Item Specifications Science Grade 4

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Table of Contents,Introduction 3,Physical Sciences 4. Life Sciences 23,Earth and Space Sciences 30, Engineering Technology and Application of Science 39. Introduction, In 2014 Missouri legislators passed House Bill 1490 mandating the development of the Missouri Learning Expectations In April of 2016 these. Missouri Learning Expectations were adopted by the State Board of Education Groups of Missouri educators from across the state collaborated to. create the documents necessary to support the implementation of these expectations. One of the documents developed is the item specification document which includes all Missouri grade level course expectations arranged by. domains strands It defines what could be measured on a variety of assessments The document serves as the foundation of the assessment. development process, Although teachers may use this document to provide clarity to the expectations these specifications are intended for summative benchmark and. large scale assessment purposes,Components of the item specifications include.
Expectation Unwrapped breaks down a list of clearly delineated content and skills the students are expected to know and be able to do upon. mastery of the Expectation, Depth of Knowledge DOK Ceiling indicates the highest level of cognitive complexity that would typically be assessed on a large scale assessment. The DOK ceiling is not intended to limit the complexity one might reach in classroom instruction. Item Format indicates the types of test questions used in large scale assessment For each expectation the item format specifies the type best. suited for that particular expectation, Content Limits Assessment Boundaries are parameters that item writers should consider when developing a large scale assessment For example. some expectations should not be assessed on a large scale assessment but are better suited for local assessment. Sample stems are examples that address the specific elements of each expectation and address varying DOK levels The sample stems provided in. this document are in no way intended to limit the depth and breadth of possible item stems The expectation should be assessed in a variety of. Possible Evidence indicates observable methods in which a student can show understanding of the expectations. Stimulus Materials defines types of stimulus materials that can be used in the item stems. Page 3 of 44,Grades 3 5 SCIENCE,Physical Sciences 4 PS2 A 1. Core Idea Motion and Stability Forces and Interactions. Component Forces and Motion, MLS Make observations and or measurements of an object s motion to provide evidence that a pattern can be used to predict future. Expectation Unwrapped DOK Ceiling, Clarification Statement Examples of motion with a predictable pattern could include a child swinging in a Item Format.
swing a ball rolling back and forth in a bowl and two children on a see saw Selected Response. Constructed Response, SCIENCE AND ENGINEERING PRACTICES Technology Enhanced. Planning and Carrying out Investigations, Make observations and or measurements to provide evidence for the explanation of a pattern within a. phenomenon,DISCIPLINARY CORE IDEAS,Forces and Motion. The patterns of an object s motion in various situations can be observed and measured when that past. motion exhibits a regular pattern future motion can be predicted from it. CROSSCUTTING CONCEPTS, Patterns of change can be used to make predictions. Content Limits Assessment Boundaries Sample Stems,Technical terms such as period and frequency.
should be avoided A student notices that toy cars move faster. going downhill She wonders if steeper hills, Possible Evidence make things move even faster Her class. builds a wooden ramp to investigate They, Students recognize and then describe the phenomenon under investigation and describe the purpose of test how the height of the wooden ramp. the investigation including the idea that patterns of motion can be used to predict future motion of an might change the speed of a toy car that has. object a mass of 31 grams The investigation set up. Students recognize and then describe the data to be collected through observations and or is shown in Figure 1 By measuring the length. measurements and describe how the data will serve as evidence of a pattern in the motion of an object. Page 4 of 44,Grades 3 5 SCIENCE, Students recognize how the data will be collected including how the motion of the object will be of the ramp with a ruler and the time it takes. observed and how evidence of the pattern will be recorded in order to predict a pattern that can be used the car to reach the end of the ramp with a. to predict future motion stopwatch the students calculate the speed. Students make observations and or measure an object s speed or distance From these observed of the car The results of the investigation are. patterns measurements students can predict future motion shown in Table 1. Stimulus Materials, Graphic organizers diagrams graphs data tables drawings. Table 1 Results of Investigation,Ramp Height cm Speed cm s.
1 Use the data provided in Table 1 to,graph the speed of the car at. different ramp heights Then,predict the speed of the car at a. ramp height of 60 and 70,centimeters to complete the graph. Page 5 of 44,Grades 3 5 SCIENCE,Page 6 of 44,Grades 3 5 SCIENCE. Physical Sciences 4 PS2 A 2, Core Idea Motion and Stability Forces and Interactions.
Component Forces and Motion, MLS Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an. Expectation Unwrapped DOK Ceiling, Clarification Statement Examples could include an unbalanced force on one side of a ball can make it start Item Format. moving and balanced forces pushing on a box from both sides will not produce any motion at all Selected Response. Constructed Response, SCIENCE AND ENGINEERING PRACTICES Technology Enhanced. Planning and carrying out investigations, Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence using. fair tests in which variables are controlled and the number of trials considered. DISCIPLINARY CORE IDEAS, Motion and Stability Forces Interactions Forces and Motion.
Each force acts on one particular object and has both strength and direction An object at rest typically. has multiple forces acting on it but they add to give zero net force on the object Forces that do not sum. to zero can cause changes in the object s speed or direction of motion. CROSSCUTTING CONCEPTS,Cause and Effect, Cause and effect relationships are routinely identified. Mechanism and explanation,Content Limits Assessment Boundaries Sample Stems. Tasks should not require students to determine quantitative force size Students should only be A student notices that toy cars roll faster. determining the qualitative or relative force size going downhill She wonders if steeper hills. Items should not assess a specific sequence in a procedure make things go even faster Her class builds a. wooden ramp to investigate They test how,the height of the wooden ramp might change. the speed of a toy car that has a mass of 31,grams The investigation set up is shown in. Figure 1 By measuring the length of the,Page 7 of 44.
