Form 2 Grade 8 Performance Tasks · Grade 8 NGSS Standard Performance Expectations Connecticut...

Form 2

Grade 8 Performance Tasks

Storyline 2: Natural Resources

Storyline 4: Healthy Ecosystems

Storyline 6: Using Energy Every Day

Earth Science

Storyline 2: Natural Resources

Grade 8 Performance Task

Connecticut Alternate Science Assessment


Earth Science Storyline 2: Natural Resources

Grade 8 Performance Task 1



Guiding Questions: What are Earth’s natural resources? How do humans impact Earth’s natural resources? How can humans reduce their negative impact on Earth’s natural resources?

NGSS Learning

Progressions

Grade 8 NGSS Standard Performance

Expectations Connecticut Alternate Science

Essence Statements Core Extensions

ESS3.A Natural Resources

MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.

CTAS-MS-ESS3-1 Use evidence to explain that natural resources (fresh water, soil, fossil fuels) used by humans are often limited and not easily replaced by natural processes.

1. Distinguish between renewable resources (e.g., sun, water, wind) and non-renewable resources (e.g., soil, fossil fuels). (CTAS-MS-ESS3-1)

2. Identify two ways that people use water in everyday life (e.g., brushing teeth, taking a bath, cooking). (CTAS-MS-ESS3-4)

3. Complete a causal chain (e.g., flow chart) to describe the formation of a non-renewable resource over time. (CTAS-MS-ESS3-1)

4. Identify two ways that people can reduce the amount of waste they produce. (CTAS-MS-ESS3-3)

5. Recognize that some materials can be recycled. (CTAS-MS-ESS3-3)

Connecticut Alternate Science Assessment Earth Science

Storyline 2: Natural Resources Grade 8 Performance Task

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NGSS Learning

Progressions




ESS3.C Human Impacts on Earth Systems

MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

CTAS-MS-ESS3-3 Evaluate a method for minimizing human impact (waste production) on the environment.* CTAS-MS-ESS3-4 Analyze data to provide evidence of the amount of water used by humans for everyday purposes.

6. Describe one positive aspect or one limitation of recycling. (CTAS-MS-ESS3-3)

7. Given a scenario, compare two methods that may be used to reduce humans’ waste impact on the environment. (CTAS-MS-ESS3-3)

8. From provided evidence, compare the distribution of a renewable and a non-renewable resource. (CTAS-MS-ESS3-1)

9. Based on provided data, compare the amount of water used in different activities. (CTAS-MS-ESS3-4)

10. Analyze water-use data to support a claim about the amount of water used by a growing population over time. (CTAS-MS-ESS3-4)

Appropriate Vocabulary

Renewable resource, non-renewable resource, reduce, reuse, recycle, waste, consume, conserve, units of measurement (gallons, liters)

*Indicates a NGSS Standard Performance Expectation or Connecticut Alternate Science Essence Statement that incorporates engineering design.



Grade 8 Performance Task 3



General Overview: Earth provides valuable resources to humans. In this task, students will differentiate between renewable and non-renewable resources. Students will compare the availability of different types of resources. Students will also focus on how humans can attempt to reduce the negative effects of using Earth’s resources. Students will compare ways to help humans use Earth’s resources responsibly.

List of Materials Needed: Teacher-Provided Resources: There are no Teacher-Provided Resources that are required for this Performance Task. Instructions for Preparing Materials: Teachers need to print all Resources provided in the Resource Packet as indicated below (e.g., Cards, Posters, Sentence Strips, and Strips) prior to the administration of each activity. Resources must be printed in color ink. The Card, Sentence Strip, and Strip Resources will need to be cut out. Resources are listed according to the Resource Identifier, which appears on the back of each Resource. The Resources needed for the administration of each activity are listed according to these Resource Identifiers in the Teacher Notes section of each activity. These directions must be followed exactly in order for each Resource Identifier to appear as intended. In order for the Resource Identifiers to align to the correct Resources, please make sure to set your printer preferences to print double-sided, in color ink, flip on the short edge, and select landscape orientation (refer to Figure 1).

