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The Rhode Island Alternate Assessment (RIAA) Science Resources LS 4.1.2a Identify signs or feelings of being sick, hurt/injured, or discomfort (Grades.

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Presentation on theme: "The Rhode Island Alternate Assessment (RIAA) Science Resources LS 4.1.2a Identify signs or feelings of being sick, hurt/injured, or discomfort (Grades."— Presentation transcript:

1 The Rhode Island Alternate Assessment (RIAA) Science Resources LS 4.1.2a Identify signs or feelings of being sick, hurt/injured, or discomfort (Grades 8 and 11) January, 2012 Webinar Amy Grattan, Rhode Island College Sue Dell, Rhode Island College Heather Heineke, RIDEBecky Wright, RIDE

2 Today’s Agenda 2 1. Contact Information 2. RIAA Resources on the Web 3. Science Content 4. Additional Resources

3 Contact Information for the RIAA Team Heather Heineke: RIDE: Office of Instruction, Assessment, & Curriculum  or Becky Wright: RIDE: Office of Student, Community, & Academic Supports  or Susan Dell: Rhode Island College: The Sherlock Center  or Amy Grattan: Rhode Island College: The Sherlock Center  or Marcia Tibbetts: Measured Progress, Project Manager  Jane Twombly: Measured Progress, Assessment Support  Kevin Froton: Measured Progress, ProFile Support 

4 More RIAA Resources on the Web 4  Sherlock Center: Science Resources  Sherlock Center: Adapted Literature  Rhode Island Department of Education  Measured Progress ProFile

5 Description of Students at Three Ability Levels 5

6 Science AAGSE Resources LS 4.1.2a Identify signs or feelings of being sick, hurt/injured, or discomfort Grade 8: Conducting Grade 11: Conducting

7 LS 4.1.2a Identify signs or feelings of being sick, hurt/injured, or discomfort 7 Signs of illness might include: (obtained from Abdominal pain Constipation Cough Decreased hearing Diarrhea Earache Eye discomfort and redness Fever Headaches Joint pain or muscle pain Nasal congestion Nausea or vomiting Skin rashes Sore throat Urinary problems Vision problems Wheezing

8 LS 4.1.2a Identify signs or feelings of being sick, hurt/injured, or discomfort 8 Signs of injury might include: (obtained from Hot/Warm Skin Pain Pus-like discharge Red Skin Swelling Bleeding

9 9 Overview of Investigation Observe/Question:  Read a book related to the topic  Identify a hypothesis related to the topic such as “Coughing is always a sign of being sick.” Plan:  Brainstorm different situations student experienced where they/others were sick or injured.  Selected four situations they would investigate.

10 10 Overview of Investigation Conduct  Give students a photograph of a person with an injury or sickness. Students write or circle the signs/symptoms of injury/illness  Students may explore a simulation, and will point to/touch the signs on the injured/sick person.  Students place their results on a table and summarize the findings Analyze  Review the hypothesis and analyze whether it was supported by the results found during the conducting part of the investigation

11 11 Observe/Question (http://www.ric.edu/sherlockcenter/lessons.html)

12 12

13 Observe/Question (http://www.ric.edu/sherlockcenter/lessons.html) 13

14 LS 4.1.2a Identify signs or feelings of being sick, hurt/injured, or discomfort 14 Assessing Student Science Knowledge

15 The man’s knee Example of Student Work for a Higher-Level Student 15 The man grabs his knee His knee hurts. He is in pain.

16 16 Example of Student Work for a Middle-Level Student

17 Challenges for Lower level Students Working on this AAGSE: 17 For students who understand best when they feel and interact with actual objects, consider a simulation such as: Place a red liquid (simulation blood) on an arm with a bandage over part of it. Simulate signs of injury and have students identify (touch) the area that is hurt. Student marks the data sheet by placing a small bandage on the sheet. Clutch a part of the body as if in pain (head, stomach). Ask the student to identify the area that is hurt. Student marks the data sheet with a object to represent the area in pain. Blow nose loudly and sneeze. Ask the student to identify the area that is hurt. Student marks the data sheet with a tissue.

18 18 Example of Student Work for a Lower-Level Student Realistic-looking bandage placed in the square

19 19 Assessing Inquiry 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

20 CONDUCTING: Use data to summarize results 20 This Inquiry Construct might be addressed by: Students graph the results from the 4 trials of the investigation on signs of injury/illness and summarize the findings Or Students sort the signs of injury/illness found and indicate the most frequent signs identified

21 Grade 8 CONDUCTING Use data to summarize results for a higher level learner 21 INQUIRY CONSTRUCT John was given 6 opportunities to summarize his data

22 22 Grade 8 CONDUCTING Use data to summarize results for a middle level learner INQUIRY CONSTRUCT Sally was given 6 opportunities to summarize her data

23 23 Grade 8 CONDUCTING Use data to summarize results for a lower level learner INQUIRY CONSTRUCT Jennifer was given 1 opportunity to summarize her data by placing the more symbol on the “bleed” sign.

24 24 Grade 8 CONDUCTING Use data to summarize results for a lower level learner INQUIRY CONSTRUCT This student was given 1 opportunity to summarize her data by indicating that “bleed” was the more frequent sign

25 25 Assessing Inquiry Construct: Grade 11 Two choices at Grade 11 CONDUCTING: Using accepted methods of organizing, representing, and/or manipulating data Or ANALYZING: Use evidence to support and/or justify interpretations and/or conclusions or explain how the evidence refutes the hypothesis.

26 Grade 11 CONDUCTING: Using accepted methods of organizing, representing, and/or manipulating data 26 This Inquiry Construct might be addressed by: Students graph the results from the 4 trials of the investigation on signs of injury/illness. The students are assessed on their skills to represent the data on their graph.

27 Grade 11 CONDUCTING-Higher level learner Using accepted methods of organizing, representing, and/or manipulating data 27 INQUIRY CONSTRUCT John was given 6 opportunities to represent the data correctly on the chart. Did John put the data on the correct place of the graph? There were 6 items of data.

28 28 Grade 11 CONDUCTING-Middle level learner Using accepted methods of organizing, representing, and/or manipulating data INQUIRY CONSTRUCT Sally was given 6 opportunities to represent the data correctly on the chart. Did Sally put the data on the correct place of the graph? There were 6 items of data.

29 29 Grade 11 CONDUCTING-Lower level learner Using accepted methods of organizing, representing, and/or manipulating data INQUIRY CONSTRUCT Jennifer was given 3 opportunities to represent her data by placing the sign of illness objects in the correct place on her chart.

30 The End 30 This concludes the LS 4.1.2a Science Investigation webinar Additional resources from this webinar can be found on the Sherlock Center Website:

31 Sherlock Adapted Lessons 31 New Lessons  Acids and Bases  Animals and Their Environments (integrated unit)  Distinguishing Plants From Animals  Seasons  Similarities Between Parents and Their Offspring  Sorting Living and Non-Living Things

32 Sherlock Center Adapted Lessons and Literature 32


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