Transcript File - NYCNYS Science Resources for Teaching and PD

Preparing a CCLS
Performance Task in
Science
Gary Carlin, CFN 603
Session 5: Thursday, April 11, 2013
Academy for Scholarship & Entrepreneurship
8:30-10:30 am
Session Five
Agenda
• Performance Task
• Rubric
• Student Work
• Review/Analysis
Performance Task
1. Unit?
2. CCLS Standards?
NYS MST Standards
Reading
Content
Writing
Skill(s)
Speaking
3. Rigorous?
4. Self-Assessment?
Depths of Knowledge
Rubric
Lexile Values
Reflection
Differentiation
Portfolio
CCLS Reading Standard 1 & 10
Anchor Standards
• 1. Read closely to determine what the text
says explicitly and to make logical inferences
from it; cite specific textual evidence when
writing or speaking to support conclusions
drawn from the text.
• 10. Read and comprehend complex literary
and informational texts independently and
proficiently.
Observations & Inferences
Observations (Evidence) from Text
Observation 1
Observation 1
Observation 1
Observation 2
Observation 2
Concluding Statement
Observation 3
INFERENCE
Citing Textual Evidence
Position:
Text Source:
Evidence 1
Text Quote
Relevant to
Position
Strength
Limitation
Order, why?
Evidence 2
Evidence 3
Grade 9-10 R Band
• 1. Cite specific textual evidence to support
analysis of science and technical texts,
attending to the precise details of
explanations or descriptions.
• 10. By the end of grade 10, read and
comprehend science/technical texts in the
grades 9–10 text complexity band
independently and proficiently.
ANALYSIS
• Detailed examination of the elements or
structure of something
• Study the nature of something (concept,
process, problem, investigation) to determine
its essential features (parts) and their
function, relationship (to each other and the
“whole”) and/or their value (+/).
• Use to make a Conclusion
Providing Initial Text
• Rigor and Differentiation
– Provide Multiple Texts (Choice) – Coded (color)
– Determine Lexile Levels (Lexile.com)
– Reflect Concepts, Skills and Vocabulary of MST
Standards
– Opposing Positions, Viewpoints, Beliefs, etc.
Search for New Text
• Additional Evidence
– More Precise Details
– Clarify Complex Ideas/Reasoning
– Address Limitations
• Check Validity/Quality of Evidence
• Different Position/Purpose/Style/Tone
CCLS Writing Standard 1
Anchor Standard
• 1. Write arguments to support
claims in an analysis of
substantive topics or texts using
valid reasoning and relevant and
sufficient evidence.
Grade 9-10 W Band
• 1. Write arguments focused on discipline-specific content.
• a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among the claim(s), counterclaims, reasons, and evidence.
• b. Develop claim(s) and counterclaims fairly, supplying data and evidence
for each while pointing out the strengths and limitations of both claim(s)
and counterclaims in a discipline-appropriate form and in a manner that
anticipates the audience’s knowledge level and concerns.
• c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and
counterclaims.
• d. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are
writing.
• e. Provide a concluding statement or section that follows from or supports
the argument presented.
Claim/Counterclaim
Claim
Data/Evidence
/Reasons
Source
Strength
Limitation
Counterclaim
What’s the Relationship between …
• Claims and Reasons
• Reasons and Evidence
• Claims and Counterclaims
Creating a
Performance
Task?
LE - MC
• In 2007, scientists broke open a fossil of a dinosaur
bone and found some preserved tissues. Analysis
showed that some proteins in these tissues are very
similar to proteins found in modern chickens. The
conclusion that these dinosaurs are related to
modern chickens is based on
• (1) molecular similarities
(2) natural selection
(3) similarities in behavior
(4) the occurrence of mutations
Sample LE Performance Task
• Recent evidence suggest that dinosaurs are
most closely related to birds. Yet, your high
school science textbook does not include this
information. So you want to write a letter to
the publisher that makes this claim with
relevant and sufficient evidence so they will
include this information in their next Living
Environment textbook edition
Or … for an Argument
“Accepted Answer”
• Write an argument that
uses evidence to
establish your position
that dinosaurs are
more closely related to
reptiles than birds or
they are more closely
related to birds than
reptiles.