Figure 1. Printer Preferences – Resource Packet Preparation



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List of Resources: • Activity 1 Resource 1a: Renewable Box Poster • Activity 1 Resource 1b: Non-Renewable Box Poster • Activity 1 Resource 2: Cards 2a – 2d

o Card 2a – sun o Card 2b – soil o Card 2c – coal o Card 2d – wind

• Activity 2 Resource 1: Panels 1a – 1d o Panel 1a – student brushing teeth o Panel 1b – student washing hands o Panel 1c – student doing homework o Panel 1d – student playing drums

• Activity 3 Resource 1: Formation of Coal Poster • Activity 3 Resource 2: Cards 2a – 2c

o Card 2a – dead plants o Card 2b – wind o Card 2c – sun

• Activity 3 Resource 3: Cards 3a – 3c o Card 3a – plants o Card 3b – rocks o Card 3c – coal

• Activity 4 Resource 1: Reduces Waste List Poster • Activity 4 Resource 2: Cards 2a – 2d

o Card 2a – reuse cloth grocery bags o Card 2b – throw extra food away o Card 2c – use paper plates o Card 2d – drink from a reusable water bottle

• Activity 5 Resource 1: Kitchen Countertop Poster • Activity 5 Resource 2: Cards 2a – 2e

o Card 2a – water bottle o Card 2b – food scraps o Card 2c – soda can o Card 2d – paper o Card 2e – batteries

• Activity 6 Resource 1: Panel 1a and Panel 1b o Panel 1a – Before Recycling o Panel 1b – After Recycling

• Activity 6 Resource 2: Sentence Strips 2a – 2c o Sentence Strip 2a – burned o Sentence Strip 2b – landfill o Sentence Strip 2c – used again

• Activity 7 Resource 1a: Cloth Bags Poster



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• Activity 7 Resource 1b: Paper Bags Poster • Activity 7 Resource 2: Sentence Strips 2a – 2d

o Sentence Strip 2a – groceries o Sentence Strip 2b – cars o Sentence Strip 2c – landfills o Sentence Strip 2d – reusable

• Activity 8 Resource 1: Number of Water and Coal Deposits in the United States Poster • Activity 8 Resource 2: Sentence Strips 2a – 2c

o Sentence Strip 2a – coal o Sentence Strip 2b – water o Sentence Strip 2c – equal

• Activity 8 Resource 3: Cards 3a – 3c o Card 3a – decreases o Card 3b – increases o Card 3c – stays the same

• Activity 9 Resource 1: Water Use of Three Activities Poster • Activity 9 Resource 2: Cards 2a – 2c

o Card 2a – Bath o Card 2b – Brushing Teeth o Card 2c – Washing Dishes

• Activity 9 Resource 3: Cards 3a – 3c o Card 3a – about 5 gallons o Card 3b – about 50 gallons o Card 3c – about 500 gallons

• Activity 10 Resource 1: Water Use Data Table Poster • Activity 10 Resource 2: Sentence Strips 2a – 2d

o Sentence Strip 2a – increased o Sentence Strip 2b – decreased o Sentence Strip 2c – increased/decreased o Sentence Strip 2d – decreased/increased



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ACTIVITY 1 Essence Statement: CTAS-MS-ESS3-1 Use evidence to explain that natural resources (fresh water, soil, fossil fuels) used by humans are often limited and not easily replaced by natural processes. Core Extension 1: Distinguish between renewable resources (e.g., sun, water, wind) and non-renewable resources (e.g., soil, fossil fuels). (CTAS-MS-ESS3-1) Teacher Notes: Collect the following resources for this activity:

• Activity 1 Resource 1a: Renewable Box Poster • Activity 1 Resource 1b: Non-Renewable Box Poster • Activity 1 Resource 2: Cards 2a – 2d

o Card 2a – sun o Card 2b – soil o Card 2c – coal o Card 2d – wind

Steps to Follow: 1. Say, “In this activity, we are going to talk about Earth’s resources. Some of Earth’s resources are

renewable and some resources are non-renewable. Renewable resources form naturally in a short period of time. They cannot be used up. Non-renewable resources do not form in a short period of time. They can be used up before any more are able to form.”

