The Rhode Island Alternate Assessment (RIAA)

Science ResourcesLS 4.1.2a Identify signs or

feelings of being sick, hurt/injured, or discomfort

(Grades 8 and 11)January, 2012

WebinarAmy Grattan, Rhode Island College Sue Dell, Rhode Island College Heather Heineke, RIDE Becky

Wright, RIDE

Today’s Agenda2

1. Contact Information2. RIAA Resources on the Web3. Science Content4. Additional Resources

Contact Information for the RIAA Team

Heather Heineke: RIDE: Office of Instruction, Assessment, & Curriculum heather.heineke@ride.ri.gov or 222-8493

Becky Wright: RIDE: Office of Student, Community, & Academic Supports becky.wright@ride.ri.gov or 222-4693

Susan Dell: Rhode Island College: The Sherlock Center sdell@ric.edu or 456-8557

Amy Grattan: Rhode Island College: The Sherlock Center agrattan@ric.edu or 456-8072

Marcia Tibbetts: Measured Progress, Project Manager tibbetts.marcia@measuredprogress.org; 800-431-8901

Jane Twombly: Measured Progress, Assessment Support twombly.jane@measuredprogress.org; 800-431-8901

Kevin Froton: Measured Progress, ProFile Support TechProFile@measuredprogress.org; 800-431-8901

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More RIAA Resources on the Web

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Sherlock Center: Science Resourceswww.ric.edu/sherlockcenter/lessons.html Sherlock Center: Adapted Literature www.ric.edu/uap/resourcelib.html

Rhode Island Department of Education www.ride.ri.gov/assessment/Altassessment.aspx

Measured Progress ProFile

www.measuredprogress.org/assessments/clients/rhodeisland.html

Description of Students at Three Ability Levels

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Science AAGSE Resources

LS 4.1.2a Identify signs or feelings of being sick, hurt/injured, or discomfort

Grade 8: ConductingGrade 11: Conducting

LS 4.1.2a Identify signs or feelings of being sick, hurt/injured, or discomfort

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Signs of illness might include:(obtained from www.mayoclinic.com)

Abdominal painConstipationCoughDecreased hearingDiarrheaEaracheEye discomfort and rednessFever

HeadachesJoint pain or muscle painNasal congestionNausea or vomitingSkin rashesSore throatUrinary problemsVision problemsWheezing

LS 4.1.2a Identify signs or feelings of being sick, hurt/injured, or discomfort

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Signs of injury might include:(obtained from www.uihealthcare.com)

• Hot/Warm Skin• Pain• Pus-like

discharge

• Red Skin• Swelling• Bleeding

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Overview of InvestigationObserve/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.

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Overview of InvestigationConduct

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

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

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

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

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LS 4.1.2a Identify signs or feelings of being sick,

hurt/injured, or discomfort

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Assessing Student Science Knowledge

The man’s knee

Example ofStudent Work for a Higher-Level Student

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The man grabs his kneeHis knee hurts. He is in pain.

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Example ofStudent Work for a Middle-Level Student

Challenges for Lower level Students Working on this AAGSE:

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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.

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Example of Student Work for a Lower-Level Student

Realistic-looking bandage placed in the square

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AssessingInquiry 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

CONDUCTING:Use data to summarize results

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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 findingsOr

Students sort the signs of injury/illness found and indicate the most frequent signs

identified

Grade 8 CONDUCTINGUse data to summarize results for a higher level

learner21

INQUIRY CONSTRUCT

John was given 6 opportunities to summarize his data

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Grade 8 CONDUCTINGUse data to summarize results for a middle level

learner

INQUIRY CONSTRUCT

Sally was given 6 opportunities to summarize her data

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Grade 8 CONDUCTINGUse data to summarize results for a lower level

learner

INQUIRY CONSTRUCTJennifer was given 1 opportunity to summarize her data by placing the more symbol on the “bleed” sign.

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Grade 8 CONDUCTINGUse 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

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AssessingInquiry Construct: Grade

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Two choices at Grade 11

CONDUCTING:Using accepted methods of organizing, representing, and/or

manipulating data

OrANALYZING:

Use evidence to support and/or justify interpretations and/or conclusions or explain how the evidence refutes the hypothesis.

Grade 11 CONDUCTING:Using accepted methods of organizing, representing, and/or manipulating

data26

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.

Grade 11 CONDUCTING-Higher level learnerUsing accepted methods of organizing, representing, and/or manipulating

data27

INQUIRY CONSTRUCTJohn 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.

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Grade 11 CONDUCTING-Middle level learnerUsing accepted methods of organizing, representing, and/or manipulating

data

INQUIRY CONSTRUCTSally 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.

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Grade 11 CONDUCTING-Lower level learnerUsing 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.

The End30

This concludes the LS 4.1.2a Science Investigation webinar

Additional resources from this webinar can be found on the Sherlock Center Website: http://www.ric.edu/sherlockcenter/lessons.html

Sherlock Adapted Lessons31

http://www.ric.edu/sherlockcenter/lessons.html 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

Sherlock Center Adapted Lessons and Literature

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