waaim grade 8 performance tasks 2017-2018€¦ · web viewthis is a 5 by 5 chart of the grade 8...

Washington Access to Instruction and

Measurement (WA-AIM)

Grade 8 Performance Tasks2019–2020

1WA-AIM Performance Tasks Grade 8

Change LogDate Performance Task Explanation of Change12/6/2017 Geometry More Answer Key to example item #2 changed from A to C.12/6/2017 ETS Less Answer Key to example item #1 changed from 3 weights

to 2 weights.12/6/2017 ETS Less Answer Key to example item #2 changed from 4 tires to

8 tires.02/05/2018 LS2-1 More Answer Key to example item #5 changed from Item 5: A,

the number of salmon increased because the rainfall decreased to Item 5: A, the number of salmon increased because the rainfall increased

02/28/2018 MS-ESS1-1 More Answer options for Items 4 and 5 were swapped. No change to answer key.

03/22/2018 MS-LS2-1 Less Answer Key for Item 2 changed to C (2010)08/27/2018 ALL Update for 2018–201908/06/2019 ALL Updated for 2019–2020


AdaptationsAll examples and items presented in the following Performance Tasks are allowed to be adapted to meet each individual student’s learning style and preferred mode of receptive and expressive communication. Teachers are encouraged to present the Performance Task components in styles that most closely resemble how daily instructional materials are presented to the student. Below are typical adaptations and ideas for presenting the Performance Tasks. This is not an all-inclusive or exhaustive list.

Use graphics and/or physical models Enlarge text/graphics Simplify text/directions Use tactile graphics Use pictorial/word/object representations for numbers and graph parts Written material may be read aloud (unless the PT specifically requires the student to

read) Reenactments or computer simulations may be used to represent scenarios For items that require the student to do physical tasks, teacher may do the physical

tasks if directed by the student (ie-MS PS3-3) Replace provided graphics with graphics commonly used by student Teacher can use real-life objects when asking questions Text and vocabulary can be tailored to the student’s vocabulary in cases where the

vocabulary is not a key element of the concept Use graphics student is most familiar with Place answer choices on word cards or choice board


ENGLISH LANGUAGE ARTS Grade 8Strand: Reading Informational Text

Sub-strand: Craft and StructureWashington K-12

Learning StandardEssential Element ACCESS POINTS Built on Three Levels of Complexity

More Complex Intermediate Less Complex

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

EE.RI.8.6 Determine an author’s purpose or point of view and identify examples from text to that [sic] describe or support it.

Student will determine an author’s purpose or point of view and identify examples from a text that describe or support that purpose/point of view.

When provided with an author’s purpose or point of view, student will identify specifics from a text that describe or support it.

Given an informational text on a familiar topic, student will identify what action the author wants the reader to take.


RI.8.6 Reading Informational Text-Craft and Structure Grade 8

ACCESS POINT (More Complex) RI.8.6.M. Student will determine an author’s purpose or point of view and identify examples from a text that describe or support that purpose/point of view.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to multiple texts. Source material must be an informational text with a clear purpose/point of view. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: This task requires the use of multiple texts. Within each text the student must identify/select author’s

purpose/point of view AND identify more than one example that describes or supports. Grade 8 has two Reading Informational

Text standards- ensure information is submitted under the correct standard in the Data Collection Platform.

Example Items

Item 1:Teacher Directions: Follow along as I read an article to you about computers. As I read, think about why the author wrote the article. (Read the article to the student.)

ComputersStudents can use computers to gather information, to take classes that are not offered in their school, and to keep up with world news and events so they can become knowledgeable citizens. Almost every job requires the use of some kind of computer. Students need to be ready to use computers in their adult lives. School districts should provide computers for students to use in school.

Why did the author most likely write the article? (Read the answer choices to the student.) A. to tell how computers were developedB. to explain why the Internet is dangerous for studentsC. to show the importance of computers in students’ futures

Now I am going to read the article again. As I read, think about how the author supports his purpose. (Read the article to the student.)Highlight the details in the article that support the author’s purpose.

Answer Key (for teacher use only):


Item 1: Item is correct if student selected C, to show the importance of computers in students’ future AND the student highlights at least two details to support. Possible details include:

Almost every job requires the use of some kind of computer. Students need to be ready to use computers in their adult lives.



ACCESS POINT (Intermediate Complex) RI.8.6.I. When provided with an author’s purpose or point of view, student will identify specifics from a text that describe or support it.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Each of the five items must relate to a different text. Source material must be an informational text with a clear purpose/point of view. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: This task is distinguished from the More Complex task in that the student is given the author’s purpose or point of view. Grade 8 has two Reading Informational Text standards- ensure information is submitted under the correct

standard in the Data Collection Platform.

Example Items

Item 1:Teacher Directions: Here is an article about vacations. The author’s purpose is to convince people that vacations at the beach are the best. Follow along as I read the article to you. As I read, think about what evidence or reasons the author uses to support the idea that the beach is best for vacations. (Read the article to the student, with accompanying visuals as needed.)

The BeachMany people think that the mountains are the place to go for vacation. For me, it is the beach. At the beach I can watch the waves race across the sand, even though low tide is rather smelly. It is exciting to dive into the waves and to ride a boogie board. The beach is the better place to go.

Which sentences in the article support the author’s point of view that the beach is better than the mountains for vacations? Highlight two sentences or parts of sentences that support the author’s point of view. Answer Key (for teacher use only)Item 1: Item is correct if student choose two sentence or details that support “vacations at the beach are the best.” Possible answers include:

I can watch waves race across the sand It is exciting to dive into the waves …to ride a boogie board



ACCESS POINT (Less Complex) RI.8.6.L. Given an informational text on a familiar topic, student will identify what action the author wants the reader to take.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to five different topics. Source material must be an informational text with a clear purpose/point of view. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Note to Teacher: Grade 8 has two Reading Informational Text standards- ensure information is submitted under the correct


Example Items

Item 1:Teacher Directions: Here is an article about recycling. Follow along as I read the article to you. As I read, think about what the author wants readers to do. (Read the article, with accompanying visuals, to the student.)

RecyclingRecycling is important to the Earth. Recycling means to use again. Recycle paper and plastic instead of throwing it in the trash. Put paper and plastic in the blue recycling containers.

What action does the author want the reader to take? (Read the answer choices to the student.) A. Put paper and plastic in blue recycling containers.B. Throw paper and plastic into the trash.

Answer Key (for teacher use only)Item 1: A. Put paper and plastic in blue recycling containers.


ENGLISH LANGUAGE ARTS Grade 8Strand: Reading Informational Text

Sub-strand: Integration of Knowledge and IdeasWashington K-12



RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

EE.RI.8.9 Identify where two different texts on the same topic differ in their interpretation of the details.

Student will explain how two texts on the same topic agree or disagree.

Student will identify how two texts on the same topic disagree.

Student will identify a detail that supports an author’s argument in a text.


RI.8.9 Reading Informational Text-Integration of Knowledge and Ideas Grade 8

ACCESS POINT (More Complex) RI.8.9.M. Student will explain how two texts on the same topic agree or disagree

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Task can include five items that require the student to explain how two texts on the

same topic: o agree o disagreeo or a combination of both

The five items can relate to one topic or to multiple topics. Source material must be two informational texts on the same topic that clearly agree or

disagree. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: This task requires a minimum of two paired texts per topic. All five items can relate to the same paired

texts on the same topic. Each unique agreement/disagreement with an explanation=1 item. Grade 8 has two Reading

Informational Text standards- ensure information is submitted under the correct standard in the Data Collection Platform.

Example Items

Example Item Set 1:Teacher Directions: Here are two articles that express opinions about whether chewing gum should be allowed in school. Follow along as I read the articles. As I read, think about how the articles disagree. (Read both articles to the student.)

Article 1:

All students should be allowed to chew gum in school. Scientists have discovered that chewing gum can help learning. The scientists learned that students who chewed gum could concentrate longer. Students even earned better grades.

Article 2:


Chewing gum has been found to help concentration. However, only students who follow the rules should be allowed to chew gum in school. Students must know how to chew quietly so they do not disturb other students. Blowing bubbles cannot be allowed.

Item 1:What is one way the two articles disagree? (Read the answer choices to the student.)

A. Some students’ test scores improved when they chewed gum.B. Scientists have found that chewing gum helps students concentrate.C. All students should be allowed to chew gum in school.

Explain.

Item 2:What is one way they agree? Explain.

Example Item Set 2:Teacher Directions: Follow along as I read two articles about wind power. As I read, think about how the articles agree. (Read the articles to the student. Provide word banks relating to the topic for the student to use in the response.)

Article 1: Using Wind Power

Wind power is popular in many countries including the United States. However, the United States does not use wind power as much as other countries. There are many reasons for this. One is that it is expensive to build the machines used for wind power. Another reason is that the machines can cause problems for birds migrating throughout the year. Finally, the wind does not always blow, which could make it hard to get wind power.

Article 2:The Power of Wind

Wind power is becoming more and more popular in the United States. People like that wind power does not cause pollution. The machines used for wind power used to be very expensive, but they are not as expensive now. Unfortunately wind power does have some problems. The machines used for wind power can harm birds as they migrate. Another problem is that the wind isn’t always blowing. That means people will have to use another way to get power.

Item 1:What is one way the articles agree? Explain.

Item 2:What is another way the articles agree? Explain.

Answer Key (for teacher use only)Example Item Set 1

Item 1: A, Some students’ test scores improved when they chewed gum AND student explains the disagreement.Item 2: helps students concentrate AND student explains the agreement.


Example Item Set 2Items 1 and 2: Possible answers include: wind power is popular in the United States; the machines are expensive; the wind doesn’t always blow; can harm migrating birds AND student explains the agreement.


RI.8.9 Reading Informational Text-Integration of Knowledge and Ideas

Grade 8

ACCESS POINT (Intermediate Complex) RI.8.9.I. Student will identify how two texts on the same topic disagree.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to pairs of texts on the same topics. The pairs of texts must include points of difference. Source material must be two informational texts that provide conflicting information on

the same topic. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: This task requires a minimum of two paired texts per topic. All five items can relate to the same paired

texts on the same topic. Grade 8 has two Reading Informational Text standards- ensure information is submitted under the

correct standard in the Data Collection Platform.

Example Items

Item 1:Teacher Directions: Here are two speeches by people who disagree about whether students should wear uniforms. Follow along as I read the two articles. As I read, think about how the two speakers disagree in supporting their points of view. (Read both speeches to the student.)

Speech 1:I think wearing school uniforms is a good idea. Wearing uniforms would save money. Uniforms are cheaper than many regular clothes. School uniforms also encourage school spirit. They make everyone feel comfortable.

Speech 2:School uniforms are a bad idea. Many students like to show their interests by what they wear. They wear T-shirts or hats showing their favorite teams or rock stars. Students should be able to wear whatever they feel comfortable wearing.

Which statement would the two speakers disagree on? (Read the answer choices to the student.)

A. Wearing school uniforms is a good idea for everyone.B. Students should feel comfortable in their clothes.C. Wearing uniforms would save money.


Answer Key (for teacher use only)Item 1: A, Wearing school uniforms is a good idea for everyone.


RI.8.9 Reading Informational Text-Integration of Knowledge and Ideas

Grade 8

ACCESS POINT (Less Complex) RI.8.9.L. Student will identify a detail that supports an author’s argument in a text.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items can relate to one text or to multiple texts. Source material must be an informational text that supports an author’s argument. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Note to Teacher: Grade 8 has two Reading Informational Text standards- ensure information is submitted under the correct


Example Items

Item 1:Teacher Directions: The author of this article says students should have homework every day. Follow along as I read the article. As I read, think about why the author believes students should have homework every day. (Read the article to the student.)