LE - MC
• People have been warned about the dangers of
excessive exposure to radiation during certain
medical procedures. The most likely reason for this
warning is that radiation exposure might
–
–
–
–
(1)
(2)
(3)
(4)
result in gene mutations and uncontrolled cell growth
cause the rejection of transplanted organs
increase body temperature by two to five degrees
prevent the transport of materials into cells
Sample LE Performance Task
• As a volunteer at hospital you notice that
some young patients are exposed to excessive
radiation during their medical procedure.
Therefore, you want to create a brochure that
educates high school age students on the
dangers of excessive exposure (even they are
often told it is safe) to radiation and how to
calculate and minimize their exposure levels.
Or …
• Write an
argument that
exposure to
radiation from
medical
procedures is
safe or is not
safe.
LE -MC
• For those individuals who have an allergic reaction to
cats, a company in Los Angeles promises relief. They
offer a new line of cats genetically modified to
eliminate or reduce their allergy-causing properties.
The development of this new line of cats most likely
involved
–
–
–
–
(1)
(2)
(3)
(4)
using natural selection to produce a new variety of cat
altering the reproductive rate of cats
changing the behavior of cats
manipulating the DNA of cats
Sample LE Performance Task
• Write an argument
that producing
genetically
modified animals
and plants should
or should not be
banned.
LE - MC
• Growing exotic (nonnative) plant species in parks and
gardens could lead directly to an increase in the
•
•
•
•
(1)
(2)
(3)
(4)
biodiversity of the autotrophs that feed on them
populations of native carnivores
competition between them and native producers
breeding between them and native herbivores
Sample LE Performance Task
• Last summer you worked in
the City Parks as a high school
student volunteer and you
spent most of the summer
removing exotic non-native
plant species. Write an
argument for you fellow
students who are considering
becoming Park volunteers as
to why you believe it is
important to remove exotic
species from our local parks.
LE - CR
• A student wants to bake the biggest loaf of bread in
the local baking contest. Each contestant must use
the same amounts of flour, sugar, and yeast, but is
allowed to vary the type of sugar. Yeast is a
microorganism that carries out cellular respiration,
which produces carbon dioxide, making the bread
rise. The student designs an experiment using the
setup below to determine which sugar source
(glucose, sucrose, or fructose) will cause the yeast to
produce the most carbon dioxide and therefore, the
biggest loaf of bread.
Sample Performance Task
• You want to bake the biggest loaf of bread in a local
baking contest sponsored by Arnold Breads. Each
contestant must use the same amounts of flour, salt
and water but is allowed to vary the type of yeast
and sugar. Research, design and carry out an
experiment that will test your hypothesis. And
prepare a scientific paper that will be presented at
the contest.
LE – Local Connection
• Write an argument on why Hunts point is or is
not a good location for a Sewage Treatment
Plant
ES - MC
• What evidence suggests that a mass extinction of the
dinosaurs occurred at the end of the Cretaceous Period?
•
• (1) an absence of dinosaur fossils in Paleocene bedrock
• (2) drawings of dinosaurs made by humans in caves during
the Paleocene Epoch
• (3) an abundance of dinosaur fossils in Early Cretaceous
bedrock
• (4) evolution of dinosaurs during the Late Cretaceous Epoch
Sample ES Performance Task
“Multiple Theories”
• Write an
argument that
supports that
dinosaur
extinction was
either due to
asteroids or
climate change.
ES - MC
• Which information best supports the inference that
the universe began with an explosion?
– (1) measurements of rates of decay using carbon-14
– (2) measurements of cosmic background radiation
– (3) calculations of the distance from the Sun to each
asteroid in the asteroid belt
– (4) calculations of the temperature and luminosity of stars
Sample Performance Task
• You need to write an article for the school
science journal that takes the position the
that the universe began with an explosion.
Your article should include all the relevant
information scientists have used in making
this inference so you can convince your fellow
students that this is the “best inference”
based on the evidence.
ES -CR
• Identify the
present-day
features that
prevents the
Allegheny River
from returning to
its earlier
(Neogene)
direction of flow to
the northwest.
Sample ES Performance Task
• In order to take a two class trip to Florida,
your Earth Science teacher has required that
you write an argument that will convince your
other classmates that the present-day
Allegheny River in New York cannot return to
its earlier (Neogene) direction of flow. If your
argument successfully convinces 75% of your
classmates he will sign your trip form.
