of student work for the Inquiry Construct .

  32. Science SPT Student will demonstrate the concept within a science investigation, which includes observing/questioning, planning, conducting and analyzing. A BRIEF description of how the student was involved in each of the four inquiry constructs is required.

  33. Inquiry Construct within an ESS investigation of rocks/minerals Conducting Describes how Emma is assessed on the conducting inquiry construct (following procedures) Describes Emma’s accuracy and independence performance in the selected inquiry construct.

  34. Science Lab Reports

  35. RIAA Review of Science Documentation • Table of Contents • 2 Entries • Inquiry Construct • Knowledge AAGSE • Each entry includes • 1Data Summary Sheet (DSS) with 1 data collection period for each Science domain. • 3 Student Documentation Forms (SDF): 1 for each Science domain • 1Student Work Product Page 58 of the manual

  36. Science Documentation Knowledge Inquiry

  37. Grade 11: Review of a Science Entry: Fredrik

  38. How do I plan for Science?

  39. Inquiry Construct: Q P CA Science Domain: LS ESS PS Inquiry Construct: Conducting: Follow procedures, using equipment or measurement devices accurately as appropriate, for collecting and/or recording qualitative or quantitative data. Knowledge AAGSE: PS 3.2.1a Identify objects that are or are not attracted to magnets. Planning for Rhode Island Alternate Assessment Science Science Investigation Description: The fourth grade will be working on a unit on the exploration of magnets. OBSERVE/QUESTION:Students will develop a research question (list the question) PLAN:The students will identify the objects made of different materials to test and gathered the objects. CONDUCT: Students will follow procedures to test the objects and record their data on a recording sheet (list the procedures) ANALYZE:Students will discuss their common findings and will answer their research question.

  40. Description of Inquiry Construct: Emma will be assessed on how well she follows the procedures to use the magnet wand (equipment) to test each of her six objects and record her data. Application of AAGSE: Emma will be assessed on the number of correct responses about her object’s magnetism (using the investigation recording sheet). • Data Taken on Inquiry Construct: • Accuracy • For each object, data will be taken on whether Emma followed procedures (+) or did not follow procedures (-) for each of her six objects. • Independence • For each object, data will be taken on the level of prompting Emma will need to complete each test: • Independent • Auditory Prompt • Visual Prompt • Physical Prompt Data Taken on AAGSE: Accuracy Using Emma’s investigation recording sheet, Emma will be assessed on whether she correctly identified attract/ did not attract for each of her six objects. Independence For each object, data will be taken on the whether Emma was independent in completing the attract/did not attract section of the investigation recording sheet. Emma independently followed procedures for five of the six objects. Emma needed auditory prompting to test one of six objects. Her independence was 83%. INQUIRY KNOWLEDGE

  41. Contact Information • Cynthia Corbridge: RIDE cynthia.corbridge@ride.ri.gov or 222-8497 • Phyllis Lynch: RIDE phyllis.lynch@ride.ri.gov or 222-4693 • Susan Dell: The Sherlock Center sdell@ric.edu or 456-8557 • Amy Grattan: The Sherlock Center agrattan@ric.edu or 456-8072

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