Unpacking the 5th Grade STAAR Science Release Items Eligible Texas Essential Knowledge and Skills Texas Education Agency Student Assessment Division Fall 2010

Webb Article Foldable Level 1 Level 2 Level 3 Level 4

Verb 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 4 Identify 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.

Implications for Teaching Let’s complete a “quick” analysis of the test design Examining STAAR Implications for Teaching Number of Non-linguistic Representation Number of 3rd Grade Aligned SEs Number of 4th Grade Aligned SEs Comments: DOK Levels 1 2 3 4 Total

Implications for Teaching Let’s complete a “quick” analysis of the test design Examining STAAR Implications for Teaching Number 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 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. DOK Levels 1 2 3 4 Total

2011 5th Grade Science Release Items 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

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 2011 5th Grade STARR Science Released Item~Question 1 3.5, 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 SE 5.5 (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

CSCOPE Performance Indicators 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) 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 object meets 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)

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 Question 3. 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. Determine what part of the SE is being tested. Determine how the question is being tested. (question stem) Determine the level of thinking (DOK) that is required for the student to successfully work through the problem. Determine what the students need to know in order to answer the question.

Which diagram shows what would happen if… Matter (I) Taught in CSCOPE 5.5 A 1st Nine Weeks, Unit 2 5.2D 2nd Nine Weeks, Units 6,7 3rd Nine Weeks, Units 8,10,11 4th Nine Weeks, Units 11,12 Readiness 5.5. 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 Processing 5.2.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? 2 to 3 steps Classifying matter based on physical properties (relative density-sinking-floating-mass-volume) Students need to know that the cork has a relative density less than oil and oil has a relative density less than water. Level 2 Analyze the different diagrams and interpret what will happen when the 3 different substances are mixed together Which diagram shows what would happen if… Matter (I) Physical Properties (I) Relative Density (I)

Students need to know that no matter what the volume Taught in CSCOPE 5.5 B 1st Nine Weeks, Unit 2 2. Supporting 5.5.B identify the boiling and freezing/melting points of water on the Celsius scale 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? DOK: Level (Evidence) Academic Vocabulary Write (S) it is stated and (I) if it is implied How is it being tested? 1 step Identifying the boiling point of water on a Celsius scale Recall of knowledge of the boiling 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 The table below shows… If …. Boils at …, at what temperature would… boil? boil (s) temperature (s) celsius (s)

Taught in CSCOPE 5.5 C 1st Nine Weeks, Unit 2 Supporting 5.5.C (3.5D, 4.5C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand 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? DOK: Level (Evidence) Academic Vocabulary Write (S) it is stated and (I) if it is implied How is it being tested?

Taught in CSCOPE 5.6 B 1st Nine Weeks, Unit 3 2nd Nine Weeks, Unit 4 2nd Nine Weeks, Units 6,7 3rd Nine Weeks, Units 8,10,11 4th Nine Weeks, Units 11,12 Readiness 5.6.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 Processing 5.2.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? DOK: Level (Evidence) Academic Vocabulary Write (S) it is stated and (I) if it is implied How is it being tested?

5.6.C Taught in CSCOPE 5.6 C 1st Nine Weeks, Unit 3 2nd Nine Weeks, Unit 4 Readiness 5.6.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 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? DOK: Level (Evidence) Academic Vocabulary Write (S) it is stated and (I) if it is implied How is it being tested?

Processing Taught in CSCOPE 5.6 D 1st Nine Weeks, Unit 3 5.2 E 4th Nine Weeks, Unit 12 Supporting 5.6.D (3.6C, 4.6C) design an experiment that tests the effect of force on an object Processing 5.2.E (3.2E, 4.2E) demonstrate that repeated investigations may increase the reliability of results 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? DOK: Level (Evidence) Academic Vocabulary Write (S) it is stated and (I) if it is implied How is it being tested?

Readiness Taught in CSCOPE 5.7 A 2nd Nine Weeks, Unit 5 5.7.A explore the processes that led to the formation of sedimentary rocks and fossil fuels 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? DOK: Level (Evidence) Academic Vocabulary Write (S) it is stated and (I) if it is implied How is it being tested?

Supporting Processing Taught in CSCOPE 4.8 C (4th Grade CSCOPE) 3rd Nine Weeks, Unit 6 5.2 C 2nd Nine Weeks, Units 6,7 3rd Nine Weeks, Unit 8 4th Nine Weeks, Unit 12 Supporting 4.8.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 Processing 5.2.C (3.2C, 4.2C) collect information by detailed observations and accurate measuring 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? DOK: Level (Evidence) Academic Vocabulary Write (S) it is stated and (I) if it is implied How is it being tested?

Readiness Taught in CSCOPE 5.7 B 2nd Nine Weeks, Unit 6 5.7.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 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? DOK: Level (Evidence) Academic Vocabulary Write (S) it is stated and (I) if it is implied How is it being tested?

Supporting Processing Taught in CSCOPE 5.9 C 3rd Nine Weeks, Unit 9 1st Nine Weeks, Unit 2 2nd Nine Weeks, Units 6,7 3rd Nine Weeks, Units 8,10,11 4th Nine Weeks, Units 11,12 Supporting 5.9.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 Processing 5.2.D(3.2D, 4.2D) analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) 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? DOK: Level (Evidence) Academic Vocabulary Write (S) it is stated and (I) if it is implied How is it being tested?

Readiness Taught in CSCOPE 5.9 A 3rd Nine Weeks, Unit 9 5.9.A (3.9A) observe the way organisms live and survive in their ecosystem by interacting with the living and non‐living elements 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? DOK: Level (Evidence) Academic Vocabulary Write (S) it is stated and (I) if it is implied How is it being tested?

Supporting Processing 12. Taught in CSCOPE 5.9 B 3rd Nine Weeks, Unit 9 5.3 C 2nd Nine Weeks, Units 6,7 Supporting 5.9.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 Processing 5.3.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 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? DOK: Level (Evidence) Academic Vocabulary Write (S) it is stated and (I) if it is implied How is it being tested?