ES -MC
• Evidence that Earth revolves around the Sun is
provided by the
– (1) apparent rising and setting of the Sun during
one day
– (2) apparent rising and setting of Polaris during
one day
– (3) seasonal changes in the apparent positions of
constellations
– (4) hourly changes in the apparent direction of
the swing of a Foucault pendulum
Sample ES Performance Task
• You must prepare a
report that explains
how early scientists
first challenged the
belief that the Sun
revolved around
Earth and how that
evidence differs from
the evidence of
modern scientists.
ES - CR
• El Niño conditions occur with a buildup of warm water in the
equatorial Pacific Ocean off the coast of South America. The
immediate cause of this buildup is a change in air pressure that
weakens the southern trade winds. These are the planetary
winds that move air from 30° S to the equator. Normally, these
strong, steady winds, with the help of their counterparts in the
Northern Hemisphere, push equatorial water westward away
from South America. But, at intervals of two to seven years,
these winds weaken, causing the westward water flow to
reverse. This results in an accumulation of unusually warm water
on the east side of the equatorial Pacific Ocean. This warm
water not only changes the characteristics of the air above it,
but also is thought to be the cause of weather changes around
the world. El Niño conditions may last only a few months, but
often last a year or two.
Sample ES Performance Task
El Ninos
• Write an argument that uses evidence to
support the theory that El Niños are produced
from heat drained from the equatorial oceans
after a period of accumulation or that El Niños
are triggered by random events occurring in
other parts of the climate system, and
suggests that we will never be able to predict
them.
ES Content Topic
Earthquakes
• Write an argument
that either supports
the idea that
predicting earthquakes
is still relatively pure
guess work or they can
be accurately
predicted with
seismology.
ES Content Topic
Glaciers
• Write an
argument that
the behavior
of glaciers are
or are not
good
indicators of
global
warming.
Chemistry - MC
• Which element has chemical properties that
are most similar to the chemical properties of
fluorine?
• (1) boron
• (2) chlorine
(3) neon
(4) oxygen
Chemistry Sample Performance Task
• Write an
argument that
the chemical
properties of
Chlorine are
more closely
related to
_______ than
______ .
Chemistry -MC
• Which compound is soluble in water?
• (1) PbS (3) Na2S
• (2) BaS (4) Fe2S3
Chemistry Sample Performance Task
• Write an
argument with
supporting
evidence that
describes why
_______ is more
soluble in water
than ______ .
Chemistry Sample Performance Task
• Which element has atoms that can bond to
each other in rings and networks?
•
•
•
•
(1) aluminum
(2) hydrogen
(3) carbon
(4) oxygen
Chemistry Sample Performance Task
• Write an argument that claims that _______
structures in molecules are stronger than
______ structures.
Chemistry Sample Performance Task
• Write an argument that claims that more
active metals make “better” or don’t make
“better” voltaic cells than less active metals.
Chemistry Sample Performance Task
• Write an argument that claims that nuclear
reactors are safe/unsafe and therefore
Shoreham Nuclear Power Plant in Long Island
should be opened or remained closed.
Sample Chem Performance Task
• Write an argument that cast iron pans are
better or worse at conducting heat than dual
metal pans (stainless steel with a copper disc).
Sample Chem Performance Task
• Write an argument that claims that Tums is a
better or worse over the counter antacid than
Milk of Magnesia.
Sample Chem Performance Task
• Write an argument
that ozone is a
better or worse
“water
disinfectant” than
chlorine in water
treatment facilities.
Chemistry - CR
• The diagram and
balanced ionic
equation below
represent a voltaic cell
with copper and silver
electrodes and the
reaction that occurs
when the cell is
operating.
Cu(s) + 2Ag+(aq)  Cu2+(aq) + 2Ag(s)
Sample Chem Performance Task
• Conduct an investigation in
which you can determine
whether a voltaic cell that
uses only one metal (silver)
produces more or less
voltage then a cell that uses
two metals (silver and
copper) even when the
solution concentrations are
changed for one or both
metals.
Depths of Knowledge (DoK)
• Process and criteria for analyzing the alignment between standards and
standardized assessments.
• Analyze the cognitive expectation demanded by standards, curricular
activities and assessment tasks (Webb, 1997).
• Each grouping of tasks reflects a different level of cognitive expectation, or
depth of knowledge (i.e. procedural, declarative, etc.) required to
complete the task.
DOK Level
Title of Level
1
Recall and Reproduction
2
Skills and Concepts
3
Short-term Strategic Thinking
4
Extended Thinking
DoK 3 - Short Term Strategic Thinking
• Use a Venn Diagram that shows how two
topics are the same and different
• Make a flow chart to show the critical stages.
