CPI Links Content Guide & Five Items Resource

Transcription

1 CPI Links Content Guide & Five Items Resource Introduction The following information should be used as a companion to the CPI Links. It provides clarifications concerning the content and skills contained in the CPI Links. Remember that instruction should be much richer than assessment and that the examples contained herein do not represent the variety of instructional strategies and supports necessary for meaningful teaching and learning of academic content. The information and examples are intended to clarify the intentions of the CPI Links so that assessment activities aligned to the links and thus to the state standards can be developed or chosen appropriately for students who participate in the NJ APA. For each standard, you will find that this resource includes The Test Specifications followed by the corresponding CPIs and Links A Glossary of terms contained in the CPI Links Further Clarifications concerning specific content, skills, language, and/or activity development considerations Five Items examples that show what constitutes five items for certain links where that may not be clear as well as the semantic intent of the link language. How to Use This Resource 1) Review the Steps to Developing an Entry in Modules IV and V of the Fall Training. 2) Remember to make your decisions regarding which CPI Link you will use to assess your students based on the individual needs of your students. Just because a particular link may be best for one student does not mean it is best for another, especially given the diverse needs of the students who participate in the NJ APA. 3) Once you have selected a CPI Link, use the Glossary to look up the definitions of any/all content vocabulary terms contained in the language of the link. This will ensure your understanding of those terms is consistent with the understanding set forth by the NJ DOE for the NJ APA. 4) Check the Further Clarifications section to see if there is additional information about the CPI and/or CPI Link you have chosen that will be helpful as you choose or design the activities you will use as the assessment evidence in your students APA portfolios. 5) If the CPI Link has an asterisk at the end of the link statement, you will find an example of that link in the Five Items section to use as a guide/reference/model NJ APA Content Guide & Five Items Resource Page 1

2 4 th Grade Science Test Specifications and Links for Standard 5.8 Earth Science (Portfolio Entry 3) The following are the required CPIs and Links for Standard 5.8: Earth Science. Both CPIs are from Strand B: Atmosphere and Water. You must select a CPI Link from one of the CPIs to develop an entry for the APA portfolio. Science CPI Links were developed with the understanding that Standard 5.1, Scientific Processes, is a vital part of scientific thinking yet difficult to assess out of the context of the other science standards. As a result, some of the Matched Links for science also reference particular CPIs from 5.1. In order to successfully instruct and assess a CPI Link that references 5.1 and to address the Essence of the CPI, you must teach the Link using the scientific process. This may occur by teaching the content of the Link within a scientific experiment, require the child to use inquiry, observation or interpretation of data, etc. Always review Standard 5.1 when assessing a CPI Link that requires evidence that incorporates this process. If the scientific process is required when assessing a CPI Link but is missing from the evidence, the entry will receive zero scores. STRAND B: Atmosphere and Water You MUST CHOOSE only one of the following CPIs: CPI 5.8.4B2 Recognize that most of Earth s surface is covered by water, and be able to identify the characteristics of those sources of water Oceans Rivers Lakes Underground sources Glaciers Essence of the CPI: Recognize that most of Earth s surface is covered by water and that water moves through a predictable cycle Matched Link Near Link Far Link Label the steps of the water cycle and describe how water changes from one step to the next* Describe various water sources Label the steps of the water cycle (precipitation, surface runoff, evaporation, condensation)* Locate different water sources on globes and/or maps* NJ APA Content Guide & Five Items Resource Page 2

3 OR CPI 5.8.4B3 Observe weather changes and patterns by measurable quantities such as temperature, wind direction and speed, and amounts of precipitation Essence of the CPI: Understand that weather can be observed and recorded (temperature, wind direction and speed, cloud type and precipitation) Matched Link Near Link Far Link Gather information on at least two different weather conditions directly or from various sources and illustrate the change over time* 5.1.4B1 Use a collection of weather data to observe and describe weather patterns and predict future weather conditions in a specific area 5.1.4B2 Using a thermometer, record temperature over time* Using a rain gauge, record precipitation over time Using a barometer, record air pressure over time Identify ways wind conditions can be measured and instruments that can be used to measure these conditions Use a collection of weather data to evaluate the weather patterns Identify tools and their purposes for measuring weather* Identify the type of precipitation likely at a given temperature* Please note: Always consult the Glossary and Further Clarifications sections of this resource when working with any of these Links. Additionally, an asterisk at the end of a Link statement denotes there is an example for that specific Link in the Five Items section of this resource NJ APA Content Guide & Five Items Resource Page 3

