unpacking the 5 th grade staar science release items

Unpacking the 5th Grade STAAR Science Release Items

Eligible Texas Essential Knowledge and Skills

Texas Education Agency Student Assessment Division Fall 2010

Webb ArticleFoldable

Level 1 Level 2

Level 3 Level 4

Same Verb Used at Depth of Knowledge Levels

3.7 (B) Investigate rapid changes in the Earth’s surface such as volcanic eruptions, earthquakes, and landslides.

4.7(B) Observe and identify slow changes to the Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice.

5.7 (B)Recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth’s surface by wind, water, and ice.3.2E & 5.2E (4.2E the verb demonstrate changes to perform) Demonstrate that repeated investigations may increase the reliability of results.

Verb Level 1 Level 2 Level 3 Level 4Identify Identify 3 slow changes

to the earth’s surfaces.

What are slow changes to the earth’s surface cause by?

How does water cause weathering, erosion, and deposition?

Identify at least 3 different ways weather can be constructive and destructive.

What are ways weather can be constructive/destructive?

Can erosion be considered constructive as well as destructive? Explain your answer.

Identify research questions and design investigations for weathering, erosion and deposition at different locations around the world, or other planets or moons.

How does weathering, erosion and deposition on earth compare to that of our moon ? Demonstrate your thinking in a graphic representation and explain your graphic representation in a written essay.

Identify the design steps you would take to investigate a process that would measure the amount of weathering, erosion and deposition in terrestrial environment. Provide evidence from your investigation to support your conclusions.

How you would design and construct a machine or machines that will measure the amount of deposition, erosion and weathering in any environment on the planet? Explain the design in detail and its uses and value to the larger scientific community.

Examining STAAR Implications for TeachingNumber of Non-linguistic Representation

Number of 3rd Grade Aligned SEs

Number of 4th Grade Aligned SEs

Comments:

Let’s complete a “quick” analysis of the test design

DOK Levels1 2 3 4

Total

Examining STAAR Implications for TeachingNumber of Non-linguistic Representation

10 Need to include non-linguistic representations (charts, tables, pictures, photos, diagrams, etc.) in 75% or more of your science instruction/learning tasks.

Number of 3rd Grade Aligned SEs

13 Students in 3rd grade must receive meaningful effective science instruction to be successful. Teachers need to think in terms of bands.

Number of 4th Grade Aligned SEs

13 Students in 4th grade must receive meaningful effective science instruction to be successful. Teachers need to think in terms of bands.

Comments: Some 5th Grade TEKS are introduced for the 1st time in 5th grade. Teachers will not have time to teach kinder, 1st, 2nd , and 3rd grade science TEKS for the first time. The 5th Grade STAAR Science Assessment should be renamed to Elementary STAAR Assessment.

Let’s complete a “quick” analysis of the test design

DOK Levels1 2 3 4

Total

In order for a 5th grade student to be able to master this question what does the student need to know?

2011 5th Grade Science Release Items

2011 5th Grade STARR Science Released Item~Question 13.5, 4.5, 5.5 Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:

3.5 (A) Measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float.

3.5 (B) Describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape and that liquids and gases take the shape of their container.

3.2 (D) analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigation.

4.5 (A) Measure, compare, and contrast physical properties of matter, including size, mass, volume, states (solid, liquid, and gas), temperature, magnetism, and the ability to sink or float.

4.2 (D) analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured

Tested SE5.5 (A) Classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy.

5.2. (D) analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence

In order for a 5th grade student to be able to master this question what does our teachers promise to teach?

Let’s look at Vertical Alignment

3rd Grade CSCOPE Performance Indicators

4th Grade CSCOPE Performance Indicators

5th Grade CSOPE Performance Indicators

Unit 1 (1st Nine Weeks) •Designate the state(s) of matter with a given set of picture cards or objects by placing each one on a Venn diagram.Provide reasons to support choices orally, in writing, and/or with pictures. (3.2F; 3.5B)

•Create and separate a mixture(s) using appropriate tools, methods, and the unique physical properties of the materials. Use a graphic organizer to record observations,data, and conclusions. (3.2B, 3.2D; 3.4A; 3.5A, 3.5D)

Unit 3 (1st Nine Weeks) Use meteorologists’ tools and computers to collect, record, and compare data related to day-to-day weather conditions in different locations. Use the information and data to write about which location would be the better place to live. (3.2B, 3.2D, 3.2F; 3.3D; 3.4A; 3.5A; 3.8A)

Unit 1 (1st Nine Weeks) •Test five objects to collect data about their physical properties including: state of matter, mass, length, magnetism and ability to sink or float. Create a table or chart to communicate the data. After the table or chart is complete, use a provided set of criteria on the attributes of one of the five tested objects and identify which objectmeets the criteria. Write a short paragraph to justify the object selected and support with evidence. (4.2B, 4.2F;4.5A)

Unit 2 (1st Nine Weeks) You are taking a cooking class and have been assigned the task of analyzing how the properties of the items found in a kitchen determine their use. Create a display to communicate this information to other students. (5.2F, 5.2G; 5.5A, 5.5B)

CSCOPE Performance Indicators

Steps for Analysis of 2011 STAAR Released Items

1. Unpack the SEs by: Circling the cognitive demands (verbs) Underlining the content (concept) Boxing the context

2. Read the Question3. Solve the problem and determine the number of steps it took you to solve it.4. Identify the academic vocabulary either implied or stated that is aligned to the

SEs in the question. 5. Determine what part of the SE is being tested.6. Determine how the question is being tested. (question stem)7. Determine the level of thinking (DOK) that is required for the student to

successfully work through the problem. 8. Determine what the students need to know in order to answer the question.