• Prepare a report about an area of study
• Conduct an investigation to produce
information to support a view
Science DoK Level 3
• Requires students to explain their thinking; beyond or a word
or short phrase.
•
An activity that has more than one possible answer and
requires students to justify the response they give.
• Experimental designs involve more than one dependent
variable.
• Drawing conclusions from observations; citing evidence and
developing a logical argument for concepts; explaining
phenomena in terms of concepts; and using concepts to solve
non-routine problems.
Level 3 Performance
• Identify research questions and design
investigations for a scientific problem.
• Solve non-routine problems.
• Develop a scientific model for a complex
situation.
• Form conclusions from experimental data.
Level 3: Explain Your Thinking
1. Answer/Conclusion
2. Initial Thoughts
3. Strongest Evidence/Data
4. Discount Alternate Ideas
Briefly explain the nature of a vaccine and some steps that
should be taken before a vaccine is available for public
use. In your answer, be sure to include:
• a description of what a vaccine is
• an explanation of why one group had a placebo sprayed
into their nostrils before exposure to the virus
• an explanation of why scientists used monkeys to test the
SARS vaccine
• a statement of what could be done to verify the results
Level 3: Multiple Answers
1.Situation/Problem
2. Approaches Considered
3. Possible Solutions (Ranked)
4. Justify Solution
Parrots are tropical birds. However, in some areas of New
York City, some parrots have been able to survive outdoors
year-round. These parrots survive, while most others
cannot, how could you explain this?
Explain why the surfaces of the different Great Lakes and
the surrounding land surfaces all freeze at different time.
Level 3: Experimental Design
1. Question/Problem
2. Hypothesis
3. Variables
4. Procedure
In order to verify this research, experiments must be carried out.
Design an experiment to test whether poison ivy is affected by air
containing higher than normal concentrations of carbon dioxide. In
your answer, be sure to:
• state the hypothesis the experiment would test
• state one way the control group should be treated differently from
the experimental group
•identify two conditions that should be kept the same in both the
control and the experimental groups
• describe the type of data to be collected
• identify one safety precaution that should be taken during the
experiment and explain why it is necessary
Level 3: Drawing Conclusions
1. Problem/Question
2. Observations
3. Variables & Data (Graph/Table)
4. Trend/Relationship
DoK 4 - Extended Thinking
• Applying information to solve ill-defined
problems in novel situations
• Writing and/or research tasks that involve
formulating and testing hypotheses over time
• Writing tasks that have a strong emphasis on
persuasion
• Devise a way to…
Science DoK Level 4
• Make several connections—relate ideas within the content
area or among content areas
• Select or devise one approach among many alternatives on
how the situation can be solved.
• Performance assessments and open-ended assessment
activities.
• Require complex reasoning, experimental design and
planning, and probably will require an extended period of
time either for the science investigation, or for carrying out
the multiple steps of an assessment.
Level 4 Performance
• Based on provided data from a complex
experiment that is novel to the student,
deduct the fundamental relationship between
several controlled variables.
• Conduct an investigation, from specifying a
problem to designing and carrying out an
experiment, to analyzing its data and forming
conclusions.
Level 4: Making Connections
1. Concepts/Ideas
2. Intra-Unit Connection
3. Inter-Unit Connections
4. Content Area Connections
Level 4: Solving a Problem
1. Problem/Question
2. Possible Approaches
3. Reasons for Selected Approach
4. Confirm Best Solution
Where do I throw the spear
if I want to eat dinner?, Why?
Level 4: Experimental Design
1. Background Information
2. Variables & Control
3. Procedure/Design – First
4. Procedure/Design - Second
Level 4: Extended Thinking
1. Describe
2. Explain
3. Add Something New
4. Question (How, Why)
Expanding an Activity/Task Over Time
Situation Problem(?)