Homework HelpsI think students should have homework every day. Homework helps students remember what they learn in class. Homework will make students smarter.

Highlight one detail in the article that supports the idea that students should have homework every day.

Answer Key (for teacher use only)Item 1: Possible answer include: Homework helps students remember what they learned, homework will make students smarter


ENGLISH LANGUAGE ARTS Grade 8Strand: Writing

Sub-strand: Research to Build and Present KnowledgeWashington K-12



W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

EE.W.8.8 Select quotes providing relevant information about a topic from multiple print or digital sources.

Student will paraphrase quotations gathered from multiple print or digital sources.

Student will identify quotes or information that is relevant to a topic from a print or digital source.

Student will identify a source that is relevant for a given familiar topic.


W.8.8 Writing-Research to Build and Present Knowledge Grade 8

ACCESS POINT (More Complex) W.8.8.M. Student will paraphrase quotations gathered from multiple print or digital sources.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items can relate to one topic or to multiple topics. Source material must be an informational text. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: NONE

Note to Teacher: This task requires the student to paraphrase information from multiple sources. Items where the student

identifies information will be marked “Not Scorable.”

Example ItemsItem 1:Teacher Directions: I am going to read two selections from an article to you. As I read, think about how you can write the sentences from these selections in your own words.

Source 1:Many early scooters were homemade. Youths took a pair of roller skates and nailed them to a two-by-four board. Then they nailed a crate to the top to use as a neck. Handles were made by nailing another piece of wood to the crate.

Write what you just heard in your own words.

Teacher Directions: Now, I’m going to read the second selection. Remember to think about how you can write these sentences in your own words.

Source 2:Scooters were used until the fifties when the handles and neck were removed. All that was left were the skates and the two-by-four. Young people loved the thrill of sailing down the streets hands-free. The skateboard took over.1

Write what you just heard in your own words.

Answer Key (for teacher use only)Item 1: Correct if student writes a sentence which paraphrase both sources.

1 Modified from How Stuff Works the Origins of Skateboarding17

WA-AIM Performance Tasks Grade 8

http://entertainment.howstuffworks.com/skateboarding4.htm


ACCESS POINT (Intermediate Complex) W.8.8.I. Student will identify quotes or information that is relevant to a topic from a print or digital source.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Task may include five items that require the student to identify:

o quotes relevant to a topico information relevant to a topico or a combination of both

Students must be given access to several different information sources. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: This task requires the student identify multiple pieces of information from multiple sources related to

a topic.

Example Items

Teacher Directions: Suppose you are doing a report about Washington State Symbols. You are using multiple articles to find information about Washington’s state symbols. (Point to the articles.) Follow along as I read different sources to you. As I read, think about the information you should include in your report.

Source 1: Washington State Symbols

The state of Washington has many interesting symbols. The American goldfinch is the state bird of Washington. The male bird is bright yellow with black wings. The female is yellow-brown with dark brown wings. The state tree of Washington is the western hemlock. The western hemlock is an evergreen tree. That means it stays green all year. The western hemlock can live a long time. Some trees have lived over 1200 years! Western hemlocks can be very tall. The official state fish of Washington is the steelhead trout. The steelhead trout has a gray, spotted back. Many people like to fish for steelhead trout.

Items 1–3:Teacher Directions: Here is a highlighter. (Provide the student with a highlighter.) Highlight three pieces information from the article that you want to include in your report on Washington State Symbols.

Source 2:


Items 4–5:Teacher Directions: We are going to read information about Washington’s state symbols. (Go to Washington State Legislature, State Symbols: http://leg.wa.gov/Symbols/pages/default.aspx and read the information on the website to the student.) Here are some sentence strips with some of the information we just read. (Create multiple sentence strips with information from selected portions of the website.) Choose 2 more pieces of information you want to include in your report on Washington State Symbols.

In 1959, the Legislature designated the native species, Rhododendron macrophyllum, as the official flower of the state of Washington.

In 1928, legislators let school children select the state bird and the meadowlark won hands-down.

Steelhead trout is one of the most popular fish for recreational fishing, a major industry in Washington State.

Washington is the nation's top apple-producing state, so it is appropriate that the apple was named a state symbol in 1989,

Students from over 100 school districts statewide participated in the selection of the common green darner dragonfly.

Because Pacific chorus frogs live in every county in the state and on both sides of the Cascades, they are an excellent choice as an emblem for the whole state.

Answer Key (for teacher use only)Item 1–3: Correct if student selects three pieces of information from the provided source.Items 4-5: Correct if student chooses two pieces of information from the provided source.


http://leg.wa.gov/Symbols/pages/default.aspx


ACCESS POINT (Less Complex) W.8.8.L. Student will identify a source that is relevant for a given familiar topic.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to five different topics. Students must be given access to several different information sources. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Note to Teacher: This task is aligned to the sub-strand of Research to Build and Present Knowledge so sources must be

informational.

Example Items

Item 1:Teacher Directions: Look at the books. (Show two books to the student: one about the Sun and another about cars.) Suppose you want to learn more about the Sun. Which book gives information about the Sun? (Point to the answer choices.)

A. [the book about cars]B. [the book about the Sun]

Answer Key (for teacher use only)Item 1: b, the book about the sun


ENGLISH LANGUAGE ARTS Grade 8Strand: Speaking and Listening

Sub-strand: Presentation of Knowledge and IdeasWashington K-12



SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well- chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

EE.SL.8.4 Present descriptions, facts, or details supporting specific points made on a topic.

Student will prepare and present a speech on a familiar topic and will include in that presentation supporting points.

Student will present details to support a point that can be used in a presentation.

Student will identify a fact and/or a descriptor from a presentation on a familiar topic.


SL.8.4 Speaking and Listening-Presentation of Knowledge and Ideas

Grade 8

ACCESS POINT (More Complex) SL.8.4.M. Student will prepare and present a speech on a familiar topic and will include in that presentation supporting points.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items can relate to one topic or to multiple topics. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: NONE

Note to Teacher: All five items can relate to the entire process of speech development. This task requires that the student

present the speech to an audience.

Example Items

Teacher Directions: You are going to give a speech to the class about a chore you do not like.

Item 1:Teacher Directions: Think about a chore that you do not like to do. Here is a list of possible chores to choose from (give student a list of chores) or you may come up with your own.

Items 2–3:Teacher Directions:Prepare a speech about the chore you dislike most. Include at least two reasons why you dislike the chore or two reasons it is good for you to do the chore. When you have finished preparing your speech about the chore you dislike most, you will present it.

Items 4–5:Teacher Directions: Now it is time to present your speech to _____(Teacher should select and audience). During your speech I am going to see if you maintain appropriate volume AND eye contact with your audience.

Answer Key (for teacher use only)Item 1: Correct if student chooses or comes up with a chore they don’t like to do.Items 2–3: Items are correct if student has two different reasons why they do not like the chore.Items 4–5: Correct if student maintains appropriate volume and eye contact during presentation to an audience.



Grade 8

ACCESS POINT (Intermediate Complex) SL.8.4.I. Student will present details to support a point that can be used in a presentation.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to five different topics. The details must support a specific point. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: Student must inform the teacher, not just identify details.

Note to Teacher: This task does not require the student to give the presentation. Each unique topic plus at least two details=1 unique item. The topic does not need to be student generated. Teacher should clearly document the items go beyond simple

identification of details.

Example ItemsItem 1:Teacher Directions: Suppose you are preparing a presentation about why we need to keep our lakes and rivers clean. You need to include at least two reasons why we should keep our lakes and rivers clean. I will read an article to you. Identify the information you need to answer the question: What are two reasons we should keep our lakes and rivers clean?

It is important that we keep our lakes and rivers clean. Polluted lakes and rivers flow into our reservoirs. We get our drinking water from reservoirs. They need to be clean or we will be sick. Also, clean lakes and rivers are good for wildlife. Ducks feed off the bottoms of lakes and rivers, fish swim in them, and other wildlife like deer drink from them. There is a lot we should do to keep our lakes and rivers clean.

Tell me two reasons we should keep our lakes and rivers clean.

1. 2.

Answer Key (for teacher use only)Item 1: Correct if student informs the teacher of two reasons why which support “keep rivers and lakes clean.” The reasons must be beyond simple identification of a detail from the text.



Grade 8

ACCESS POINT (Less Complex) SL.8.4.L. Student will identify a fact and/or a descriptor from a presentation on a familiar topic.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to five different topics. Items can require students to include:

o facts from a presentationo descriptions from a presentationo or a combination of both

In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: Do not show the text to the student.

Example ItemsItem 1:Teacher Directions: (Prepare a presentation with accompanying visuals.) Listen as I give you some information about a school bus. As you listen, think about what a school bus looks like.

The School BusAlmost all school buses are yellow and black. They are like big cars with many seats. School buses bring students to school and home again at the end of the day.

One fact in information is about the color of the bus.

What color is a school bus? (Read the answer choices to student and present two picture cards; a red square and a yellow square.)

A. redB. yellow

Item 2:Teacher Directions: Follow along as I read to you about shoes. As I read, think about how I am describing shoes. (Provide accompanying visuals.)

ShoesThere are many different kinds of shoes. Some shoes are for running and playing. Other shoes are fancy, sparkly and shiny and are worn at special occasions like a party.

What was one word from the information that described shoes?

Answer Key (for teacher use only)Item 1: B, YellowItem 2: Answer may include: fancy, sparkly, or shiny.


ENGLISH LANGUAGE ARTS Grade 8Strand: Language

Sub-strand: Knowledge of LanguageWashington K-12



L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

EE.L.8.3 Use language to achieve desired outcomes when communicating.

a. Use to-be verbs (am, are, is, was, were, be, become, became) accurately when writing and communicating.

Student will use the correct forms of verbs in sentences to communicate desired outcomes.

Student will identify a verb to complete simple sentences.

Student will make appropriate requests.


L.8.3 Language-Knowledge of Language Grade 8

ACCESS POINT (More Complex) L.8.3.M. Student will use the correct forms of verbs in sentences to communicate desired outcomes.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items can relate to one topic or multiple topics. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: NoneExample Items

Item 1:Teacher Directions: Follow along as I read this sentence. As I read, think about the correct verb form for the blank.

Trudy and Mary Jane ______ calling friends today to invite them to a party. (Point to picture.)

Which verb form best fills in the blank in the sentence? (Read the answer choices to the student.)

A. wasB. wereC. will

Item 2:Teacher Directions: I am going to read a sentence to you. The sentence has blanks for two missing verbs. As I read, think about which verbs you would use to complete the sentence. (Read the sentence to the student.)

Joe__________ hard in reading class and will ________ a good reader.

Which form of the verb “work” goes in the first blank? [Read the answer choices to the student.]A. workB. workedC. working


Item 3:Teacher Directions: I will read the sentence again. (Read the sentence to the student.) Which form of the verb “become” goes in the second blank? (Read the answer choices to the student.)

A. become B. becameC. becomes


No one answered the door when Paul ___ the doorbell.

Which verb best fills in the blank in the sentence?A. rangedB. ringedC. rang


Our hands felt ___ after playing in the snow.

Which verb best fills in the blank in the sentence?A. frozeB. frozenC. freezed

Answer Key (for teacher use only)Item 1: A, wereItem 2: B, workedItem 3: A, becomeItem 4: C, rangItem 5: B, frozen



ACCESS POINT (Intermediate Complex) L.8.3.I. Student will identify a verb to complete simple sentences.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items may relate to one topic or to multiple topics. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Example Items

Item 1: Teacher Directions: Here is a sentence. (Present the sentence strip and an accompanying visual of a student getting on the bus to go home.) Follow along as I read the sentence. (Point to each word as you read the sentence and present the picture to the student.)