4 Glossary 5.8 Glossary 5.8 Anemometer weather tool used to measure wind speed anemometer Barometer weather tool used to measure and track changes in air pressure to predict movement of weather barometer Condensation - the process by which water vapor in the air becomes liquid water Evaporation - the process by which liquid water becomes water vapor; in the water cycle this process moves water from Earth s surface to the atmosphere Glacier - a large body of ice moving slowly down a slope or valley; fresh water source Lake - man-made or naturally occurring large body of fresh water Ocean - a large body of saltwater that covers most of Earth s surface; the entire ocean is classified by geographic location into the Pacific Ocean, the Atlantic Ocean, the Indian Ocean, and the Arctic Ocean Precipitation - water released from clouds in the form of rain, freezing rain, sleet, snow, or hail Rain gauge weather tool used to measure the amount of rainfall River - a large body of fresh water that flows from its source into a lake or ocean rain gauge Surface runoff - precipitation that falls on saturated or impervious ground and flows overland downhill Thermometer weather tool used to measures air or water temperature thermometer Underground sources - naturally occurring aquifers and man-made wells that hold and store water NJ APA Content Guide & Five Items Resource Page 4

5 Glossary 5.8 Water Cycle - the continuous movement of water from the atmosphere to Earth s surface and back into the atmosphere Water evaporates from lakes, oceans, and rivers on the surface of earth. The water vapor rises and cools, condensing or freezing to form clouds. The water in the clouds falls back to Earth s surface as precipitation. The rain or melted snow flows downhill as surface runoff to lower elevations. Precipitation collects in the oceans, rivers, lakes, soil, and porous layers of rock. Roots of plants may absorb the water in the soil. Much of it flows back into the ocean. (NJ ASK Test Specifications for Science) Source: US Geological Survey Water sources oceans, lakes, rivers, streams, glaciers, and precipitation Wind vane weather tool used to determine wind direction wind vane NJ APA Content Guide & Five Items Resource Page 5

6 Further Clarifications Further Clarifications 5.8 The Water Cycle The four required steps of the water cycle are evaporation, condensation, precipitation, and surface runoff. Scientific Processes The two Matched Links for 5.8.4B3 reference particular CPIs from Standard 5.1: Scientific Processes. While Standard 5.1 is not assessed for APA purposes, those two Matched Links reference 5.1 because those skills relate to Scientific Processes. Scientific processes are a vital part of scientific thinking yet difficult to assess without also assessing understanding of science content. Therefore, Scientific Processes are to be assessed in the context of those two Matched Links. CPI Link Clarification 5.8.4B2 Matched Link Label the steps of the water cycle and describe how water changes from one step to the next* Remember, the required steps of the water cycle are precipitation, surface runoff, evaporation, and condensation. For the Matched Link, the five items are constituted by labeling the four required steps (one item each) then describing how water changes from one step to the next (additional items). Near Link Bullet 2 Label the steps of the water cycle (precipitation, surface runoff, evaporation, condensation)* Near Link Bullet 1 Describe various water sources For the Near Link, the first four items are constituted by labeling precipitation, surface runoff, evaporation, and condensation. The fifth item may include a label for accumulation, groundwater, soil, ocean/lake/river, the sun, clouds, or plants. An example for this link would be to describe a glacier as a large body of ice moving slowly down a slope or valley. See the 4 th Grade Standard 5.8 Glossary for definitions of additional water sources B3 Both Matched Links Gathering or using a collection of weather data addresses the referenced 5.1 CPI and may include information from personal weather observations, TV meteorological forecasts and reports, online weather data, weather information from a telephone application, etc NJ APA Content Guide & Five Items Resource Page 6

7 Five Items Examples Five Items Examples The Five Items examples are samples of activities that may be used as models when choosing or developing activities for the APA. They include specific considerations and guidelines that if not followed will likely result in unscorable codes. However, they do not show the required markings for performance (+/-) or independence (I, V, G, M, P), nor do they include student names and collection dates. They are sample activities, not sample evidence. Evidence must include all of the requirements of the Universal Scoring Rules NJ APA Content Guide & Five Items Resource Page 7

