Grade 11 Science Performance Tasks, Summaries of Design of Wood Structures

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Washington Access to Instruction

and Measurement (WA-AIM): Grade

11 Science Performance Tasks

Washington Access to Instruction and

Measurement (WA-AIM)

Grade 11 Science Performance Tasks

Toni Wheeler

Alternate Assessment Coordinator

Prepared by:

• Alysia Hartsell , Administrative Assistant [email protected] | 360-725-

HOW TO USE THIS DOCUMENT

This document outlines the required standards to be assessed at this grade level. Each

standard contains 3 access points.

Educators should review the access points associated with each standard. For each student

taking the WA-AIM, the educator will choose the access point that best reflects the

student’s knowledge, skills, and abilities in relationship to each individual standard.

Once one access point for each standard has been selected for administration, the

educator will administer a Performance Task form associated with that access point level.

Each Performance Task will require the use of 1 form. Forms can be selected or created

within the INSIGHT system. Each form must contain five items that meet all requirements

found under the relevant access point. For each access point educators will select a pre-

built form containing five items that fully meet the requirements of the access points OR

create a form by selecting five unique items from the item library housed in the test

delivery platform, INSIGHT.

Each student in grade 11 will need to be administered 5 total forms (5 Science), each

containing five items.

All form selection, creation, registration to student, and student performance data will

occur in INSIGHT. While educators are no longer allowed to create item content, allowable

adaptations/accommodations will be listed for each standard and/or access point within

this document.

HS-ETS1-2 ENGINEERING & TECHNOLOGY-

ENGINEERING DESIGN

Washington K–12 Learning Standard

HS.ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. SEP: Constructing Explanations and Designing Solutions Design a solution to a complex real- world problem based on scientific knowledge, student- generated sources of evidence, prioritized criteria, and tradeoff considerations. DCI: ETS.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that can be approached systemically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed. CCC: None

Essential Concept EC.HS-ETS1-2: Design a solution to a real-world problem by breaking the problem down into smaller, more manageable problems. SEP: Design a solution to real-world problem based on scientific knowledge, evidence, criteria, and tradeoffs. DCI: ETS1.C: Optimizing a design solution requires breaking criteria down into simpler ones. CCC: None

Figure 1: Access Points HS-ETS1-2 (M, I, L)

More Intermediate Less

Given a real-world problem, student will describe smaller, more manageable problems that the larger problem can be broken down into, describe potential solutions for each smaller problem, and describe how a solution meets criteria for solving the overall problem.

Given a real-world problem, student will identify smaller, more manageable problems that the larger problem can be broken down into and describe whether given solutions to each smaller problem meet given criteria for solving the smaller problem.

Given a real-world problem, student will identify smaller, more manageable problems and identify potential design solutions that meet given criteria for a smaller problem.

Requirements:

• Every performance task must have at least five unique items/questions.
• Problem must be in a real-world, engineering or technology context.

Requirements:

• Every performance task must have at least five unique items/questions.
• Problem must be in a real-world, engineering or technology context.

Requirements:

• Every performance task must have at least five unique items/questions
• Problem must be in a real-world, engineering or technology context.

• Braille
• Re-read text and/or answer options
• Read aloud and/or Text to Speech
• Speech recognition internet searches
• Responses may be cut out and/or laminated to present to student
• Scribe and/or Speech to Text
• Sign text

Additional Tools, Supports, and Accommodations for Multilingual

Learners

• Written or oral translation of test directions
• Side-by-side dual language versions of the test
• Translated versions of entire tests
• Written or oral response in native language
• Customized dual language glossary
• Customized dual language pop-up electronic glossary
• Commercial word-to-word dual language dictionary
• Sight translation is the oral, on-the-fly rendering of test directions, items, or both from English into a student’s native language
• Clarify, explain test directions in student’s native language
• Provide images or graphics for unknown vocabulary or words where the vocabulary where the support vocabulary or word is not what the item is intended to measure

Additional Materials for Test Administration

See specific forms in INSIGHT Item and Form Management for materials needed

HS.LS2-5 LIFE SCIENCES-ECOSYSTEMS:

INTERACTIONS, ENERGY AND DYNAMICS

Washington K–12 Learning Standard

HS.LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. SEP: Developing and Using Models Develop a model based on evidence to illustrate the relationships between systems or components of a system. DCI: LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. PS3.D: Energy in Chemical Processes The main way that solar energy is captured and stored on Earth is through the chemical process known as photosynthesis. (secondary) CCC: Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions-including energy, matter and information flows- within and between systems at different scales.