I go home.This is the verb in the sentence. (Point to the word “go” and say, “go.”) Here is another sentence. (Present the second sentence strip and an accompanying visual of a student studying hard.)

I hard.Follow along as I read the sentence. (Point to each word, including the blank, as you read.) Which sentence uses the correct verb? (Read the sentence with each of the answer choices to the student.)

A. I work hard.B. I working hard. C. I house hard.

Item 2: Teacher Directions: (Use example set-up in item 1, “I go home” if needed to remind student.) Here is another sentence. (Present the second sentence strip.)

I my homework

Follow along as I read the sentence. (Point to each word, including the blank, as you read.) Which sentence uses the correct verb? (Read the sentence with each of the answer choices to the student.)


A. I doing my homework.B. I done hard. C. I did my homework.


We ___ home.Follow along as I read the sentence. (Point to each word, including the blank, as you read.) Which sentence uses the correct verb? (Read the sentence with each of the answer choices to the student.)

A. We walking home.B. We walked home.C. We walks home.


I will ___ in class.Follow along as I read the sentence. (Point to each word, including the blank, as you read.) Which sentence uses the correct verb? (Read the sentence with each of the answer choices to the student.)

A. I will listening in class.B. I will listener in class.C. I will listen in class.


I am ____ in the concert.Follow along as I read the sentence. (Point to each word, including the blank, as you read.) Which sentence uses the correct verb? (Read the sentence with each of the answer choices to the student.)

A. I am singing in the concert.B. I am sing in the concert.C. I am singed in the concert.

Answer Key (for teacher use only)Item 1: A, workItem 2: C, did


Item 3: B, walkedItem 4: C, listenItem 5: A, singing



ACCESS POINT (Less Complex) L.8.3.L. Student will make appropriate requests.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to five different topics. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Example Items

Item 1:Teacher Directions: Suppose you are working on a paper when your pencil breaks. What should you say to your teacher? (Read the answer choices to the student.

A. May I sharpen my pencil, please? B. Hey! I need a new pencil!

Multiple Items:Teacher Directions: (Use a tally sheet to count the number of times a student makes an appropriate request during a specific time period during which it would be appropriate and expected for the student to make requests of the teacher or other students.)

Appropriate requests can include but are not limited to the following: “May I have a new paper, please?” “May I select a book to read, please?” “May I get a drink of water, please?” “Would you help me with this problem, please?” “Please.”

Answer Key (for teacher use only)Item 1: A, May I sharpen my pencil, please?Multiple Items: Teacher must determine appropriate requests and criteria for success


Mathematics Grade 8Domain: GeometryCluster: Understand congruence and similarity using physical models, transparencies, or geometry softwareWashington K–12 Learning Standard

Essential Element ACCESS POINTS Built on Three Levels of Complexity


8. G.4. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

EE.8.G.4. Identify similar shapes with and without rotation.

Student will demonstrate understanding of similar figures drawn on a grid (with rotation).

Student will identify similar figures on a grid without rotation.

Student will identify a similar and congruent circles and squares.


8.G.4 Geometry- Understand congruence and similarity using physical models, transparencies, or geometry software

Grade 8

ACCESS POINT (More Complex) 8.G.4.M. Student will demonstrate understanding of s i m ilar figures drawn on a grid (with rotation).

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Distractors must be the same shape. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: This task requires that similar figures are presented with rotation. Items not presented with rotation will be

marked “Not Scorable.”

Example Items

Item 1:Teacher Directions: This picture shows triangles drawn on a grid. (Point to the triangles on the grid.)

Point to the two shapes which are similar?

Item 2:Teacher Directions: This picture shows rectangles drawn on a grid. (Point to the rectangles on the grid.)


Which shape is similar to Rectangle 1? (Read the answer choices to the student.)A. Rectangle A B. Rectangle B C. Rectangle C

Item 3: Teacher Directions: This picture shows triangles drawn on a grid. (Point to the triangles on the grid.)

Which figure A, B, or C, is similar to Figure 1?

Item 4:Teacher Directions: This picture shows rectangles drawn on a grid. (Point to the rectangles on the grid.)

Point to the two rectangles that are similar.

Answer Key (for teacher use only)35


Item 1: Triangles 1 and 4Item 2: C, Rectangle CItem 3: Figure AItem 4: Rectangles 1 and 3



Grade 8

ACCESS POINT (Intermediate Complex) 8.G.4.I. Student will identify si m ilar fi gures on a grid without rotation.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: This task is distinguished from the More Complex task in that the figures are presented WITHOUT

rotation.

Example Items

Item 1:Teacher Directions: This picture shows shapes drawn on a grid. (Point to the shapes on the grid.)

Which two shapes are similar?

Item 2:Teacher Directions: This picture shows rectangle 1 drawn on a grid. (Point to the rectangle.)

This picture shows rectangles drawn on a grid. (Point to each rectangle.)


Teacher direction: Which shape is similar to Rectangle 1? (Read the answer choices to the student.)

A. Rectangle A B. Rectangle B

C. Rectangle C

Item 3:Teacher Directions: This picture shows rectangle 1 drawn on a grid. (Point to rectangle 1.)

Teacher direction: Which shape is similar to Rectangle 1? (Read the answer choices to the student.)

A. Rectangle A B. Rectangle B

C. Rectangle C

Answer Key (for teacher use only)Item 1: Triangle 1 and 4Item 2: C, rectangle CItem 3: Rectangle B



Grade 8

ACCESS POINT (Less Complex) 8.G.4.L. Student will identify si m ilar and congruent circles and squares,

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The set of five items must include at least:

o one item identifying similar circles o one item identifying similar squares o one item identifying congruent circleso one item identifying congruent squares

In a multiple-choice item, a minimum of two answer choices must be provided.


Item 1 (similar circle item):Teacher Directions: This picture shows a circle. (Point to the circle.)

Which shape is similar to the circle? (Point to, but do not identify, the answer choices for the student.)

A.

B.

C.

Item 2 (congruent square item):Teacher Directions: This picture shows a square. (Point to the square.)


Which picture shows a shape congruent to the square? (Point to, but do not identify, the answer choices for the student.)

A.

B.

C.

Item 3: (similar square item):Teacher Directions: This is a square. All sides are 1 unit in length (Point to the square)

Which picture shows a similar square?

A. shape is 1 by 1.5 units

B. shape is .5 by 1 units


C. shape is 2 by 2 units

Item 4 (congruent circle item):Teacher Directions: This is a circle. (Point to the circle.)

Which picture shows a congruent circle?

A.

B.

C. Answer Key (for teacher use only)Item 1: A, circleItem 2: B, squareItem 3: C, the shape with 2 by 2 unitsItem 4: B


Mathematics Grade 8Domain: Expressions and EquationsCluster: Understand the connections between proportional relationships, lines, and linear equations

Washington K–12 Learning Standard



8. EE.5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

EE.8.EE.5–6. Graph a simple ratio by connecting the origin to a point representing the ratio in the form of y/x. For example, when given a ratio in standard form (2:1), convert to 2/1, and plot the point (1,2).

Student will identify a graph given a ratio relationship displayed in a table.

Student will locate or identify a point in the first quadrant of a coordinate grid.

Student will locate or identify a point on a number line.


8.EE.5 Expressions and Equations- Understand the connections between proportional relationships, lines, and linear equations

Grade 8

ACCESS POINT (More Complex) 8.EE.5.M. Student will identify a graph given a ratio relationship displayed in a table.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Line graphs must be used to represent the relationship displayed in the table. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Example ItemsItem 1:Teacher Directions: This table shows the amount of money Sam earned for a given number of hours worked. (Point to and read the table to the student.)

Sam’s MoneyNumber of

HoursMoneyEarned

0 $0

1 $5

2 $10

3 $15

Which graph displays the information shown in the table? (Point to, but do not read, the answer choices for the student.)

A.


B.

C.

Item 2:Teacher Directions: This table shows a relationship between x and y.

x y0 01 32 63 9

Which graph shows the relationship between x and y? (Point to, but do not read, the answer choices for the student.)


A.

B.

C.


Item 3:Teacher Directions: This table shows the total amount of rainfall that fell for each of five years. (Point to and read the table to the student.)


A.

B.

C.


Item 4:This table shows the total amount of plant growth for seven consecutive days. (Point to and read the table to the student.)


A.

B.


C.

Item 5:This table shows the number of laps Kate runs every 5 minutes. Kate runs 3 laps every 5 minutes (Point to and read the table to the student.)


A.


B.

C. Answer Key (for teacher use only)Item 1: BItem 2: AItem 3: BItem 4: CItem 5: B



Grade 8

ACCESS POINT (Intermediate Complex) 8.EE.5.I. . Student will locate or identify a point in the first quadrant of a coordinate grid.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Task must include five items that:

o locate a point in the first quadrant of a coordinate grid o identify a point in the first quadrant of a coordinate grid o or a combination of both

At most one item, within the set of five, may have the x value equal to the y value. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Example ItemsItem 1:Teacher Directions: Three points are shown on the coordinate grid. (Point to the coordinate grid.)

Which point is located at (5, 3)? (Read the answer choices to the student.)A. point A B. point BC. point C

Item 2:Teacher Directions: This is a coordinate grid. (Point to the coordinate grid.) Point A is located at (3, 2).


Plot point A on the coordinate grid.

Answer Key (for teacher use only)Item 1: B, point BItem 2: Correct if student plots the point at x=3 and y=2



Grade 8

ACCESS POINT (Less Complex) 8.EE.5.L. Student will locate or identify a point on a number line.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Tasks must include five items where a student:

o locates a point on a number line o identifies a point on a number lineo or a combination of both

Number line must include positive and negative integers. In a multiple-choice item, a minimum of two answer choices must be provided

Restrictions: None

Example ItemsItem 1:Teacher Directions: Point A is shown on this number line. (Point to the number line.)

What is the location of point A? [Read the answer choices to the student.]

Item 2:Teacher Directions: This is a number line. (Point to the number line.)

Point to the location of -4.


Point to the location of 8.



Point to the location of -2.


Point to the location of 0. Answer Key (for teacher use only)Item 1: 2Item 2: Correct if student points to -4Item 3: Correct if student points to 8Item 4: Correct if student points to -2Item 5: Correct if student points to 0


Mathematics Grade 8Domain: FunctionsCluster: Use functions to model relationships between quantities




8. F.5. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

EE.8.F.5. Describe how a graph represents a relationship between two quantities.

Student will describe a relationship between two quantities shown in a scatter plot or line graph.

Student will identify a correct statement about a scatter plot or a line graph that shows a relationship between two quantities.

Student will identify the topic of information represented in a scatter plot or line graph.


8.F.5 Functions- Use functions to model relationships between quantities

Grade 8

ACCESS POINT (More Complex) 8.F.5.M. Student will describe a relationship between two quantities shown in a scatter plot or a line graph.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Task must include five:

o scatter plots o line graphs o or a combination of both

In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: Each item requires a unique scatter plot or line graph.

Example ItemsItem1:Teacher Directions: This is a graph. (Point to and read the graph to the student.)

As the “Distance Walked” increased by 1, how do the “Calories Burned” change? (Read the answer choices to the student.)

A. The “Calories Burned” increase by about 25 calories.B. The “Calories Burned” increase by about 75 calories.C. The “Calories Burned” increase by about 400 calories.


Item 2:Teacher Directions: This is a graph. (Point to and read the graph to the student.)

Describe the change in the height of the tree from the time it was planted (0 years) until five years after it was planted (5 years).