8 Five Items Examples 5.8 CPI: 5.8.4B2: Recognize that most of Earth s surface is covered by water, and be able to identify the characteristics of those sources of water (oceans, rivers, lakes, underground sources, glaciers) Essence of the CPI: Recognize that most of Earth s surface is covered by water and that water moves through a predictable cycle Matched Link (This is the only Matched Link for this CPI): Label the steps of the water cycle and describe how water changes from one step to the next* Important Considerations for this Link: The four required steps of the water cycle are evaporation, condensation, precipitation, and surface runoff. Five items are constituted by labeling the four required steps (one item each) then describing how water changes from one step to the next (additional items). Directions to the student: Label each of the numbered steps of the water cycle then use your word strips to create descriptions of how water changes from one step to the next. This example constitutes ten items. First, the student labeled the required steps of the water cycle (evaporation, condensation, precipitation, and surface runoff) as well as accumulation for five items. Then the student described how water changes from one step to the next for an additional five items and a total of ten NJ APA Content Guide & Five Items Resource Page 8

9 Five Items Examples 5.8 CPI: 5.8.4B2: Recognize that most of Earth s surface is covered by water, and be able to identify the characteristics of those sources of water (oceans, rivers, lakes, underground sources, glaciers) Essence of the CPI: Recognize that most of Earth s surface is covered by water and that water moves through a predictable cycle Near Link, Bullet 2: Label the steps of the water cycle (precipitation, surface runoff, evaporation, condensation)* Important Considerations for this Link: The four required steps of the water cycle are evaporation, condensation, precipitation, and surface runoff. The fifth item may include a label for accumulation, groundwater, soil, ocean/lake/river, the sun, clouds, or plants. Directions to the student: Using the SMARTboard, drag and drop the terms provided in the answer bank to label the parts of the water cycle. This example constitutes five items. The student labeled the four required steps of the water cycle (precipitation, surface runoff, evaporation, and condensation) as well as accumulation NJ APA Content Guide & Five Items Resource Page 9

10 Five Items Examples 5.8 CPI: 5.8.4B2: Recognize that most of Earth s surface is covered by water, and be able to identify the characteristics of those sources of water (oceans, rivers, lakes, underground sources, glaciers) Essence of the CPI: Recognize that most of Earth s surface is covered by water and that water moves through a predictable cycle Far Link (This is the only Far Link for this CPI): Locate different water sources on globes and/or maps* Important Considerations for this Link: This is a science skill, not a geography skill. Therefore, realize that this link is not asking the student to identify specific locations (e.g., The Atlantic Ocean, Lake Michigan, the Ohio River, etc.). Rather, the link intends for the student to simply find water sources on globes and/or maps. While several water sources are mentioned in the CPI itself and are defined in the Glossary for 4 th Grade Standard 5.8 (oceans, rivers, lakes, underground sources, glaciers), this link does not require the student to locate all of those different types of water sources. Globes and/or maps must be used when assessing this link. Photographs of water sources are not acceptable. Directions to the student: 1) Locate and highlight two lakes on the map of Minnesota and label them each with an L. 2) Then locate and highlight two rivers on the map of Minnesota and label them each with an R. 3) Locate and highlight an ocean on the world map. Label it with an O. This example constitutes five items. Each water source identified is an item. In this case, the student identified two lakes, two rivers, and one ocean for a total of five items NJ APA Content Guide & Five Items Resource Page 10

11 Five Items Examples 5.8 CPI: 5.8.4B3: Observe weather changes and patterns by measurable quantities such as temperature, wind direction and speed, and amounts of precipitation Essence of the CPI: Understand that weather can be observed and recorded (temperature, wind directions and speed, cloud type and precipitation) Matched Link, Bullet 1: Gather information on at least two different weather conditions directly or from various sources and illustrate the change over time* 4.1.4B1 Important Considerations for this Link: Gathering weather data addresses the referenced 5.1 CPI and may include information from personal weather observations, TV meteorological forecasts and reports, online weather data, weather information from a telephone application, etc. Be advised that the information below is an explanation of an example rather than an actual example. Actual student work is always required. Gathering/recording average wind speed for Newark, NJ from January to June using an online source would constitute one item. Gathering/recording average precipitation for Newark, NJ from January to June using an online source would constitute one item. An illustration for wind speed and an illustration for precipitation would constitute two or more items. (It is acceptable to score individual parts of the illustrations as multiple items.) NJ APA Content Guide & Five Items Resource Page 11