Essential Concept

EC.HS-LS2-5: Develop a model to illustrate the carbon cycle in a natural environment (life, air, water, and/or land). SEP: Develop a model based on evidence to illustrate relationships in a system. DCI: LS2.B: Photosynthesis and cellular respiration are important components of the carbon cycle. PS3.D: Solar energy is captured and stored through photosynthesis. CCC: Models can show systems and the interactions within and between systems. Models can show systems and the flows of energy and matter within and between systems.

Figure 2: Access Points HS-LS2-5 (M, I, L)

More Intermediate Less

Student will develop and use a model to illustrate the cycling of carbon in terms of the inputs and outputs of photosynthesis and cellular respiration.

Given the components of a model, students will describe the relationships between the components in terms of inputs and outputs of photosynthesis and cellular respiration.

Student will identify the components of a model of carbon cycling in terms of the inputs and outputs of photosynthesis and cellular respiration.

Requirements:

• Every performance task must have at least five unique items/questions.
• Student must develop at least one model.

Requirements:

• Every performance task must have at least five unique items/questions.
• Given at least one model, student must:

Requirements:

• Every performance task must have at least five unique items/questions.
• Given at least one model, student must: o Identify at least five

Final Form Options

1. Use pre-built form

Allowable Adaptations/Accommodations

• Use graphics and/or physical models
• Enlarge text/graphics/answer options;
• Re-enactment or Computer simulations
• Simplify text/directions
• Simplified models
• Data displays may be simplified, modified, adjusted for student understanding
• 2-Dimensional or 3-dimensional models
• Use tactile graphics; replace provided graphics with graphics commonly used by the student
• Text and vocabulary can be tailored to the student’s vocabulary in cases where the vocabulary is not a key element of the concept;
• Place answer choices on word cards, choice board, AAC device
• Braille
• Re-read text and/or answer options
• Read aloud and/or Text to Speech
• Speech recognition internet searches
• Responses may be cut out and/or laminated to present to student
• Scribe and/or Speech to Text
• Sign text

Additional Tools, Supports, and Accommodations for Multilingual

Learners

• Written or oral translation of test directions
• Side-by-side dual language versions of the test
• Translated versions of entire tests
• Written or oral response in native language
• Customized dual language glossary
• Customized dual language pop-up electronic glossary
• Commercial word-to-word dual language dictionary
• Sight translation is the oral, on-the-fly rendering of test directions, items, or both from English into a student’s native language
• Clarify, explain test directions in student’s native language
• Provide images or graphics for unknown vocabulary or words where the vocabulary where the support vocabulary or word is not what the item is intended to measure

Additional Materials for Test Administration

See specific forms in INSIGHT Item and Form Management for materials needed

HS.PS1-5 PHYSICAL SCIENCES-MATTER AND

ITS INTERACTIONS

Washington K–12 Learning Standard

HS-PS1-5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. SEP: Constructing Explanations and Designing Solutions: Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. DCI: PS1.B Chemical Reactions Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy. CCC: Patterns: Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

Essential Concept EC.HS-PS1-5: Use scientific principles and evidence to explain how changing temperature or concentration affects reaction rate. SEP: Apply scientific principles and evidence to explain phenomena. DCI: PS1.B: Chemical processes can be understood in terms of the collisions of molecules and the rearrangements of atoms by changes in energy. CCC: Patterns at different levels (atomic, microscopic, and visible) of systems can show cause and effect of phenomena.

Figure 3: Access Points HS-PS1-5 (M, I, L)

More Intermediate Less

Student will conduct and record the results of a given investigation procedure or be provided the results of a given investigation procedure and use the evidence to explain how changing the temperature and concentration of reacting particles affects the rate of a chemical reaction.

Student will use evidence from the results of an investigation to explain how changing the temperature and/or concentration of reacting particles affects the rate of a chemical reaction.

Student will use evidence to identify whether changing temperature and/or concentration of the reacting particles affects the reaction rate of a given reaction.

Requirements:

• Every performance task must have at least five unique items/questions.