For each day the plant was measured, how did the plants total growth change? (Read the answer choices to the student.)

A. The plant grew every day.B. The plant got shorter every day.C. The plant did not grow.


Answer Key (for teacher use only)Item 1: B, the “Calories Burned” increase by about 75 calories.Item 2: Answer may include:

As the tree got older the tree got taller The tree grew 4 feet The height of the tree increased over time

Item 3: C, the plant did not grow



Grade 8

ACCESS POINT (Intermediate Complex) 8.F.5.I. Student will identify a correct statement about a scatter plot or a line graph that shows a relationship between two quantities.

PERFORMANCE TASK


o scatter plotso line graphs o or a combination of both


Restrictions: None

Note to Teacher: Each item requires a unique scatter plot or line graph.

Example ItemsItem 1:Teacher Directions: This is a graph. (Point to and read the graph.)

Which statement is true? (Read the answer choices to the student.)A. Toby’s bicycle speed increased for all 16 minutes. B. Toby’s bicycle speed increased for the first 8 minutes.C. Toby’s bicycle speed decreased for all first 8 minutes.



Which statement is true? (Read the answer choices to the student.)A. The height of the tree increased between year 1 and year 8.B. The height of the tree was the tallest in year 5C. The height of the tree stayed the same over the years.

Answer Key (for teacher use only)Item 1: B, Toby’s bicycle speed increased for the first 8 minutesItem 2: A, The height of the tree increased between year 1 and year 8.



Grade 8

ACCESS POINT (Less Complex) 8.F.5.L. Student will identify the topic of information represented in a scatter plot or line graph.

PERFORMANCE TASK


o scatter plotso line graphso or a combination of both

All graphs must have a title. In a multiple-choice item, a minimum of two answer choices must be provided.


Item 1:Teacher Directions: This is a graph. (Point to and read the graph.)

What is the topic of the graph? (Read the answer choices to the student.)A. Toby’s Bicycle SpeedB. Toby’s Running Speed

Answer Key (for teacher use only)Item 1: A, Toby’s Bicycle Speed


Mathematics Grade 8Domain: The Number SystemCluster: Know that there are numbers that are not rational, and approximate them by rational numbers




8. NS.2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.

EE.8.NS.2.b. Compare quantities represented as decimals in real-world examples to hundredths.

Student will use models to compare decimals to the hundredths place.

Student will use models to compare decimals to the tenths place.

Student will identify the greater decimal using models.


8.NS.2 The Number System-Know that there are numbers that are not rational, and approximate them by rational numbers

Grade 8

ACCESS POINT (More Complex) 8.NS.2.M. Student will use models to compare decimals to the hundredths place.

PERFORMANCE TASK


Restrictions: None

Example ItemsItem 1:Teacher Directions: Here are models of 0.32 and 0.75. (Point to each model.)

Which is true? (Read the answer choices to the student.)A. 0.32 < 0.75B. 0.32 > 0.75C. 0.32 = 0.75

Item 2:Teacher Directions: Here are models of three decimals. (Place the models in a random order on the work surface. Point to and read each model.)

0.01 0.25 0.10

Put the decimals in order from least to greatest.

Answer Key (for teacher use only)Item 1: A, 0.32 < 0.75


Item 2: .01<0.10<0.25; penny, dime, quarter



Grade 8

ACCESS POINT (Intermediate Complex) 8.NS.2.I. Student will use models to compare decimals to the tenths place.

PERFORMANCE TASK



Item 1:Teacher Directions: This is a model of 0.2 and a model of 0.7. (Point to and read each model.)

Which is true? (Read the answer choices to the student.)A. 0.2 > 0.7B. 0.2 = 0.7C. 0.2 < 0.7

Item 2:Teacher Directions: Here are models of three decimals. (Place the models in a random order on the work surface. Point to and read each model.)

Put the decimals in order from least to greatest.

Answer Key (for teacher use only)Item 1: C, 0.2 < 0.7Item 2: 0.2<0.4<0.7



Grade 8

ACCESS POINT (Less Complex) 8.NS.2.L. Student will identify the greater decimal using models

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. In a multiple-choice item, a minimum of two answer choices must be provided.


Item 1: Teacher Directions: This model shows the decimal 0.4. (Point to and read the model to the student.)

0.4

Which model shows a decimal greater than 0.4? (Point to and read the answer choices to the student.)

A. 0.2

B. 0.7

Answer Key (for teacher use only)Item 1: B, 0.7


Mathematics Grade 8Domain: Statistics and ProbabilityCluster: Investigate patterns of association in bivariate data




8. SP.4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

EE.8.SP.4. Construct a graph or table from given categorical data, and compare data categorized in the graph or table.

Student will represent given unorganized data by completing a bar graph or picture graph using a template.

Student will identify a bar graph or picture graph that represents given unorganized data.

Student will sort given unorganized data into two groups.


8.SP.4 Statistics and Probability- Investigate patterns of association in bivariate data

Grade 8

ACCESS POINT (More Complex) 8.SP.4.M. Student will represent given unorganized data by completing a bar graph and picture graph using a template.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The set of five items must include at least:

o one bar graph item o one picture graph item

Each item must include at least five pieces of data.

Restrictions: Multiple-choice items are not allowed.

Note to Teacher: This task is distinguished from the Intermediate in that it requires the student to complete a graph using unorganized data.

Example ItemsItem 1 (bar graph item):Teacher Directions: These are balls in a gym. (Point to each ball.)

Complete the bar graph to show the balls in a gym.


Item 2 (picture graph item):Teacher Directions: These are object found in Jenna’s backpack. (Cut out the pictures. Point to each object.)

Complete the picture graph to show the objects that are in Jenna’s backpack by placing them in the correct spot on the picture graph.

Answer Key (for teacher use only)Item 1: Correct if student complete bar graph with the following amounts colored in for each category: Basketball=4; Soccer ball=3; Baseball=1Item 2: Correct if student place all objects next to the correct category: Pencils=4; Notebook=2; Calculator=1



Grade 8

ACCESS POINT (Intermediate Complex) 8.SP.4.I. Student will identify a bar graph or picture graph that represents given unorganized data.

PERFORMANCE TASK


o bar graphs o picture graphs o or a combination of both

Each item must include at least five unorganized pieces of data. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Example ItemsItem 1:Teacher Directions: These are objects in Mike’s backpack. (Point to the object.)

Which graph shows the objects in Mike’s backpack? (Point to the answer choices.)

A.


B.

C. Item 2:Teacher Directions: These are objects in Mike’s backpack. (Point to the objects.)

Which picture graph shows the objects in Mike’s backpack?

A.


B.

C. Answer Key (for teacher use only)Item 1: CItem 2: B



Grade 8

ACCESS POINT (Less Complex) 8.SP.4.L. Student will sort given unorganized data into two groups.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Each item must use different objects. Each item must sort at least five objects into at least 2 groups.

Restrictions: Multiple-choice items are not allowed.

Example ItemsItem 1:Teacher Directions: (Collect four books and two rulers.) Here are some books and rulers. (Place the items on the work surface in front of the student in a random placement.) Sort the items into two groups. Place the books here. (Point to the left side of the work surface.) Place the rulers here. (Point to the right side of the work surface.)

Item 2:Teacher Directions: (Collect three pencils and five notebooks.) Here are some pencils and notebooks. (Place the items on the work surface in front of the student in a random placement.) Sort the items into two groups. Place the pencils here. (Point to the left side of the work surface.) Place the notebooks here. (Point to the right side of the work surface.)

Here is a pencil. (Pick up a pencil.) Where does the pencil go? (Continue with the rest of the items.)

Answer Key (for teacher use only)Item 1: Correct if student sorts all items correctly.Item 2: Correct if student sorts all items correctly.


Science MS-ETS1-3 Middle SchoolDiscipline: Engineering & Technology

Core Idea: Engineering DesignNext Generation

Science Standard Performance Expectation

Essential Concept ACCESS POINTS Built on Three Levels of Complexity


MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.SEP: Analyzing and Interpreting Data Analyze and interpret data

to determine similarities and differences in findings.

DCI: ETS1.B;Developing Possible Solutions: There are systematic processes

for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.

Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.

ETS1.C: Optimizing the Design Solution Although one design may not

perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information

for the redesign process- that is, some of those characterizes may be incorporated into the new design.

CCC: None

EC.MS-ETS1-3:Organize and interpret data from tests of several design solutions in order to develop a solution that better meets the criteria for success.

SEP: Compare data to determine similarities and differences.

DCI: ETS1.B andETS1.C: Evaluate different solutions to determine the best parts of each solution (best meet design criteria and constraints).

CCC: None

Student will organize and use data from tests to determine similarities and differences among several design solutions.

Select features of each solution that can be combined into a new solution that better meets the criteria for success.

Develop a design that better meets the criteria and evaluate its effectiveness.

Student will organize and interpret data from several design solutions, to select features of each solution that can be combined into a new solution that better meets the criteria for success.

Given organized data from tests of several design solutions, student will identify solutions that better meet the criteria for success.


MS-ETS1-3 Engineering & Technology-Engineering Design

Middle School

ACCESS POINT (More Complex): MS-ETS1-3.M Student will organize and use data from tests to determine similarities and differences among several design solutions AND select features of each solution that can be combined into a new solution that better meets the criteria for success AND develop a design that better meets the criteria and evaluate its effectiveness

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Teacher will provide designs and organized data for at least three design solutions with

three criteria for success. The set of five items must include:

o One item that requires the student to organize data from tests of several design solutions.

o One item that requires the student to interpret quantitative data.o One item that requires the student to determine similarities or differences of the

design solutions based on interpreted data.o Two items that require the student to develop a design that better meets the

criteria for success. In a multiple choice item, a minimum of three answer options must be provided.

Restrictions: None

Example ItemsTeacher Directions: The teacher should prepare materials prior to assessing the student.

1) Label 5 envelopes:a. Car Ab. Car B


Essential Concept: Organize and interpret data from tests of several design solutions in order to develop a solution that better meets the criteria for success.

Three Dimensions

Science and Engineering Practices (SEP): Compare data to determine similarities and differences.

Disciplinary Core Ideas (DCI):ETS1.B/ETS1.C Evaluate different solutions to determine the best parts of each solution (best that meets design criteria and constraints.)

Cross Cutting Concepts (CCC): None.

c. Car Cd. Car De. Car E

2) Cut out Car Features (from provided Car Features table) and place in envelopes that correspond to the correct car.

Teacher Directions: Read to student before passing out envelopes:A group of science students decided to have a pinewood derby race. They made pinewood derby cars with different body designs using several different features. The students were able to put different amounts of weights and tires on their cars. To be successful the cars had to finish the race in the least amount of time. Cars that fell off the side of the track had to go back to the starting line.

Teacher Direction: (Pass out all of the envelopes to the student). These envelopes contain the different features for each of the cars that were in the pinewood derby race.

Table for StudentPinewood Derby Car Race Information

Item 1 (organize data item): Using data collection from the envelopes, create a table to represent the data.


(Before moving to Item 2, correct and explain errors in table)

Item 2 (interpret quantitative data item): Which change would be more effective at reducing the amount of time it takes a car to finish the race: changing the body type or changing the number of weights? Use data from the table to support your answer.

Item 3 (similarities item): What are two similarities and two differences between Car A and Car E?

Item 4 (better design item): Based on the finishing times, describe each car feature so that the resulting car would finish in the least amount of time?

Item 5 (better design item): If you had to design your own car using only 3 weights, which features would you include that would make your car finish in first or second place? Explain how the features made the car faster.

