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2017 SCPASS Science and EOCEP Biology

2017 SCPASS Science and EOCEP Biology. Kirsten Hural Ph.D . Office of Assessment khural@ed.sc.gov 803-734-5981 Brenda Ponsard Office of Assessment bponsard@ed.sc.gov 803-734-0371. 2018 SCPASS Blueprint.

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2017 SCPASS Science and EOCEP Biology

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  1. 2017 SCPASS Science and EOCEP Biology Kirsten Hural Ph.D. Office of Assessment khural@ed.sc.gov 803-734-5981 Brenda Ponsard Office of Assessment bponsard@ed.sc.gov 803-734-0371

  2. 2018 SCPASS Blueprint https://ed.sc.gov/tests/middle/scpass/scpass-test-blueprints/scpass-science-for-grades-4-6-and-8/

  3. 2018 Biology 1 Blueprint https://ed.sc.gov/tests/tests-files/eocep-files/2016-17-biology1-test-blueprint/

  4. New Performance Levels Does Not Meet Expectations Approaches Expectations Meets Expectations Exceeds Expectations

  5. SCPASS Science Scale Score Ranges https://ed.sc.gov/tests/middle/scpass/scpass-score-report-user-s-guide/

  6. Have “Science Instructional Areas of Growth” handy as the data are reviewed.

  7. Disclaimer: All items shown are examples, not actual test items.

  8. General Recommendations for Students • Reading graphs/charts • Determining the pattern; comparing data • Ordering numbers • values could be from smallest to largest or vice versa; not ordered at all • Look at scale -not grid • Pay attention to the information on the axes • Critical Reading: • Read question carefully • Look for bolded words (not, most likely, best, least to greatest) • Look for the best choice • There may be more than one true or valid statement, but only one answers what is being asked

  9. General Recommendations for Instruction • Develop lessons and teach content using the SEPs. • Students should be practicing application and use of the metric system. • Example: converting a meter to centimeters • Provide practice for students to • identify independent and dependent variables • DRY MIX • identify constants and controls • what factors do not change • identifying the control group

  10. General Recommendations for Instruction • Teach the process of planning and conducting experiments, developing testable hypotheses, collecting and analyzing data, and reporting results. • Ordering procedures for an investigation • Identification of resources/ materials

  11. Expose students to data that requires students to identify the relationships between two or more variables. • Two separate graphs or tables • Tabled data showing two or three variables. Which day might be the best day to plan a picnic?

  12. General Recommendations for Instruction • Use a variety of charts, maps, diagrams and models with all content.

  13. 4th Grade Interpret a variety of diagrams or graphs communicating the atmospheric composition of Earth.

  14. Interpret and develop models of water cycle. https://www.teacherspayteachers.com/Product/The-Water-Cycle-Interactive-Notebook-BUNDLE-by-Science-Doodles-FREEBIE-963809 www.smartdraw.com/biology-diagram/examples/water-cycle-diagram/ www.cas.miamioh.edu

  15. Students should be exposed to a variety of models of moon phases and seasons. (Example: Changing phases and diagrams of the relative positions of the SEM & http://www.thebestofteacherentrepreneurs.org

  16. Confusing terms: Learned traits, inherited traits Pitch, volume Reflection, refraction Rotation, revolution

  17. 5th Grade States of Matter Tri-Foldable | tothesquareinchtothesquareinch - WordPress.com • Explain why matter can be classified as a solid, liquid, or gas based on physical properties. • Students should be able to describe the motion/ density of the particles in solids, liquids, and gases.

  18. Compare continental and oceanic landforms • Graphics from the Internet • Student generated models • Link reading activities • Mariana Trench • Grand Canyon river river Students might be asked to compare these two continental landforms.

  19. Confusing terms: Valley, canyon, trench Predator, prey Host, parasite Solute, solution Weathering, erosion, deposition

  20. 6th Grade Students might be asked how leaves and roots aid the plant in photosynthesis. http://www.tetsuccesskey.com/2013/12/parts-of-plant-class-vi.html Analyze, interpret, and develop models representing the parts and the functions of the parts flowering plants. (Synthesis of standard 6.L.5B.1-3)

  21. Have students interpret/ produce tabled or graphed data representing potential and kinetic energy • Students should be able to identify the conditions that result in the formation of hurricanes, thunderstorms, and tornados

  22. Confusing terms: Endothermic, exothermic Respiration, transpiration, photosynthesis Conductor, insulator

  23. 7th Grade • Generate models and explain the functions and relationships of structures and systems in organisms. • Students could be asked to select the valid statement describing the relationship between the respiratory and digestive systems.

  24. Identify the pros and cons for the introduction of an organism, and solutions that were attempted to control the organism. • Students might be asked to read a short passage (2-3 sentences) related to kudzu. Based on the reading, they need to identify the problem, and a valid solution to this invasive species. (7.S.1B1/ 7.EC.5B.4) • Students could be asked to determine the solution matching the problem being asked. • Support the argument based on the information. • Make a claim and support the claim based on the information given.