2. Display Resource 1a: Renewable Poster and Resource 1b: Non-Renewable Poster for the student.

3. Indicate Resource 1a and Resource 1b and say, “Here are two boxes. The first box is labeled ‘Renewable’ (indicate Resource 1a). The second box is labeled ‘Non-Renewable’ (indicate Resource 1b).”

4. Provide Resource 2: Cards 2a – 2d to the student. Indicate and read each Card. a. Card 2a – “sun” b. Card 2b – “soil” c. Card 2c – “coal” d. Card 2d – “wind”

5. Indicate Resource 2: Cards 2a – 2d and say, “Some of these resources are renewable and some of these resources are non-renewable. Let’s place these resources in the correct box where they belong.”

6. Indicate Card 2a and ask the student, “Is the sun a renewable resource or a non-renewable resource?”

7. Allow student to respond and record response. If no response or if incorrect response, proceed to scaffolding instructions.

8. Indicate Card 2a and say, “The sun is a renewable resource. Let’s place the sun card in the ‘Renewable’ box.”

9. Indicate Card 2b and ask the student, “Is soil a renewable resource or a non-renewable resource?”

10. Allow student to respond and record response. 11. Indicate Card 2b and say, “Soil is a non-renewable resource. Let’s place the soil card in the ‘Non-

Renewable’ box.” 12. Indicate Card 2c and ask the student, “Is coal a renewable resource or a non-renewable

resource?” 13. Allow student to respond and record response.



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14. Indicate Card 2c and say, “Coal is a non-renewable resource. Let’s place the coal card in the ‘Non-Renewable’ box.”

15. Indicate Card 2d and ask the student, “Is wind a renewable resource or a non-renewable resource?”

16. Allow student to respond and record response. 17. Indicate Card 2d and say, “Wind is a renewable resource. Let’s place the wind card in the

‘Renewable’ box.” 18. Say, “We are now finished with this activity.”

Scoring Guidance and Scaffolding Correct answers are as follows:

1. Is the sun a renewable resource or a non-renewable resource? a. Card 2a – The sun is a renewable resource.

2. Is soil a renewable resource or a non-renewable resource? a. Card 2b – Soil is a non-renewable resource.

3. Is coal a renewable resource or a non-renewable resource? a. Card 2c – Coal is a non-renewable resource.

4. Is wind a renewable resource or a non-renewable resource? a. Card 2d – Wind is a renewable resource.

Content Guidance Rating Score Student…

• gives NO response. OR

• is unable to distinguish either renewable resource (Card 2a or Card 2d); and

• is unable to distinguish either non-renewable resource (Card 2b or Card 2c).

The student does not demonstrate understanding.

0



8

Student… • is able to distinguish one or both renewable

resource(s) (Card 2a and/or Card 2d); and • is unable to distinguish one or both non-

renewable resource(s) (Card 2b and/or Card 2c). OR

• is unable to distinguish one or both renewable resource(s) (Card 2a and/or Card 2d); and

• after scaffolding, is able to distinguish one non-renewable resource (Card 2b or Card 2c).

Scaffold: After student makes first incorrect attempt, place the sun (Card 2a) in the ‘Renewable Resources’ box and say, “The sun is a renewable resource (indicate Card 2a).” Indicate Card 2b and ask the student, “Is soil (indicate Card 2b) a renewable resource or a non-renewable resource?” After the student responds, say, “We are now finished with this activity.” Note: Optionally, you may ask the student the third question and/or fourth question, “Is coal a renewable resource or a non-renewable resource?” and “Is wind a renewable resource or a non-renewable resource?”, if the scaffold is applied. However, if you choose to ask the third question and/or fourth question and the student answers the third question and/or fourth question correctly, the student will still receive one point.