Ideal Car FeaturesNumber of tiresNumber of weightsBody Shape

Answer Key (for teacher use only):Item 1: Student must include all chart features including all headings and labels, and organize data accurately.Example:

# of Tires # of Weights

Body Shape Finishing Time Times fallen off track

Car A 3 5 2.96s 3

Car B 6 2 3.10s 4

Car C 4 4 2.90s 2

Car D 4 2 2.80s 1


# of Tires # of Weights

Body Shape Finishing Time Times fallen off track

Car E 3 2 3.00s 3

Item 2: Body type is more effective. We know this because even with less weights the Grey Ghost body type finished in the least amount of time.

Item 3: The similarities between both cars are that they fell off the track 3 times and both cars have 3 wheels. The differences are that they had different body types and different number of weights.

Item 4: The car would need to have Grey Ghost body style, 4 tires, 2 weights, and only fall off the track once.

Item 5: Possible second table representing how more weights and aerodynamic car makes it faster not more wheels.

Ideal Car FeaturesNumber of tires 4Number of weights 5Body Shape Grey Ghost Body Type

The car would need to have 4 wheels, either the grey ghost or the drilled wedge body style, and only fall off one or two times. These features made the car faster because the most effective cars have 4 wheels and different bodies.

Resources:Pinewood Derby National ChampionshipsPre-Cut Pinewood Derby Cars

Car Feature Cut-outs (cut out cards and place in corresponding envelopes). Use the first line for headers if the student is using the cards to create the chart not just transferring the information

CAR # of TIRES

# of WEIGHTS

BODY SHAPE FINISHING TIME

# TIMES FELL OFF

TRACKCar A Features

3 Tires 5 Weights Finishing Time:2.96s

Fell Off Track 3 Times

Car B Features




http://pinewoodpro.com/pinewood-derby-pre-cut-car-designs.php

http://www.pinewoodderbychampionships.com/results/2012/SSElitePrelims.pdf

CAR # of TIRES

# of WEIGHTS

BODY SHAPE FINISHING TIME

# TIMES FELL OFF

TRACKCar C Features



Car D Features


Fell Off Track 1

Time

Car E Features


Fell Off Track

3Times






Middle School

ACCESS POINT (Intermediate Complex): MS-ETS1-3.I Student will organize and interpret data from several design solutions, to select features of each solution that can be combined into a new solution that better meets the criteria for success.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Teacher will provide data for the student to organize. Data can be organized using the following formats:

o Grapho Charto Table

The set of five items must include:o One item having students organize data.o Two items that require the student to interpret quantitative data.o Two items that require the student to select features of each solution that can be

combined into a new solution that better meets the criteria for success. In a multiple choice item, a minimum of three answer options must be provided

Restrictions: None

Example ItemsTeacher Directions: The teacher should prepare materials prior to assessing the student.

3) Label 5 envelopes:a. Car Ab. Car Bc. Car Cd. Car De. Car E

4) Cut out Car Features (from provided Car Features table) and place in envelopes that



Three Dimensions




correspond to the correct car.

Teacher Directions: Read to student before passing out envelopes:A group of science students decided to have a pinewood derby race. They made pinewood derby cars with different body designs using several different features. The students were able to put different amounts of weights and tires on their cars. To be successful the cars had to finish the race in the least amount of time. Cars that fell off the side of the track had to go back to the starting line.

Teacher Direction: (Pass out all of the envelopes to the student). These envelopes contain the different features for each of the cars that were in the pinewood derby race.

Table for StudentPinewood Derby Car Race Information

# of Tires

# of Weights

Body Shape Finishing Time(sec)

Times fallen off track

Car ACar BCar CCar DCar E

Item 1 (organize data item): Organize data by filling in the table with the information you get in the envelopes.

(Before moving to Item 2, correct and explain errors in table)


Item 2 (interpret quantitative data item): Which car finished the race in the least amount of time?

Item 3 (interpret quantitative data item):Using the information about times the car has fallen off the track, put the pinewood derby cars in order from best designed for not falling off the track to worst designed for not falling off the track.

Item 4 (select feature item): Using the data, how can you change Car B to be faster? What data from the table did you use to make your choice?

Item 5 (select feature item): Using the data, what features would Car E need to be the fastest? What data from the table did you use to make your choice? Answer Key (for teacher use only)Item 1: Make sure that students table matches Table for Teacher

Table for Teacher Pinewood Derby Car Race Information# of

Tires# of

WeightsBody Shape Finishing

TimeTimes fallen

off trackCar A

3 3 The Corvette 2.96s 3

Car B

8 2 Drilled Car Block 3.10s 4

Car C

4 4 Drilled Wedge 2.90s 2

Car D

4 5 The Grey Ghost 2.80s 1

Car E 6 2 The Humvee Fighting Vehicle

3.00s 3

Item 2: Car D. Item 3:

1st: Grey Ghost (Car D)2nd: Drilled Wedge (Car C)3rd/4th: The Corvette and Humvee Fighting Vehicle (tied) (Cars A and E)5th: Drilled Car Block (Car B)

Item 4: Answer can be lowering the number of tires, or increasing the number of weights. Student should specify what information in the table helped them make this decision.Item 5: Student must include two of the following: 5 weights, 4 tires, 1 fall off track, or have the Grey host body type.


Car Feature Cut-outs (cut out cards and place in corresponding envelopes). Use the first line for headers if the student is using the cards to create the chart not just transferring the information




CAR # of TIRES

# of WEIGHTS

BODY SHAPE FINISHING TIME(sec)

# TIMES FELL OFF

TRACKCar A

Features3 Tires 3 Weights Finishing

Time:2.96s


Car B Features



Car C Features



Car D Features


Fell Off Track 1

Time

Car E Features





Middle School

ACCESS POINT (Less Complex): MS-ETS1-3.L Given organized data from tests of several design solutions, student will identify solutions that better meet the criteria for success.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Teacher will provide organized data for at least two design solutions with one criteria for

success of the design solution. Data can be organized using the following formats:


Student must select design solutions that better meet the criteria for success. In a multiple choice item, a minimum of two answer options must be provided.

Restrictions: None

Example ItemsItem 1: Teacher Directions: Read to student:

A group of science students decided to have a pinewood derby race. They made pinewood derby cars with different body designs using several different features. The students were able to put different amounts of weights and tires on their cars. To be successful the cars had to finish the race in the least amount of time. Cars that fell off the side of the track had to go back to the starting line.



Three Dimensions




This table shows the data they collected.

Pinewood Derby Car Race Information# of

Tires# of

WeightsBody Shape Finishing

TimeTimes fallen

off trackCar A 3 3 The Corvette 2.96s 3Car B 8 2 Drilled Block 3.10s 4Car C 4 4 Drilled Wedge 2.90s 2Car D 4 5 The Grey Ghost 2.80s 1Car E 6 2 The Humvee Fighting

Vehicle3.00s 3

Item 1: Using the data from the table for Cars A & B, what number of weights helped the car finish with the slowest time?

Item 2: Using the data from the table for Cars B & C, which number of tires allowed the car to finish with the slowest time?

Item 3: Using the data from the table for Cars B & C which amount of tires made the car less likely to fall off the track?

Item 4: Using the data from the table for Cars D & E which body type allowed the car to finish with the fastest time?

Item 5: Using the data from the table which car fell off the track the least?

Answer Key (for teacher use only):Item 1: 2 weightsItem 2: 8 tiresItem 3: 4 tiresItem 4: The Grey Ghost body typeItem 5: The Grey Ghost body type



Car Graphics




Science MS-LS2-1 Middle SchoolDiscipline: Life ScienceCore Idea: Ecosystems: Interactions, Energy, and Dynamics

Next Generation Science Standard

Performance Expectation



MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

SEP: Analyzing and Interpreting Data Analyze and interpret data to

provide evidence for phenomena.

DCI:LS2.A:Interdependent Relationships in Ecosystems Organisms, and

populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.

In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction.

Growth of organisms and population increases are limited by access to resources.

EC.MS-LS2-1:Organize and interpret data to describe a cause and effect relationship of resource availability on organisms and/or populations in an ecosystem.

SEP: Compare and interpret data to provide evidence for phenomena.

DCI: LS2.A: Organisms and population growth are limited by access to resources in an ecosystem.

CCC: Cause and effect relationships can predict phenomena in systems.

Student will organize and interpret data to provide evidence for the effects of access to resources on organisms and/or populations, in an ecosystem.

Student will organize and interpret data to describe a cause and effect relationship of resource availability on organisms and/or populations in an ecosystem.

Given organized data on resource availability, student will identify the effects on organisms and/or populations in an ecosystem based on specific data (i.e., evidence).


CCC: Cause and EffectCause and effect relationships may be used to predict phenomena in natural or designed systems.


MS-LS2-1 Life Sciences-Ecosystems: Interactions, Energy, and Dynamics

Middle School

ACCESS POINT (More Complex): MS-LS2-1.M. Student will organize and interpret data to provide evidence for the effects of access to resources on organisms and/or populations, in an ecosystem.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Task must include at least two of the following:


The set of five items must include at least:o One item specifying information from a graph, chart or table to support a cause

and effect conclusion.o One item related to cause and effect establishing a cause and effect relationship. o One item must include evidence (e.g., specific part(s) of the data, graph, etc.) to

support the student’s claim or conclusion (e.g., an evidence based selected response item).

o One item organizing data (e.g., from table to graph) to establish a cause and effect relationship.


Restrictions: None

Example ItemsItem 1: Teacher Directions: When scientists studied salmon migrations, they notice that the salmon population is impacted by many factors. The table below summarizes the factors that scientists found to affect salmon migration.


Essential Concept: Organize and interpret data to describe a cause and effect relationship of resource availability on organisms and/or populations in a system.

Three Dimensions

Science and Engineering Practices (SEP): Compare and interpret data to provide evidence for phenomena.

Disciplinary Core Ideas (DCI):LS2.A Organisms and population growth are limited by access to resources in an ecosystem.

Cross Cutting Concepts (CCC): Cause and effect relationships can predict phenomena in systems.

Migration Barriers Number of OccurrencesDams 6Predators 2Habitat Destruction 11Pollution 7

Using the above information, complete the graph. (Student may use provided template or other graph, chart or table template. Teacher can provide labels but the student needs to organize the migration barriers and data).

Item 2: Which migration barrier to the salmon migration is greatest?

A. damsB. predatorsC. habitat destructionD. pollution

Item 3: Which migration barrier had the least effect on salmon?

A. damsB. predatorsC. habitat destructionD. pollution


Item 4: Here is a graph about salmon and rainfall in a river.

Using the information from the graph, what is the relationship between the rainfall and number of salmon?

A. more rainfall means more salmonB. less rainfall means more salmonC. more rainfall means less salmon

Item 5: In the year that had the highest rainfall, what effect did that have on salmon?

A. The number of salmon increased because the rainfall increased.B. The number of salmon increased because the rainfall decreased.C. The number salmon stayed the same because the rainfall had no effect.

Answer Key (for teacher use only):Item 1: Student completes graph including adding x-axis labels and data from table.Item 2: C, habitat destructionItem 3: B, predatorsItem 4: A, more rainfall means more salmonItem 5: A, the number of salmon increased because the rainfall increased



Middle School

ACCESS POINT (Intermediate Complex): MS-LS2-1.I. Student will organize and interpret data to describe a cause and effect relationship of resource availability on organisms and/or populations in an ecosystem.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Task must include at least two of the following:


The set of five items must include at least:o One item having students organize data.o One item specifying information from a graph, chart or table to support a cause

and effect conclusion.o One item related to cause and effect establishing a cause and effect relationship.o One item must include evidence (e.g., specific part(s) of the data, graph) to



Restrictions: None

Example ItemsItem 1: Teacher Directions: Two students recently went on a fieldtrip to the wildlife refuge near their school. While on the fieldtrip they listened to the park ranger explain that deer are a food source for cougar in their area. The students were wondering about the number of deer and



Three Dimensions




cougar that live in Washington State. They called their local park ranger and were given data about the number of both deer and cougar in their area. Here is the data they were given:

Year Number of Cougars Number of Deer2000 10 652005 5 852010 15 45

Organize the data provided by the park ranger into a graph.