  25. Recognize balanced chemical equations and that these support the law of conservation of matter; recognize coefficient and subscript represent the number of atoms of each type of element found in a molecule. • Students could be asked if the equation is: • balanced, or • which are the coefficients, or • which are the subscripts, or • which are the reactants and which are the products. • 4Fe + 3O2 2Fe2O3

  26. Investigate the relationship between mass and volume when finding the density of a substance. • Students might be asked to determine the density of a solid object. • Ex: Solid cube has a mass of 60 g. When placed in a graduated cylinder with 50 mL water, the water level rises to 60 mL. • What is the density of this solid? 100 100 90 90 80 80 70 70 60 60 50 50 40 40 30 30 20 20 Solid 60 g 10 10

  27. http://cleangreenenergyzone.com/significant-levels-of-energy-pyramid-ecosystem/http://cleangreenenergyzone.com/significant-levels-of-energy-pyramid-ecosystem/ http://biologyprojectwolf.weebly.com/trophic-pyramid-and-food-web.html Develop or interpret various food webs, food chains, and energy pyramids.

  28. Confusing terms: Product, reactant Chemical change, physical change

  29. 8th Grade • Evaluate valid statements/ arguments and chose the statement that best supports a given claim. • Recognize the physical and chemical properties that make a natural resource valuable. • Identify the properties of waves and the relationships between these properties. • Interpret data relating to the short and long term effects of solar phenomena on Earth.

  30. Understand how index fossils can be any type of organism and how these are used to determine relative ages of rocks and other fossils. Students might be asked which fossil represents an index fossil? https://socratic.org/questions/what-is-an-index-fossil-how-is-it-used-to-identify-the-relative-age-of-rocks

  31. Confusing terms: Frequency, amplitude Revolution, rotation Weathering, erosion, deposition

  32. Biology 1 • Give students frequent opportunities to interpret real data and to write their conclusions and support their conclusions using the data. • Websites such as Audubon and NOAA have archived data available to the public • Data collected from a student’s own investigation • Scientific journals • Students might be asked to identify the question being asked in the investigation or what is being measured or what is the control?

  33. Review the ADP-ATP cycle and emphasize that energy is required to form ATP from ADP and phosphate. • Instruct students in the smaller metric units such as micro-, nano-, and pico-. • Focus on medical and agricultural applications of biotechnology. • Students need to be obtaining and evaluating information on the factors (genetic and environmental) that lead to biological evolution.

  34. Release Items Are being field tested this spring Will be released in the Fall of ‘18 Variety of items will represent a general sampling of the different types of items 8th Grade and Biology will see a sample scenario with accompanying items

  35. Online Testing Provide opportunities for students to use the online testing tools for practice. Remind 8th Grade and Biology 1 takers to do scroll on the scenarios.

  36. References: • Dribble Monkey. (2016, February 22). Blank moon phases calendar freebie [Phase calendar]. Retrieved from http://www.thebestofteacherentrepreneurs.org • Farmer, J. (2011). [diagram of water cycle]. Retrieved from http://www.cas.miamioh.edu/scienceforohio/Water1/Rr.html • Garay, T. (n.d.). Yellowstone National Park food web [Diagram]. Retrieved from http://biologyprojectwolf.weebly.com/trophic-pyramid-and-food-web.html • Green Energy Blog. (2016). Significant levels of energy pyramid ecosystem. Retrieved from http://cleangreenenergyzone.com/significant-levels-of-energy-pyramid-ecosystem/ • Margherita, L. (2015, June 7). Index fossil? Retrieved from https://socratic.org/questions/what-is-an-index-fossil-how-is-it-used-to-identify-the-relative-age-of-rocks • South Carolina Department of Education. (2017). End-of-Course Examination Program (EOCEP) - South Carolina Department of Education. • Retrieved November 19, 2017, from https://ed.sc.gov/tests/high/eocep/ • South Carolina Department of Education. (2017). South Carolina Palmetto Assessment of State Standards (SCPASS) Science and Social Studies - South • Carolina Department of Education. Retrieved November 19, 2017, from https://ed.sc.gov/tests/middle/scpass/ • Teachers Pay Teachers. (2017). The water cycle interactive notebook bundle by science doodles - freebie! Retrieved from • https://www.teacherspayteachers.com/Product/The-Water-Cycle-Interactive-Notebook-BUNDLE-by-Science-Doodles-FREEBIE-963809 • TET Success Key. (2013, December 17). TET Success Key: Parts of a Plant (Class VI). Retrieved from http://www.tetsuccesskey.com/2013/12/parts-of- • plant-class-vi.html • The water cycle [graphic of water cycle]. (2017). Retrieved from http://www.smartdraw.com/biology-diagram/examples/water-cycle-diagram/ • To the Square Inch. (2012, February 24). States of matter tri-foldable. Retrieved from https://tothesquareinch.wordpress.com/2012/02/24/states-of-matter- • tri-foldable/ • Trophic level | ecology. (n.d.). In Encyclopedia Britannica. Retrieved from https://www.britannica.com/science/trophic-level • Woodford, C. (2016, October 28). States of matter: A simple introduction to solids, liquids, gases. Retrieved from http://www.explainthatstuff.com/states- • of-matter.html

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