The student demonstrates limited understanding typically requiring additional support.

1

Student… • is able to distinguish both renewable resources

(Card 2a and Card 2d); and • is able to distinguish both non-renewable

resources (Card 2b and Card 2c).

The student demonstrates understanding independently.

2



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ACTIVITY 2 Essence Statement: CTAS-MS-ESS3-4 Analyze data to provide evidence of the amount of water used by humans for everyday purposes. Core Extension 2: Identify two ways that people use water in everyday life (e.g., brushing teeth, taking a bath, cooking). (CTAS-MS-ESS3-4) Teacher Notes: Collect the following resources for this activity:

• Activity 2 Resource 1: Panels 1a – 1d o Panel 1a – student brushing teeth o Panel 1b – student washing hands o Panel 1c – student doing homework o Panel 1d – student playing drums

Prior to the administration of this activity, teacher may cut apart Panels 1a – 1d. Steps to Follow:

1. Say, “In this activity, we are going to talk about ways that people use water in everyday life.” 2. Display Resource 1: Panels 1a – 1d for the student. 3. Indicate Resource 1 and say, “Here are panels that show a student doing four activities at home.

The student is brushing her teeth (indicate Panel 1a). The student is washing her hands (indicate Panel 1b). The student is doing her homework (indicate Panel 1c). The student is playing the drums (indicate Panel 1d).”

4. Ask the student, “What is one activity that uses water?” 5. Provide Resource 1: Panels 1a – 1d to the student. Indicate and describe each Panel.

a. Panel 1a – “The student is brushing her teeth.” b. Panel 1b – “The student is washing her hands.” c. Panel 1c – “The student is doing her homework.” d. Panel 1d – “The student is playing the drums.”


7. If the student chose the correct answer, reiterate the student’s correct answer. Set chosen Panel aside.

8. Ask the student, “What is another activity that uses water?” 9. Provide remaining Resource 1: Panels 1a – 1d to the student. Indicate and describe each

remaining Panel. a. Panel 1a – “The student is brushing her teeth.” b. Panel 1b – “The student is washing her hands.” c. Panel 1c – “The student is doing her homework.” d. Panel 1d – “The student is playing the drums.”

10. Allow student to respond and record response. 11. If the student chose the correct answer, reiterate the student’s correct answer. Set chosen

Panel aside. 12. Say, “We are now finished with this activity.”



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1. What is one activity that uses water? a. Panel 1a – The student is brushing her teeth. a. Panel 1b – The student is washing her hands.

2. What is another activity that uses water? a. Panel 1a – The student is brushing her teeth. b. Panel 1b – The student is washing her hands.



• is unable to identify one activity that uses water (Panel 1a or Panel 1b); and

• is unable to identify another activity that uses water (Panel 1a or Panel 1b).


0

Student… • with or without scaffolding, is able to

identify one activity that uses water (Panel 1a or Panel 1b).

Scaffold: After student makes first incorrect attempt, indicate Panel 1a and say, “Water is used when the student is brushing her teeth (indicate Panel 1a).” Ask the student, “What is another activity that uses water?” Provide remaining Resource 1: Panels 1b – 1d to the student. Indicate and describe each remaining Panel. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify one activity that uses

water (Panel 1a or Panel 1b); and • is able to identify another activity that uses

water (Panel 1a or Panel 1b).