(If student created graph is incorrect either correct the graph or use the graph provided in the Less Performance Task or the answer key before moving on to Item 2.)

Item 2: Teacher Directions: The teacher gives the students additional information about the Washington deer population. The students noticed that there was a change in the deer population in some of the years.

The teacher explained that deer populations can change due to available resources such as food, water, shelter. Resources can also be connected to temperature change. Below is information regarding the average temperature during the same years:


What is a possible reason for the increase in deer population in 2011? Provide evidence from the information presented to support your answer? Item 3: What might happen to the cougar population when the deer population goes down?

A. The cougar run out of food and the population goes down.B. The cougar has less land to live on.C. The cold temperature killed off the cougars’ food supply.D. The cold temperature froze the water for the cougar.

Item 4: According to data on the Deer Population and Average Temperature graphs, what may happen to the cougar population?

A. When the temperatures are colder the cougar population will go upB. When the temperatures are colder the cougar population will go downC. When the temperatures are warmer the cougar population will stay the sameD. When the temperatures are warmer the cougar leave the area.

Item 5: Use the graph you created in Item 1 to describe what happens to the deer population when the cougar population goes up? In your answer include specific part(s) of the data or graph to support your claim.

Answer Key (for teacher use only):Item 1: Graph must include title, all labels and data from table.


Item 2: The deer population increased in 2011 because of the increase in temperature the previous years. The temperature for 2009 was 11 degree Celsius and 13 degrees Celsius in 2007. Other acceptable answers are: the cougars are less active with lower temperatures and the temperature in 2011 was lower than previous years. Whether the answer is technically correct or not, the emphasis for this item is on connecting the answer to evidence from the graph.Item 3: A - The cougar run out of food and the population goes down.Item 4: A - A. When the temperatures are colder the cougar population will go downItem 5: As the deer population went up, the cougar population went up the following years because there was more food. Between 2000 and 2005, the deer population increased from 65 to 85 and in the following years, from 2005 to 2010 the cougar population went from 5 to 15, increasing by 10 more cougar in sample area. This shows the link between the more deer the more cougar in the sample area.



Middle School

ACCESS POINT (Less): MS-LS2-1.L. Given organized data on resource availability, student will identify the effects on organisms and/or populations in an ecosystem based on specific data (i.e. evidence).

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Data must be organized using at least two of the following:


Given data must focus specifically on resource availability and impact on organisms or populations.

The set of five items must include at least:o One item must require the determination of the effect of an action or cause.o One item must include evidence (e.g., specific part(s) of the data, graph) to


In a multiple choice item, a minimum of two answer options must be provided.

Restrictions: None

Example ItemsItem 1: Teacher Directions: Two students are wondering about the number of deer and cougar that live in Washington State. They have called their local park ranger and were given the data below about the number of both deer and cougar in their area. You are going to use this graph (point to Deer and Cougar Population Graph) and data table (point to data table) to answer some questions.



Three Dimensions




Deer and Cougar PopulationsYear Number of Cougars Number of Deer2000 10 652005 5 852010 15 45

How many cougars were there in 2005?A. 5B. 10C. 15

Item 2: In which year was the cougar population the highest?

A. 2000B. 2005C. 2010


Item 3: How many deer were there when there were 10 cougars?

A. 45B. 65C. 85

Item 4:What happened when the deer population went up?

A. The cougar population decreased.B. The cougar population increased.C. The cougar population stayed the same.

Item 5: Teacher Directions: Here are some cards (go through and name the cards for the student.) Using the cards, identify two things that affect and two things that do not affect deer populations.

Answer Key (for teacher use only):Item 1: A (5)Item 2: C (2010)Item 3: B (65)Item 4: A (The cougar population decreased)


Item 5: Item is correct if student chooses two of the following from each list: No impact: can, glasses, television Impact: field, cougar, wolf, snow, woodlands, stream, bear


Science MS-PS3-3 Middle School

Discipline: Physical Science

Core Idea: EnergyNext Generation Science Standard Performance Expectation



MS-PS3-3: Apply scientific principle to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

SEP: Constructing Explanations and Designing Solution Apply scientific ideas or

principles to design, construct, and test a design of an object, tool, process or system.

DCI: PS3.A:Definitions of Energy Temperature is a measure of

the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states and amounts of energy present.

EC.MS-PS3-3: Given materials and directions, design, build and test a device that either increases or decreases the transfer of thermal energy.

SEP: Apply scientific ideas or principles to construct, and test a device.

DCI: PS3.A:Temperature is a measure of the energy of particles of matter.

PS3.B: Energy moves from hotter areas or objects to colder areas or objects.

ETS1.A: The more precisely a device’s criteria and constraints can be met, the more likely it is that the solution will be successful. Constraints are descriptions that limit possible solutions.

Student will design, build and test a device that either increases or decreases the transfer of thermal (heat) energy (movement of energy from hotter areas or objects to colder areas or objects).

Given materials and directions, student will build and test a device that either increases or decreases the transfer of thermal (heat) energy (movement of energy from hotter areas or objects to colder areas or objects).

Using a given device that was designed to either increase or decrease thermal (heat) energy transfer, student will identify which the device was intended to do (increase or decrease) thermal (heat) energy transfer - movement of energy from hotter areas or objects to colder areas or objects) and test how well the device meets the criteria.


PS3.B: Conservation of Energy and Energy Transfer Energy is spontaneously

transferred out of hotter regions or objects and into colder ones.

ETS1.A: Defining and Delimiting an Engineering Problem The more precisely a design

task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that likely to limit possible solutions (secondary)

ETS1.B: Developing Possible Solutions A solution needs to be

tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluation solutions with respect to how well they meet criteria and constraints of a problem. (secondary)

CCC: Energy and Matter The transfer of energy

can be tracked as energy flows through a designed or natural system.

ETS1.B: A solution needs to be tested, and then modified based on the test results in order to improve it.

CCC: The transfer of energy can be tracked as energy flows through a system.


MS-PS3-3: Physical Sciences- Energy Middle School

ACCESS POINT (More Complex): MS-PS3-3.M Student will design, build and test a device that either increases or decreases the transfer of thermal (heat) energy (movement of energy from hotter areas or objects to colder areas or objects).

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The student must design device, however; the design can be based on materials

provided by the teacher. Student must build one version of the device. Student must measure the temperature in two areas at least three times and describe

the temperature changes over time. The set of five items must include:

o One item that requires students to design, build and test a device.o One item that requires the student to identify changes over time using their data.o One item that identifies where energy is being transferred in/through the device.o One item that requires the student to identify constraints (e.g., cost, time,

material) for the device.o One item that requires the student to describe how a constraint impacts the

device.

Restrictions: None

Example Items

Teacher Directions: A student wants something to help keep his water cold while he plays outside. He wishes he had a Styrofoam cooler or ice chest to keep his water cold. The student wants you to design, build, and test a cooler for him. Your test should compare the temperature


Essential Concept: Given materials and directions, design, build, and test a device that either increases or decreases the transfer of thermal energy.

Three Dimensions

Science and Engineering Practices (SEP): Apply scientific ideas and principles to construct, and test a device

Disciplinary Core Ideas (DCI):PS3.A Temperature is measure of the energy of particles of matter.PS2.B Energy moves from hotter areas or objects to colder areas or objects.ETS1.A The more precisely a device's criteria and constraints can be met, the more likely it is that the solution will be successful. Constraints are descriptions that can limit possible solutions.ETS1.B A solution needs to be tested, an dthen modified based on the test results in order to imporve it.

Cross Cutting Concepts (CCC): The transfer of energy can be tracked as energy flows through a system.

change of a drink inside your cooler (device) and a water outside. Here are some supplies to use in your build.

Item 1 (build and test device item):Use the given materials, build and test your design for the cooler (device). Record your results in the table.

Materials Given:At least 2 Styrofoam boards (16x16x1inch)A cutting device such as a pair of scissors or an Exacto knifeA measuring device such as rulerGlueTapeThermometerTimer

Directions for Device Test:

1) Place a drink (i.e., cup of water) inside your built cooler (device).2) Place cooler (device) with drink near a thermal (heat) source.3) Place a drink not in a cooler (device) near the same thermal (heat) source. 4) Measure the temperature for both liquids and record on your table.5) Wait 1 hour and then measure and record the temperatures again. Record in table.6) Wait 1 more hour and then measure and record the temperature again. Record in table.

Table 1Starting

Temperature(°C)

1hr Temperature(°C)


Water in cooler (device)

Water not in cooler (device)

Item 2 (identify changes in data over time): Using your data, describe the changes that occurred to the temperature of the water inside the box and outside the box. Provide the data that supports if they were different or the same.

Item 3 (identify energy transfer item): Describe how most of the heat energy got inside the cooler (device).

Item 4 (identify constraints item): Teacher Directions: Ask the student one of the following:

What constrained, or limited, your design of the box? What would you need to make the box work better?


Item 5 (impact of constraint item): If you were only given one sheet of Styrofoam, how would this have constrained, or limited, your design for the cooler (device)?

Answer Key (for teacher use only)Item 1: Student builds, tests and records data accurately in the table.Item 2: The temperature increased for both, but the water outside increased faster OR the water inside increased slower. Student uses data from the table to support the answer.Item 3: Student understands heat is moving into the box from the outside either through the walls or cracks in device.Item 4: Student answer addresses constraints, or limitations of design, build time, materials chosen, or cost. Possible answers could include thicker walls, different material, better glue, sealing the device, better door, etc.Item 5: Student answer should specifically address the Styrofoam. Possible answers include: the thickness of the walls, the shape of the design, etc.



ACCESS POINT (Intermediate Complex): MS-PS3-3.I Given materials and directions, student will build and test a device that either increases or decreases the transfer of thermal (heat) energy (movement of energy from hotter areas or objects to colder areas or objects).

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Teacher must provide the design (instructions) and materials to build the device. Student must build device using given materials. Student must measure the temperature in two areas at least three times and describe

the temperature changes over time. The set of five items must include:

o One item that requires students to build and test a device.o One item that requires the student to identify changes over time using their data.o One item that identifies where energy is being transferred in/through the device.o One item that requires the student to identify constraints (e.g., cost, time,

material) for the device.o One item that requires the student to describe how a constraint impacts the

device.

Restrictions: None

Teacher Directions: Build cooler (device) prior to assessing student (directions provided)

Materials for teachers build:At least 2 Styrofoam boards (16x16x1inch)A cutting device such as a pair of scissors or an Exacto knifeA measuring device such as rulerGlueTape



Three Dimensions




ThermometerTimer

Directions for build for teacher:

1) Cut four 3x3 inch squares out of Styrofoam. These will be the sides of your box. 2) Cut two 4x4 inch squares out of Styrofoam. These will be the top and bottom of your

box. 3) Glue four of the 3x3 inch squares to the one of the 4x4 inch squares in order to make a

box without a top. 4) Tape the last Styrofoam square to the top of your box so that you can open and close

the box.