Inter/Intra Course Connections
Approaches to Solve
Extended Time
Webb’s DOK & Bloom’s (Math/Sci)
Understand
Construct meaning, clarify, paraphrase,
represent, translate, illustrate, give
examples, classify, categorize,
summarize, generalize, infer a logical
conclusion (such as from examples
given), predict, compare/contrast, match
Apply
Carry out or use a procedure in a given
situation; carry out (apply to a familiar
task), or use (apply) to an unfamiliar
task
like ideas, explain, construct models
Analyze
Break into constituent parts, determine
how parts relate, differentiate between
relevant-irrelevant, distinguish, focus,
select, organize, outline, find
coherence, deconstruct
Evaluate
Make judgments based on criteria,
check, detect inconsistencies or
fallacies, judge, critique
Create
Reorganize elements into new patterns/structures, generate, hypothesize, design,
plan, construct, produce
Webb’s DOK & Bloom’s (Math/Sci) - 4
Understand
Apply
-Relate mathematical or scientific concepts
to other content areas, other domains, or
other concepts
-Select or devise approach among many
alternatives to solve a problem
-Develop generalizations of the results
obtained and the strategies used (from
investigation or readings) and apply them to
new problem situations
-Conduct a project that specifies a problem,
identifies solution paths, solves the
problem, and reports results
Analyze
Evaluate
-Analyze multiple sources of evidence
analyze complex/abstract themes
-Gather, analyze, & evaluate information to
draw conclusions
-Gather, analyze, and evaluate information
-Apply understanding in a novel way,
provide argument or justification for the
application
Create
-Synthesize information across multiple sources or texts
-Design a mathematical model to inform and solve a practical or abstract situation
Rubric Basics
• Rating Scale – Across the top
(i.e., 1-4)
• Dimension – Along the side
(Trait being judged, Criteria – conditions must be met to
be considered successful)
• Descriptors – Within the boxes
(Statements that describe each level of performance,
Indicators – specific examples)
72
Evaluation: Analytic Rubric
RATING SCALE
DIMENSIONS
Level 1
Level 2
Level 3
Level 4
Criteria 1
Descriptor
Descriptor
Descriptor
Descriptor
Criteria 2
Descriptor
Descriptor
Descriptor
Descriptor
Criteria 3
Descriptor
Descriptor
Descriptor
Descriptor
Criteria 4
Descriptor
Descriptor
Descriptor
Descriptor
Two Types of Criteria (related to Content and Process Objectives)
Content objectives are generally what you want students to remember,
understand, or comprehend about the content.
Process objectives are more about the processes in which students use the
basic knowledge…..such as application, analysis, and manipulation.
Levels of Quality
4
3
2
1
Yes … Yes … No … No …
but … but …
74
Rubric Descriptors
Degrees of …
4 (Yes …)
Understanding
Thorough/Complete
Frequency
Always/Consistently
Effectiveness
Highly Effective
Independence
Independently
Accuracy
Completely accurate
Clarity
Exceptionally clear
75
Rubric: Range to Rate
Performance
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Description of
Criteria Description of identifiable Description of Description of
identifiable
performance
identifiable
identifiable
1
performance characteristics performance
performance
characteristics
reflecting
characteristics characteristics
Stated
reflecting a
development
reflecting
reflecting the
Objective or
mastery of
highest level of
Performance beginning level and movement
of performance. toward mastery performance. performance.
of performance.
Scoring Rubrics
• Shift away from formulaic, one-size-fits-all
writing
• Reward writers for adapting their prose to a
given purpose and audience
• Goal: Use evidence/data to establish
relationships, draw conclusions, and analyze
results/claims that are precise in their details,
logical and well organized in their reasoning
and follow the scientific norms and
conventions
77
Evaluating Rubrics
• Does it reflect what has been emphasized in the
class/instruction?
• Is it clear what a student needs to do to get a
score at each scale point?
• It should address all aspects of the outcome
being measured – nothing extraneous.
• Does the highest point value represent a truly
exemplary performance or product?
• Is there inter-rater reliability when used by
different graders?
78
Reflect and Learn
• What is the process I went through while
completing this performance task?
• What risks did I take?
• What new knowledge did I gain?
• What did I learn (content, process, skills)?
• Why did I choose a specific option(s) in the task?
• Do I have (new) questions about this task?
• If I were going to redo this task, what would I do
differently, why?
• How did this task change an idea, belief, or
conception I had about reasoning or analysis?
In case you were wondering …
• If he were throwing a spear, he'd have to compensate for the
refraction of light and aim below the observed fish.
• In 1970, a deadly disease spread through corn crops
in the United States. Scientists discovered that 80
percent of the corn contained the gene that made
the plants more likely to be infected with the
disease. This problem might have been avoided if the
cornfields across the country had had more
• (1) large predators to control parasite populations (2)
selective mutations
(3) genetic diversity
(4) breeding of infected plants