Requirements:

• Every performance task must have at least five unique items/questions.

Requirements:

• Every performance task must have at least five unique items/questions.

• Use tactile graphics; replace provided graphics with graphics commonly used by the student
• Text and vocabulary can be tailored to the student’s vocabulary in cases where the vocabulary is not a key element of the concept;
• Place answer choices on word cards, choice board, AAC device
• Braille
• Re-read text and/or answer options
• Read aloud and/or Text to Speech
• Speech recognition internet searches
• Responses may be cut out and/or laminated to present to student
• Scribe and/or Speech to Text
• Sign text
• Hand-over-hand support for manipulating materials
• Accessible thermometers

Additional Tools, Supports, and Accommodations for Multilingual

Learners

• Written or oral translation of test directions
• Side-by-side dual language versions of the test
• Translated versions of entire tests
• Written or oral response in native language
• Customized dual language glossary
• Customized dual language pop-up electronic glossary
• Commercial word-to-word dual language dictionary
• Sight translation is the oral, on-the-fly rendering of test directions, items, or both from English into a student’s native language
• Clarify, explain test directions in student’s native language
• Provide images or graphics for unknown vocabulary or words where the vocabulary where the support vocabulary or word is not what the item is intended to measure

Additional Materials for Test Administration See specific forms in INSIGHT Item and Form Management for materials needed

Form WA A2 Science_HS_HS.PS.1.5M The More Complex Access Point requires the student to engage in the investigation.

Materials:

• Three plastic soda bottles
• Three balloons
• Baking soda
• Vinegar

Inflating a Balloon with Baking Soda Investigation Procedure

1. Set up: three plastic soda bottles and three balloons.
2. Using a funnel, add 28 g of baking soda to each balloon (two people may be needed for this; one person to hold the balloon open and the other person to put the baking soda inside of the balloon).
3. Pour 28 grams of vinegar at three different temperatures (4°C, 21°C, 38°C) into each bottle.
4. Carefully fit the balloon over the bottle opening (be careful not to drop the baking soda into the vinegar yet).
5. Once the balloon is fitted snugly on the nozzle, hold up the balloon and allow the baking soda to fall into the vinegar.
6. Observe the chemical reaction and effect on the balloon.
7. Record observations (diameter of the balloon) using Table 1 in Student Materials in INSIGHT.
8. Repeat reactions, with 21°C vinegar in each bottle, but adding 14g, 28g, and 42g of baking soda to each balloon, respectively.
9. Record observations (diameter of balloon) using Table 2 in Student Materials in INSIGHT.

More Intermediate Less

• Every performance task must have at least five unique items/questions.
• The set of five items must include at least: o One item that organizes data; AND o One item that interprets data; AND o One item that connects the change in Earth’s surface to a change in another Earth system; AND o One item that describes how the Earth system becomes more or less stable.
• Student must use at least two tools (e.g., charts, graphs, or tables) to organize and/or interpret data.
• In a multiple-choice item, teacher must use the answer choices provided. - Every performance task must have at least five unique items/questions. - The set of five items must include at least: o One item that organizes data; AND o One item that interprets data; AND o One item that connects the change in Earth’s surface to a change in another Earth system. - Student must use at least two tools (e.g., charts, graphs, or tables) to organize and/or interpret data. - In a multiple-choice item, teacher must use the answer choices provide - Every performance task must have at least five unique items/questions. - The set of five items must include at least : o One item that interprets data; AND o One item that identifies a claim about the impact of a change in Earth’s surface on another Earth system. - Student must use at least two tools (e.g., charts, graphs, or tables) to interpret given data. - In a multiple-choice item, teacher must use the answer choices provided.

Restrictions: All graphs are limited to one dependent variable and one independent variable.

Restrictions: All graphs are limited to one dependent variable and one independent variable.

Restrictions: All graphs are limited to one dependent variable and one independent variable.