Teacher Directions: A student wants to keep his water cold while he is outside playing. He does not have a cooler (device), but he does have some Styrofoam. He decides to build his own cooler (device) using his Styrofoam. Use the provided materials and directions below to build and test the design the student made for a cooler (device). Materials for testThermometerTable 1 for recording data

Directions for Device Testing:1) Place a small cup of ice water inside the Styrofoam box.2) Place the Styrofoam box near a thermal (heat) source such as a heater or in the sun.


3) Place a small cup of ice water (same amount from step 1) next to your thermal (heat) source, near your box.

4) Measure and record the temperature of water in both cups.5) Wait 1 hour and measure and record the temperature of water in both cups again.6) Wait 1 more hour and measure and record one final time the temperature of water in

both cups.

Table 1Starting

Temperature(°C)





Example Items

Item 1 (build and test device item): Using the given directions build and test the design for the cooler (device).

Item 2 ((identify changes in data over time item) : Using your data, what changes did you observe in the temperature of the water not in the cooler (device)? Provide the data from the table that supports your answers.

Item 3 (identify energy transfer item): Where did the thermal (heat) energy come from that heated the water?

Item 4 (identify constraints item): What constrained, or limited, you from making the cooler (device) even better at limiting thermal (heat) energy loss?

Item 5 (impact of constraint item): If the student only bought one sheet of Styrofoam, how would this constrain, or limit, his design for the cooler (device)?


Answer Key (for teacher use only):Item 1: Student builds device and records the data accurately.Item 2: Student identifies more than one change and use data to support the claimItem 3: Student identifies the thermal (heat) source used: heater, the sun, or oven.Item 4: Possible answers include: Design, build time, materials chosen, or cost.

Item 5: Possible answers could include: the size of the box, the thickness of the walls, the shape of the box, or the material used.



ACCESS POINT (Less Complex): MS-PS3-3.L Using a given device that was designed to either increase or decrease thermal (heat) energy transfer, student will identify which the device was intended to do (increase or decrease thermal (heat) energy transfer - movement of energy from hotter areas or objects to colder areas or objects) and test how well the device meets the criteria.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Teacher must supply a device, or a representation of a device for the student to use. Student must measure the temperature in two areas at least two times and describe the

temperature changes over time. The set of five items must include:

o One item that requires the student to identify changes over time using their data.o One item that requires the student to identify the energy flow in the device.o One item that requires the student to identify whether the device was intended to

increase or decrease thermal (heat) energy transfer. In a multiple choice item, a minimum of two answer options must be provided.

Restrictions: None

Teacher Directions: Build cooler (device) prior to assessing student (directions provided)

Materials for teachers build:At least 2 Styrofoam boards (16x16x1inch)A cutting device such as a pair of scissors or an Exacto knifeA measuring device such as rulerGlueTapeThermometer



Three Dimensions




Timer

Directions for build for teacher:

5) Cut four 3x3 inch squares out of Styrofoam. These will be the sides of your box. 6) Cut two 4x4 inch squares out of Styrofoam. These will be the top and bottom of your

box. 7) Glue four of the 3x3 inch squares to the one of the 4x4 inch squares in order to make a

box without a top. 8) Tape the last Styrofoam square to the top of your box so that you can open and close

the box.

Teacher Directions: A student wants to keep his water cold while he is outside playing. He does not have a cooler (device) but he does have some Styrofoam. He decides to build his own cooler (device) using his Styrofoam. He built this cooler (device) with the following materials. We are going to test this cooler (device).

Materials for testThermometerTable 1 for recording data

Directions for Device Testing:7) Place a small cup of ice water inside the Styrofoam box.8) Place the Styrofoam box near a thermal (heat) source such as a heater or in the sun.9) Place a small cup of ice water (same amount from step 1) next to your thermal (heat)

source, near your box.


10) Measure and record the temperature of water in both cups.11) Wait 1 hour and measure and record the temperature of water in both cups again.12) Wait 1 more hour and measure and record one final time the temperature of water in

both cups.

Table 1Starting

Temperature(°C)





Example Items

Item 1 (measure temperature and record item): Use the Directions for Device Testing to test the cooler (device) design. Record information in Table 1.

Item 2 (identify changes in data item): Using your data, (show student completed Table 1) did the water in the device get as warm as the water outside of the device after 1 hour?

Item 3 (identify energy flow item): Where did the thermal (heat) energy come from that increased the temperature of the water?

Item 4 (identify intended device outcome item): Did the cooler (device) increase or decrease the amount of time it took for the water to heat up? Was that what it was supposed to do?

Item 5: Give an example of something that increases the amount of thermal (heat) energy an object has.


Answer Key (for teachers only)Item 1: Test is recorded appropriately in the table.Item 2: The water in the box did not get as warm as the water outside.Item 3: The thermal (heat) source used (heater, the sun, or oven, etc.) is identifiedItem 4: It decreased the time. It was supposed to.Item 5: Student names any heat source. Possible answers could include an oven, a microwave, a toaster oven, a flashlight, a heater, the sun.


Science MS-ESS1-1 Middle SchoolDiscipline: Earth and Space Sciences

Core Idea: Earth’s Place in the UniverseNext Generation

Science Standard Performance Expectation



MS-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

SEP: Developing and Using Models Develop and use a

model to describe phenomena

DCI: ESS1.A: TheUniverse and Its Stars Patterns of the

apparent motion of the sun, moon and stars in the sky can be observed, described, predicted, and explained with models.

ESS1.B: Earth and the Solar System

EC.MS-ESS1-1 Use a model to show how the patterns of the motions of the Earth-moon-sun system cause the phases of the moon, eclipses of the sun or moon, and/or seasons.

SEP: Develop and/or use a model to describe phenomena.DCI: ESS1.A: Patterns of the apparent motion of the Earth-moon-sun system can be described with models.ESS1.B: Models can be used to describe patterns of lunar phases, eclipses of the sun or the moon, and/or seasons.

CCC: Patterns can be used to identify cause- and-effect relationships.

Student will develop and use a model to describe and predict patterns of the phases of the moon, eclipses of the sun or moon, and/or seasons.

Student will use a model to show how the motions of sun, moon, and Earth cause the phases of the moon, eclipses of the sun or moon, and/or seasons.

Student will identify parts and/or patterns of a model of the phases of the moon, eclipses of the sun or moon, and/or seasons.


This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilts and are caused by the differential intensity of sunlight on different areas of Earth across the year.

CCC: Patterns Patterns can used to

identify cause- and-effect relationships.

Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that

objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.


MS-ESS1-1: Earth and Space Sciences- Earth’s Place in the Universe

Middle School

ACCESS POINT (More Complex): MS-ESS1-1.M Student will develop and use a model to describe and predict patterns of the phases of the moon, eclipses of the sun or moon, and/or seasons.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The set of five items must include:

o One item that requires the student to develop a model Model must include relative size and distance (scale)

o One item that requires the student to identify components of a modelo One item that requires the student to indicate the accuracy of the scale of the

model.o One item that requires students to use information from a model to predict an

evento One item that requires the student to describe the patterns that are shown by the

model Task may use one or multiple models. Models must demonstrate at least one of the following:

o Lunar phaseso Eclipses (of the sun or moon)o Seasons

In a multiple choice item, a minimum of three answer options must be provided.

Restrictions: None


Essential Concept: Use a model to show how the patterns of the motions of the Earth-moon-sun system casue the phases of the moon, eclipses of the sun, and/or seasons.

Three Dimensions

Science and Engineering Practices (SEP): Develop and/or use a model ot describe phenomena.

Disciplinary Core Ideas (DCI):ESS1.A Patterns of the apparent motion of the Earth-moon-sun system can be described with models.

ESS1.B Models can be used to describe patterns of lunar phases, eclipses of the sun or the moon, and/or seasons.

Cross Cutting Concepts (CCC): Patterns can be used to identify cause and effect relationships.

Example Items- Lunar PhasesItem 1 (develop model item):Teacher Directions: You are going to use materials to build a model of the Earth, Sun and Moon System. Models must include representations of the Earth, the moon and the sun and their relative size and position to one another.

Use materials to create a model of the Earth, the sun and the moon system that demonstrates the moon phases.

Item 2 (identify components of model item): Teacher Directions: (Fix student model from Item 1 or provide a new accurate model if the student built model in item 1 is incorrect.)

Use the model to demonstrate the movement of the components in relation to each other.

(Before moving to Item 3- correct student’s understanding if any components or movement was incorrect)

Teacher Directions: Use your model or the provided model to answer the following questions.

Item 3 (accuracy of scale item): Which of the following best describes the size of the moon compared to the Earth?

A. The moon is about ¼ as big as the EarthB. The Earth is about 2 times as big as the moonC. The moon is about 4 times as big as the Earth


Item 4 (identify pattern in model item): Which series represents the pattern in the lunar cycle from Day 8 through Day 16? Describe the pattern the series represents.

A.

B.

C.

Item 5 (predict using model item): If the moon is on Day 12 of its cycle and it is going to be cloudy outside for the next week. What do you predict the moon will look like for the next 2 phases? Describe the pattern of the next 2 phases.

A.

B.

C.Moon Phase Cards


Answer Key (for teacher use onlyItem 1: Model must include representations of the Earth, the sun, and the moon. Item 2: Student demonstrates knowledge of the moon traveling around the earth AND the earth traveling around the sun.Item 3: A, The moon is about ¼ as big as the EarthItem 4: C, The moon is getting fuller Item 5: B, Less of the moon appears lit each day.



Middle School

ACCESS POINT (Intermediate): MS-ESS1-1.I Student will use a model to show how the motions of the sun, moon, and Earth cause the phases of the moon, eclipses of the sun or moon, and/or seasons.

PERFORMANCE TASK


o One item that requires the student to identify a part of a modelo One item that requires the student to use information from a model to

demonstrate OR describe the patterno One item that requires the student to use information from the model to answer a

question correctly Models must include information about the accuracy or limits of accuracy of size and

distance (scale). Task may use one or multiple models. Models must demonstrate at least one of the following:


In a multiple choice item, a minimum of three answer options must be provided.

Restrictions: None

Example Items-Lunar PhasesTeacher Directions: Use the model below and Moon Phase Cards to answer items 1–2.



Three Dimensions





Item 1 (identify part of a model item): In this model, point to the component that represents earth/appearance of moon/direction of

rotation, etc. Identify the earth. Or

Identify the component of the model that represents the earth.

Item 2 (identify part of a model item): Identify the part of the model that represents motion.

Item 3 (demonstrate pattern of model item); If the moon is this shape now (point to Day 8 in the model or the First Quarter Moon graphic):


What phase will it be on Day 12?

Item 4 (demonstrate pattern of model item): Teacher Directions: Use the Moon Phase Cards to finish the lunar cycle for both missing phases.


Item 5 (use model to answer a question item): Teacher Directions: Look at this model (point to model).


Why can you not see the moon in the night sky when it is at Day 0?A. The moon’s surface is facing the Earth.B. The new moon rises and sets with the sun.C. The earth rotates around the sun.

Moon Phase Cards


Answer Key (for teacher use only) Item 1: Student identifies the Earth.Item 2: Student identifies the arrows.Item 3: Student identifies waxing gibbous.

Item 4: Student identifies A: first quarter moon AND B: new moon.

Item 5: B. The new moon rises and sets with the sun.



Middle School

ACCESS POINT (Less): MS-ESS1-1.L Student will identify parts and/or patterns of a model of the phases of the moon, eclipses of the sun or moon, and/or seasons.

PERFORMANCE TASK


o One item that requires the student to identify a part of the modelo One item that requires the student to identify a pattern in the modelo One item that requires the student to use information from the model to answer a

question correctly Models must include information about the accuracy or limits of accuracy of size and

distance (scale). Task may use one or multiple models. Models must demonstrate at least one of the following:


In a multiple choice item, a minimum of two answer options must be provided.