12 Five Items Examples 5.8 CPI: 5.8.4B3: Observe weather changes and patterns by measurable quantities such as temperature, wind direction and speed, and amounts of precipitation Essence of the CPI: Understand that weather can be observed and recorded (temperature, wind directions and speed, cloud type and precipitation) Near Link, Bullet 1: Using a thermometer, record temperature over time* Important Considerations for this Link: Thermometers used for this link are not required to show both Fahrenheit and Celsius degrees. If using a thermometer that shows both Fahrenheit and Celsius degrees, it is acceptable to cover up one or the other as a support for the student (if needed). Since the purpose of this link is to record temperature over time, the recorded temperatures should use the same scale (either all Fahrenheit or all Celsius). Over time must be a wide enough span to show a change. To clarify this example, the student used an actual thermometer each day to determine the temperature and then record the day s temperature in the chart. The teacher took a photograph of the thermometer each day and included each photo in the chart for the student s reference and for the benefit of a reviewer. Note: The same kind of activity shown below could be used for the second Near Link: Using a rain gauge, record precipitation over time (Bullet 2) and for the third Near Link: Using a barometer, record air pressure over time the teacher could take a photo of the instrument each day and have the student record the measurement in a chart as was done in this example. Directions to the student: Record the temperature each day by reading the outside thermometer and completing the chart. (The teacher took a picture of the thermometer as soon as the student recorded his answer for the student to include in his answer.) This example constitutes five items. The student recorded the temperature for five days NJ APA Content Guide & Five Items Resource Page 12

13 Five Items Examples 5.8 CPI: 5.8.4B3: Observe weather changes and patterns by measurable quantities such as temperature, wind direction and speed, and amounts of precipitation Essence of the CPI: Understand that weather can be observed and recorded (temperature, wind directions and speed, cloud type and precipitation) Far Link, Bullet 1: Identify tools and their purposes for measuring weather* Important Considerations for this Link: This link has two skills: 1) identify the tool and 2) identify the tool s purpose. Therefore, the requirement is to identify the tool and then tell for what that tool is used. In the example below, the student was shown photographs of five different tools. The student used red word strips to paste the tool names on their corresponding photographs. Then the student used green word strips to paste the tool purposes on their corresponding photographs. While this example uses photographs of tools, it would certainly be appropriate to provide the student with the actual tools. However, photographs of those tools would need to be included in the evidence so that the student could review his/her work and to make it apparent to reviewers which tools were used. Directions to the student: Using the red labels, paste the name of each tool on the correct photograph. Then using the green labels, paste the purposed of each tool on the correct photograph. This example constitutes five items. The student was presented with five tools. Each tool name/purpose pairing is an item. There is a difference between the number of items and the way a teacher may choose to grade an activity. Although each name/purpose pairing is an item, it is acceptable to grade each response separately (i.e., the student gets one point for naming the tool and another point for identifying the tool s purpose). It is also acceptable to grade each name/purpose pairing holistically (i.e., in order to be counted correct the student is must get both the name and the purpose correct). Whichever way a teacher chooses, it must be consistent in both the initial and final activities to prevent artificially inflating and deflating the student s score NJ APA Content Guide & Five Items Resource Page 13

14 Five Items Examples 5.8 CPI: 5.8.4B3: Observe weather changes and patterns by measurable quantities such as temperature, wind direction and speed, and amounts of precipitation Essence of the CPI: Understand that weather can be observed and recorded (temperature, wind directions and speed, cloud type and precipitation) Far Link, Bullet 2: Identify the type of precipitation likely at a given temperature* Important Considerations for this Link: It is acceptable to use Fahrenheit only, Celsius only, or (as in the example below) both Fahrenheit and Celsius. Directions to the student: For each temperature, paste the label that tells which type of precipitation is likely. This example constitutes five items. There are five given temperatures and therefore five opportunities for the student to identify the type of precipitation likely at each of those temperatures NJ APA Content Guide & Five Items Resource Page 14