Readiness5.5. A (3.5 A, 3.5B, 4.5A)

classify matter based on

physical properties,

including mass, magnetism,

physical state (solid, liquid,

and gas), relative density

(sinking and floating),

solubility in water, and the

ability to conduct or insulate

thermal energy or electric

energy

Processing5.2.D (3.2D, 4.2D)

analyze and interpret

information to construct

reasonable explanations

from direct (observable)

and indirect (inferred)

evidence

Number of steps it takes to solve the problem?

What part of the SE is being tested?

What do the students need to know in order to answer the question correctly?

DOK: Level (Evidence)

Academic Vocabulary Write (S) it is stated and (I) if it is implied

How is it being tested?

Taught inCSCOPE

5.5 A1st Nine Weeks, Unit 25.2D1st Nine Weeks, Unit 22nd Nine Weeks, Units 6,73rd Nine Weeks, Units 8,10,114th Nine Weeks, Units 11,12

2 to 3 steps

Level 2 Analyze the different diagrams and interpret what will happen when the 3 different substances are mixed together

Matter (I)

Physical Properties (I) Relative Density (I)

Classifying matter based on physical properties (relative density-sinking-floating-mass-volume)

Which diagram shows what would happen if…

Students need to know that the cork has a relative density less than oil and oil has a relative density less than water.

Supporting

5.5.B identify the boiling and

freezing/melting points of water on

the Celsius scale



What do the students need to know in order to answer the question?




Taught inCSCOPE

5.5 B1st Nine Weeks, Unit 2

2.

1 step

Identifying the boiling point of wateron a Celsius scale

The table below shows…

If …. Boils at …, at whattemperature would… boil?

boil (s)temperature (s)celsius (s)

Recall of knowledge of theboiling point of water on a Celsius scale

Students need to know that no matter what the volume of water is, it will boil once it reaches 100 ° C

Supporting5.5.C (3.5D, 4.5C)demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand







Taught inCSCOPE

5.5 C1st Nine Weeks, Unit 2

Readiness5.6.B (4.6C) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound

Processing5.2.D (3.2D, 4.2D) analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence







Taught inCSCOPE

5.6 B1st Nine Weeks, Unit 32nd Nine Weeks, Unit 45.2D1st Nine Weeks, Unit 22nd Nine Weeks, Units 6,73rd Nine Weeks, Units 8,10,114th Nine Weeks, Units 11,12

Readiness5.6.C demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water







Taught inCSCOPE

5.6 C1st Nine Weeks, Unit 32nd Nine Weeks, Unit 4

Supporting5.6.D (3.6C, 4.6C) design an experiment that tests the effect of force on an object

Processing5.2.E (3.2E, 4.2E) demonstrate that repeated investigations may increase the reliability of results







Taught inCSCOPE

5.6 D1st Nine Weeks, Unit 35.2 E4th Nine Weeks, Unit 12

Readiness5.7.A explore the processes that led to the formation of sedimentary rocks and fossil fuels







Taught inCSCOPE

5.7 A2nd Nine Weeks, Unit 5

Supporting4.8.C collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time

Processing5.2.C (3.2C, 4.2C) collect information by detailed observations and accurate measuring







Taught inCSCOPE

4.8 C (4th Grade CSCOPE)3rd Nine Weeks, Unit 65.2 C2nd Nine Weeks, Units 6,73rd Nine Weeks, Unit 84th Nine Weeks, Unit 12

Readiness5.7.B (3.7B, 4.7B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth’s surface by wind, water, and ice







Taught inCSCOPE

5.7 B2nd Nine Weeks, Unit 6

Supporting5.9.C (3.9C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways

Processing5.2.D(3.2D, 4.2D) analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred)







Taught inCSCOPE

5.9 C3rd Nine Weeks, Unit 95.2D1st Nine Weeks, Unit 22nd Nine Weeks, Units 6,73rd Nine Weeks, Units 8,10,114th Nine Weeks, Units 11,12

Readiness5.9.A (3.9A)observe the way organisms live and survive in their ecosystem by interacting with the living and non‐living elements







Taught inCSCOPE

5.9 A3rd Nine Weeks, Unit 9

Supporting5.9.B (3.9B, 4.9B)describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers

Processing5.3.C (3.3C, 4.3C)draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works







Taught inCSCOPE

5.9 B3rd Nine Weeks, Unit 95.3 C2nd Nine Weeks, Units 6,73rd Nine Weeks, Unit 9

12.

unpacking the 5 th grade staar science release items

Documents

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