2



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ACTIVITY 3 Essence Statement: CTAS-MS-ESS3-1 Use evidence to explain that natural resources (fresh water, soil, fossil fuels) used by humans are often limited and not easily replaced by natural processes. Core Extension 3: Complete a causal chain (e.g., flow chart) to describe the formation of a non-renewable resource over time. (CTAS-MS-ESS3-1) Teacher Notes: Collect the following resources for this activity:

• Activity 3 Resource 1: Formation of Coal Poster • Activity 3 Resource 2: Cards 2a – 2c

o Card 2a – dead plants o Card 2b – wind o Card 2c – sun

• Activity 3 Resource 3: Cards 3a – 3c o Card 3a – plants o Card 3b – rocks o Card 3c – coal

Steps to Follow: 1. Say, “In this activity, we are going to talk about how coal forms over millions of years. Coal is a

non-renewable resource.” 2. Display Resource 1: Formation of Coal Poster for the student. 3. Indicate Resource 1 and say, “Coal forms over millions of years through a series of steps. The

remains of organisms must be on the ground to start coal formation.” 4. Ask the student, “What must be in an area to start the first step of coal formation?” 5. Provide Resource 2: Cards 2a – 2c to the student. Indicate and read each Card.

a. Card 2a – “dead plants” b. Card 2b – “wind” c. Card 2c – “sun”


7. Indicate Card 2a and say, “Dead plants are needed to start the process of coal formation.” 8. Place Card 2a in the first blank box of Resource 1. 9. Indicate Card 2a, “Plants fall to the bottom of the swamp. Dirt and rocks build up on top of the

dead remains. The dead remains of plants are trapped under heat and pressure.” 10. Ask the student, “What resource forms in the last step?” 11. Provide Resource 3: Cards 3a – 3c to the student. Indicate and read each Card.

a. Card 3a – “plants” b. Card 3b – “rocks” c. Card 3c – “coal”

12. Allow student to respond and record response. 13. Indicate Strip 3c and say, “Coal is the resource that forms in the last step.” 14. Say, “We are now finished with this activity.”



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1. What must be in an area to start the first step of coal formation? a. Card 2a – dead plants

2. What resource forms in the last step? a. Card 3c – coal



• is unable to identify that dead plants (Card 2a) are needed to start the first step of coal formation; and

• is unable to identify that coal is formed in the last step (Card 3c).


0

Student… • is able to identify that dead plants (Card 2a)

are needed to start the first step of coal formation; and

• is unable to identify that coal is formed in the last step (Card 3c).

OR • is unable to identify that dead plants (Card

2a) are needed to start the first step of coal formation; and

• after scaffolding, is able to identify that coal is formed in the last step (Card 3c).

Scaffold: After student makes first incorrect attempt, indicate Card 2a and say, “Dead plants are needed to start the first step of coal formation (indicate Card 2a).” Ask the student, “What resource forms in the last step?” Provide Resource 3: Cards 3a – 3c to the student. Indicate and read each Card. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify that dead plants (Card 2a)

are needed to start the first step of coal formation; and

• is able to identify that coal is formed in the last step (Card 3c).


2



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ACTIVITY 4 Essence Statement: CTAS-MS-ESS3-3 Evaluate a method for minimizing human impact (waste production) on the environment.* Core Extension 4: Identify two ways that people can reduce the amount of waste they produce. (CTAS-MS-ESS3-3) Teacher Notes: Collect the following resources for this activity:

• Activity 4 Resource 1: Reduces Waste List Poster • Activity 4 Resource 2: Cards 2a – 2d

o Card 2a – reuse cloth grocery bags o Card 2b – throw extra food away o Card 2c – use paper plates o Card 2d – drink from a reusable water bottle

Steps to Follow: 1. Say, “In this activity, we are going to talk about actions that people can take to reduce the

amount of waste that they produce.” 2. Display Resource 1: Reduces Waste List Poster for the student. 3. Indicate Resource 1 and say, “Here is a blank list. It is titled ‘Reduces Waste List.’” 4. Ask the student, “What is one action that will reduce the amount of waste that people

produce?” 5. Provide Resource 2: Cards 2a – 2d to the student. Indicate and read each Card.