Final Form Options

1. Use pre-built form

Allowable Adaptations/Accommodations

• Use graphics and/or physical models
• Enlarge text/graphics/answer options;
• Re-enactment or Computer simulations
• Simplify text/directions
• Simplified models
• Data displays may be simplified, modified, adjusted for student understanding
• 2-Dimensional or 3-dimensional models

• Use tactile graphics; replace provided graphics with graphics commonly used by the student
• Text and vocabulary can be tailored to the student’s vocabulary in cases where the vocabulary is not a key element of the concept;
• Place answer choices on word cards, choice board, AAC device
• Braille
• Re-read text and/or answer options
• Read aloud and/or Text to Speech
• Speech recognition internet searches
• Responses may be cut out and/or laminated to present to student
• Scribe and/or Speech to Text
• Sign text
• Hand-over-hand support for orientation to materials

Additional Tools, Supports, and Accommodations for Multilingual

Learners

• Written or oral translation of test directions
• Side-by-side dual language versions of the test
• Translated versions of entire tests
• Written or oral response in native language
• Customized dual language glossary
• Customized dual language pop-up electronic glossary
• Commercial word-to-word dual language dictionary
• Sight translation is the oral, on-the-fly rendering of test directions, items, or both from English into a student’s native language
• Clarify, explain test directions in student’s native language
• Provide images or graphics for unknown vocabulary or words where the vocabulary where the support vocabulary or word is not what the item is intended to measure

Additional Materials for Test Administration

See specific forms in INSIGHT Item and Form Management for materials needed

More Intermediate Less

Requirements:

• Every performance task must have at least five unique items/questions.
• Student must be given data for at least five refinements to a technological solution that reduces a human impacts on natural systems. o Data can refer to scientific knowledge, evidence, criteria, and tradeoffs.
• The set of five items must include: o At least one item that describes whether the solution reduces a human impact on natural systems; AND o At least two items that use data to describe how well a refinement meets criteria for success; AND o At least one item that uses data to describe a constraint on the success of a refinement; AND o At least one item that describes the refinement that best meets criteria for success.
• In a multiple-choice item, teacher must use the answer choices provided.

Requirements:

• Every performance task must have at least five unique items/questions.
• Student must be given data for at least five refinements to a technological solution that reduces a human impacts on natural systems. o Data can include scientific knowledge, evidence, criteria, and tradeoffs.
• The set of five items must include: o At least two items that use data to identify a refinement to a technological solution, based on given criteria; AND o At least one item that that uses data to identify a refinement to a technological solution, based on a given constraint.; AND o At least one item that uses data to compare refinements.
• In a multiple-choice item, teacher must use the answer choices provided.

Requirements:

• Every performance task must have at least five unique items/questions.
• Student must be given data for at least five refinements to a technological solution that reduces a human impacts on natural systems.
• Data can include scientific knowledge, evidence, criteria, and tradeoffs.
• The set of five items must include at least: o At least two items that use data identify whether a refinement meets a given criterion; AND o At least one item that uses data identify whether a refinement meets a given constraint.
• In a multiple-choice item, teacher must use the answer choices provided.

Restrictions: None

Restrictions: None

Restrictions: None

Final Form Options

1. Use pre-built form

Allowable Adaptations/Accommodations

• Use graphics and/or physical models
• Enlarge text/graphics/answer options;
• Re-enactment or Computer simulations
• Simplify text/directions
• Simplified models
• Data displays may be simplified, modified, adjusted for student understanding
• 2-Dimensional or 3-dimensional models
• Use tactile graphics; replace provided graphics with graphics commonly used by the student
• Text and vocabulary can be tailored to the student’s vocabulary in cases where the vocabulary is not a key element of the concept;
• Place answer choices on word cards, choice board, AAC device
• Braille
• Re-read text and/or answer options
• Read aloud and/or Text to Speech
• Speech recognition internet searches
• Responses may be cut out and/or laminated to present to student
• Scribe and/or Speech to Text
• Sign text
• Hand-over-hand support for manipulating materials
• Accessible thermometers

Additional Tools, Supports, and Accommodations for Multilingual

Learners

• Written or oral translation of test directions
• Side-by-side dual language versions of the test
• Translated versions of entire tests
• Written or oral response in native language
• Customized dual language glossary
• Customized dual language pop-up electronic glossary
• Commercial word-to-word dual language dictionary
• Sight translation is the oral, on-the-fly rendering of test directions, items, or both from English into a student’s native language
• Clarify, explain test directions in student’s native language
• Provide images or graphics for unknown vocabulary or words where the vocabulary where the support vocabulary or word is not what the item is intended to measure

Additional Materials for Test Administration

See specific forms in INSIGHT Item and Form Management for materials needed