Restrictions: None

Example Items-Lunar PhasesTeacher Directions: Use the model below and Moon Phase Cards to answer items 1–3. Item 1 (identify part of the model item): Circle or identify the part of model that shows the motion of the moon.



Three Dimensions





Item 2 (identify a pattern item): Teacher Directions: (Layout New Moon card, a blank card, and First Quarter Moon Card like the following example.)

Identify the phase of the moon that occurs BETWEEN the New Moon and First Quarter Moon.

Item 3 (identify a pattern item): Teacher Directions: This phase of the moon cycle is called a Waxing Crescent. (Point to graphic or card of waxing crescent.)


Teacher Directions: (Layout First Quarter Moon and one other Moon Phase Card). Which phase comes next?

Teacher Directions: Use the following diagram and Moon Phase Cards to answer questions 4–5.

Item 4 (use model to answer a question item): Identify the Moon Phase Card for how the moon looks on Day 24.


Item 5 (use model to answer a question item): Identify the Moon Phase Card for how the moon looks on day 16. Moon Phase Cards

Answer Key (for teacher use only)Item 1: Student circles, points to or indicates arrow.Item 2: Student circles, points to or places the waxing crescent card appropriately.

Item 3: Student circles, points to or places the first quarter moon card appropriately.

Item 4: Student matches or places the last quarter moon appropriately.


Item 5: Student matches or places the full moon card appropriately.


Science MS-ESS2-6 Middle SchoolDiscipline: Earth and Space Sciences

Core Idea: Earth’s Systems

Next Generation Science Standard

Performance Expectation


More Complex Intermediate Less ComplexMS-ESS2-6 Develop and use

a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

SEP: Developing and Using Models Develop and use a model

to describe phenomena.DCI: ESS2.C: The Roles of Water in Earth’s Surface Processes Variations in density due to

variations in temperature and salinity drive a global pattern of interconnected ocean currents.

ESS2.D: Weather and Climate Weather and climate are

influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.

EC.MS-ESS2-6: Use a model to describe how unequal heating of Earth by the sun causes different weather and/or climates in different areas on Earth.

SEP: Develop and/or use a model to describe phenomena.

DCI: ESS2.C: Uneven heating of water causes ocean currents.

ESS2.D: Weather and climate are affected by interactions among sunlight, the ocean, location on Earth, and geography. Ocean currents distribute energy absorbed by the sun to different areas on Earth.

CCC: Models can be used to represent systems and their interactions (inputs and outcomes), as well as energy and matter flow within the systems.

Student will develop and use a model to demonstrate and/or describe how unequal heating and the rotation of the Earth effect weather and climate systems.

Student will use a model to demonstrate and/or describe how unequal heating causes different weather and/or climates in different areas on Earth.

Student will identify the parts of a model (factors) that interact and cause different weather and/or climates in different areas on Earth.


The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents.

CCC: System and System Models: Models can be used to represent systems and their interactions-such as inputs, processes, and outputs- and energy, matter, and information flows within systems.


MS-ESS2-6: Earth and Space Sciences-Earth’s Systems Middle School

ACCESS POINT (More): MS-ESS2-6.M Student will develop and use a model to demonstrate and/or describe how unequal heating and the rotation of the Earth effect weather and climate systems.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Models can be one or more of the following:

o Diagramso Maps o Globeso Digital representations

Models must include one or more of the following:o Air currentso Surface currents

The set of five items must include at least:o One item that involves developing a model. o One item that requires the student to identify components of the model.o One item that requires the student to identify processes shown by the model.o One item that requires the student to use the model to explain an effect of

uneven heating on weather and climate systems. In a multiple choice item, a minimum of three answer options must be provided

Restrictions: Does not include dynamics of Coriolis Effect.

Example Items


Essential Concept: Use a model to describe how unequal heating of the Earth by the sun causes different weather and/or climates in different areas of the Earth

Three Dimensions

Science and Engineering Practices (SEP): Develop and/or use a model to describe phenomena.

Disciplinary Core Ideas (DCI):ESS2.C Uneven heating of water causes ocean currents.

ESS2.D Weather and climate are affected by interactions among sunlight, the ocean, locations on Earth, and geography. Ocean currents distribute energy absorbed by the sun to different areas on Earth.

Cross Cutting Concepts (CCC): Models can be used to represent systems and their interactions (inouts and outcomes), as well as energy and matter flow within systems.

Teacher Directions: You are going to create a model to demonstrate how unequal heating and the rotation of the Earth effect weather and climate systems. (Student is given items to create a model, including non-examples—non-examples include boxes, stuffed animals, etc.)

Example Model for teacher reference:

Item 1: List what needs to be represented in your model.

Item 2: Create your model to demonstrate the processes that effect the formation of hurricanes.

Item 3: Identify the parts of your model that represent the Earth, the sun, land and water.

Item 4: Identify the parts of your model that represent the processes of Earth's rotation, air currents, and water currents.

Item 5: Use your model to explain how these processes effect the formation of hurricanes.

Answer Key (for teacher use only):Item 1: Student should list items that could be used to represent: the Earth, the sun, land and water.Item 2: Student creates model.Item 3: Student identifies the parts of their model that represents the Earth, the sun, the land and the water.Item 4: Student identifies the following processes using their model: earth rotation, air and water currents.Item 5: Student explanation includes all of the following:

The sun heats the Earth’s surface greater around the equator. Heating of the Earth’s surface creates warm surface currents and warm air

currents.133


Rotation of the Earth causes movement of currents and hurricanes along a prescribed path.



ACCESS POINT (Intermediate): MS-ESS2-6.I Student will use a model to demonstrate and/or describe how unequal heating causes different weather and/or climates in different areas on Earth.

PERFORMANCE TASK




The set of five items must include at least:o One item that requires the student to identify a part of the model. o Two items that require the student to use a model to describe an effect of uneven

heating on weather and climate systems.o One item that requires the student to use information from the model to answer a

question. In a multiple choice item, a minimum of three answer options must be provided

Restrictions: None

Example Items135


Essential Concept Three Dimensions

Science and Engineering Practices (SEP): Develop and/or use a model to describe phenomena.

Disciplinary Core Ideas (DCI):ESS2.C: Uneven heating of water causes ocean currents.

ESS2.D: Weather and climate are affected by interactions among sunlight, the ocean, location on Earth, and geography. Ocean currents distribute energy absorbed by the sun to different areas on Earth.

Cross Cutting Concepts (CCC): Models can be used to represent systems and their interactions (inputs and outcomes), as well as energy and matter flow within the systems.

Item 1: Use the diagram to show me the movement of air currents.

Item 2:Use the Hurricane map to identify four locations where hurricane-like weather occurs?

Item 3: Use the model and label or identify two areas where:

Warm surface currents are located. Cold surface currents are located.


Item 4: Use the model to show:

Where the sun heats the earth’s surface the most. Where the sun heats the earth’s surface the least.

Item 5:Teacher Directions: Provide model from item 3.Using information from the previous questions and the model provided, describe why hurricanes form at the equator.

Answer Key (for teacher use only)Item 1: Student should indicate a counterclockwise cyclical pattern of air currents.


Item 2: Student identifies four locations of hurricanes.Item 3: Student draws two areas for the warm and two areas for the cold surface currents

Item 4: Student indicates on the model at the center of the model to show the most heating. Student indicates on the model toward the upper portion or lower portion of the model to show the least heating.

Item 5: Student shows uneven heating at the equator that causes moving of air and water. Answers could include:

a. Drawn arrows showing movement of water.b. Drawn arrows showing movement of warm air.

Resources:Ball/Globe Flashlight Demonstration


https://www.khanacademy.org/partner-content/mit-k12/mit-k12-measurement/v/earth-s-tilt-1-the-reason-for-the-seasons


ACCESS POINT (Less): MS-ESS2-6.L Student will identify the parts of a model (factors) that interact and cause different weather and/or climates in different areas on Earth.

PERFORMANCE TASK




The set of five items must include at least:o One item that requires the student to identify a part of the model. o One item that requires the student to identify a process represented in the model.o One item that requires the student to use information to identify causes of

different weather and or climate. In a multiple choice item, a minimum of two answer options must be provided

Restrictions: None

Example ItemsTeacher Directions: Present the Sea Breeze diagram for the student to use to answer items 1 and 2.


Essential Concept: Define a simple problem that relects a need or want and has specific criteria and/or contraints.

Three Dimensions

Science and Engineering Practices (SEP): Define a simple design problem with solutions that meet specific criteria even though limited by specific constraints.

Disciplinary Core Ideas (DCI): ETS1.A Possible solutions to a problem are limted by available materials and resources (specific constraints.) The success of the solutions to the problem are determined by the required features (specific criteria) of a successful design solution. Successful design solutions can be evaluated based on criteria and constraints.

Cross Cutting Concepts (CCC): Reflects a want or need. Influence of sicnece, engineering, and technology on society and the natural world. People's wants and needs change over time, as do demands for new technologies (solutions to problems). Peoples needs and wants change over time.

Item 1: Identify the warm and cold air currents: Item 2:Look at the air current pattern in the diagram (point to or trace the pattern for the student.) What warms the air up?

Item 3: Look at the diagram (point to diagram) identify where the Earth is heated the most.

Item 4: Look at the Hurricanes map.


Identify where on the Earth do hurricanes occur?

Teacher Directions: Place the Water Currents maps in student view. Identify the arrows that represent cold surface currents. Identify the arrows the show warm surface currents. (Teacher should correct understanding if student misidentifies cold or warm current.)

Item 5:Teacher Directions: Place both the Water Currents and Hurricane Maps in student view.Using the Water Currents and Hurricane Maps, what causes hurricanes?


Answer Key (for teacher use only)Item 1: Student identifies arrows on the right side of the diagram for warm air and arrows on the left side of the diagram for cold air.Item 2: Student identifies warm land or the sun.Item 3: Student identifies somewhere between the middle and upper portion or middle and lower portion of the model, noting that the surface is warmer nearest the middle of the globe and cooler nearest the upper part of the globe. Student identifies either polar region for where the Earth is heated least.Item 4: Student identifies anywhere that arrows are at.Item 5: Student states that the warm currents cause hurricanes.

Resources:Ball/Globe Flashlight Demonstration


https://www.khanacademy.org/partner-content/mit-k12/mit-k12-measurement/v/earth-s-tilt-1-the-reason-for-the-seasons

Glossary of Terms

Composite figure: A figure created using two or more figures.

Congruent figures: Figures with the same size and shape.

Connotative meaning: A meaning that is implied by a word apart from the thing which it describes explicitly.

Example: The man in front of me at the coffee store was very pushy. (Pushy refers to someone loud-mouthed and irritating.)

Criteria: A standard of judgement; a reference point against which other designs or solutions can be compared.

Distractor: An incorrect answer in a multiple-choice question.

Ecosystem: All the living populations in an area along with the nonliving parts of the environment.

Figure of Speech: A form of expression (as a simile or metaphor) used to convey meaning or heighten effect often by comparing or identifying one thing with another that has a meaning or connotation familiar to the reader or listener.

Informational Text: Informational text is non-fiction and is organized by topic with supporting details and is often further organized with headings, graphics and captions.

Examples: exposition, argument and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical or economic accounts (including digital sources) Literary Text: Literary Text includes stories, dramas and poetry.

Examples: adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, graphic novels, one-act and multi-act plays, narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads and epics.

Organism: A living thing.

Population: Ecology: all the members of a species living in a particular area at a particular time.

Similar figures: Figures that have the same shape, equal angles, and proportionate corresponding sides.


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