Grades 3 5 SCIENCE, Possible Evidence ramp with a ruler and the time it takes the. car to reach the end of the ramp with a, Students will describe the phenomenon observable event under investigation which includes the stopwatch the students calculate the speed. effects of different forces on an object s motion e g starting stopping or changing direction of the car The results of the investigation are. Students will describe the purpose of the investigation which includes producing the data to serve as the shown in Table 1. basis for evidence for how balanced and unbalanced forces determine an object s motion. Students will collaboratively develop a plan including the change in motion of an object at rest after. different strengths and directions of balanced and unbalanced forces are applied and what causes the. forces on the object In the plan students will describe how the motion of the object will be observed and. recorded including the following information,The object whose motion is being investigated. The objects in contact that exert forces on each other Table 1 Results of Investigation. Which variable is changing in each trial,Ramp Height cm Speed cm s. The number of trials that will be conducted, Students collaboratively collect and record data according to the investigation plan including data from 0 0.
observations and or measurements of an object at rest and an object in motion and identification of the. forces acting on the object,Stimulus Materials, Graphic organizers diagrams graphs data tables drawings. 1 When the ramp is placed flat at a,height of 0 centimeters the car. remains still Provide an explanation,for why this occurs. 2 Besides changing the angle of the,ramp describe another way the. student could make the car travel,faster down the ramp.
3 Thinking of your response in question,2 what observations and. measurements would you make to,prove that your method would make. the car travel faster,Page 8 of 44,Grades 3 5 SCIENCE. Physical Sciences 4 PS2 B 1, Core Idea Motion and Stability Forces and Interactions. Component Types of Interactions, MLS Plan and conduct a fair test to compare and contrast the forces measured by a spring scale in Newtons required to overcome.
friction when an object moves over different surfaces i e rough smooth. Expectation Unwrapped DOK Ceiling,SCIENCE AND ENGINEERING PRACTICES Item Format. Planning and Carrying out Investigations Selected Response. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence using Constructed Response. fair tests in which variables are controlled and the number of trials considered Technology Enhanced. DISCIPLINARY CORE IDEAS,Types of Interactions, The effect of unbalanced forces on an object results in a change of motion Patterns of motion can be. used to predict future motion Some forces act through contact some forces act even when the objects. are not in contact The gravitational force of Earth acting on an object near Earth s surface pulls that. object toward Earth s center,CROSSCUTTING CONCEPTS. Cause and Effect, Cause and effect relationships are routinely identified. Observed patterns of forms and events guide organizational classification and they prompt questions. about relationships and the factors that influence them. ENGINEERING DESIGN, Refer to Engineering Technology and Application of Science 4 ETS1B 1.
Content Limits Assessment Boundaries Sample Stems, Tasks should not include anything more complex than written or pictorial descriptions A coach of a basketball wants to invest in. Items should not assess a specific sequence in a procedure new tennis shoes for his players The shoes. that the players are wearing now have worn,Page 9 of 44. Grades 3 5 SCIENCE, Possible Evidence off the treads and are very smooth on the. bottoms This caused the players to slide too, Students will describe the phenomenon observable event being investigated which includes the much therefore the coach decided to test. amount of force measured by a spring scale in Newtons required to overcome friction when an object three different brands of tennis shoes He. moves over different surfaces i e rough smooth decided to use a spring scale to pull the. Students will describe the purpose of the investigation which includes producing the data to serve as the tennis shoes across the gym floor as shown in. basis for evidence for how friction affects the amount of force Figure 1. Students will collaboratively develop a plan including the amount of force required to overcome friction. In the plan students will describe how the force will be observed and recorded including the following Figure 1 Tennis Shoe Test. information,The object whose motion is being investigated.
The different surfaces the object encounters,Which variable is changing in each trial. The number of trials being conducted, Students collaboratively collect and record data according to the investigation plan including data from. observations and or measurements of the amount of force required. Stimulus Materials Each shoe that was tested had a different. amount of treads texture on the bottom of, Graphic organizers diagrams graphs data tables drawings the shoes See the images below to. understand the differences in the bottoms of,the 3 shoes he tested. Page 10 of 44,Grades 3 5 SCIENCE,1 a Identify the pair of shoes that will.
have the greatest reading on the,spring scale,b Explain your reasoning to Part a. The coach decided that he wanted shoes that,didn t stick too much making it hard to. move He also didn t want shoes that were,too smooth making his players slide too. 2 a Identify which pair of shoes the,coach should pick. b Explain your reasoning to part A,Page 11 of 44,Grades 3 5 SCIENCE.
Physical Sciences 4 PS2 B 2, Core Idea Motion and Stability Forces and Interactions. Component Types of Interactions, MLS Predict how changes in either the amount of force applied to an object or the mass of the object affects the motion speed and. Content Limits Assessment Boundaries are parameters that item writers should consider when developing a large scale assessment For example some expectations should not be assessed on a large scale assessment but are better suited for local assessment Sample stems are examples that address the specific elements of each expectation and address varying DOK levels The sample stems provided in

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