a. Card 2a – “reuse cloth grocery bags” b. Card 2b – “throw extra food away” c. Card 2c – “use paper plates” d. Card 2d – “drink from a reusable water bottle”


7. If the student chose a correct answer, reiterate the student’s correct answer. Set chosen Card aside.

8. Ask the student, “What is another action that will reduce the amount of waste that people produce?”

9. Provide remaining Resource 2: Cards 2a – 2d to the student. Indicate and read each remaining Card.

a. Card 2a – “reuse cloth grocery bags” b. Card 2b – “throw extra food away” c. Card 2c – “use paper plates” d. Card 2d – “drink from a reusable water bottle”

10. Allow student to respond and record response. 11. If the student chose a correct answer, reiterate the student’s correct answer. Set chosen Card

aside. 12. Say, “We are now finished with this activity.”



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1. What is one action that will reduce the amount of waste that people produce? a. Card 2a – reuse cloth grocery bags b. Card 2d – drink from a reusable water bottle

2. What is another action that will reduce the amount of waste that people produce? a. Card 2a – reuse cloth grocery bags b. Card 2d – drink from a reusable water bottle



• is unable to identify one action to reduce the amount of waste that people produce (Card 2a or Card 2d); and

• is unable to identify another action to reduce the amount of waste that people produce (Card 2a or Card 2d).


0

Student… • is able to identify one action to reduce the

amount of waste that people produce (Card 2a or Card 2d).

• is unable to identify another action to reduce the amount of waste that people produce (Card 2a or Card 2d).

OR • is unable to identify one action to reduce

the amount of waste that people produce (Card 2a or Card 2d).

• after scaffolding, is able to identify another action to reduce the amount of waste that people produce (Card 2d).

Scaffold: After student makes first incorrect attempt, indicate Card 2a and say, “Reusing grocery bags is a way to reduce the amount of waste that people produce. Let’s place that Card on the list (place Card 2a on Resource 1).” Ask the student, “What is another action that will reduce the amount of waste that people produce?” Provide remaining Resource 2: Cards 2a – 2d to the student. Indicate and read each remaining Card. After the student responds, say, “We are now finished with this activity.”


1



15

Student… • is able to identify both actions to reduce the

amount of waste that people produce (Card 2a and Card 2d).


2



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ACTIVITY 5 Essence Statement: CTAS-MS-ESS3-3 Evaluate a method for minimizing human impact (waste production) on the environment.* Core Extension 5: Recognize that some materials can be recycled. (CTAS-MS-ESS3-3) Teacher Notes: Collect the following resources for this activity:

• Activity 5 Resource 1: Kitchen Countertop Poster • Activity 5 Resource 2: Cards 2a – 2e

o Card 2a – water bottle o Card 2b – food scraps o Card 2c – soda can o Card 2d – paper o Card 2e – batteries

Steps to Follow: 1. Say, “In this activity, we are going to talk about different materials that are found in a kitchen

that can be recycled.” 2. Display Resource 1: Kitchen Countertop Poster for the student. 3. Indicate Resource 1 and say, “This poster shows a kitchen countertop. On the countertop, there

is a water bottle (indicate the water bottle), some scraps of food (indicate the food scraps), a soda can (indicate the soda can), some pieces of paper (indicate the pieces of paper), and some batteries (indicate the batteries).”

4. Say, “The following things can be recycled (indicate the recycling containers): aluminum, paper, and plastic.”

5. Ask the student, “What are three materials in this picture that can be recycled?” 6. Provide Resource 2: Cards 2a – 2e to the student. Indicate and read each Card.

a. Card 2a – “water bottle” b. Card 2b – “food scraps” c. Card 2c – “soda can” d. Card 2d – “paper” e. Card 2e – “batteries”


8. As the student choses each correct answer, reiterate the student’s correct answer. Set chosen Cards aside.

9. Say, “We are now finished with this activity.” Scoring Guidance and Scaffolding Correct answers are as follows:

1. What are three materials in this picture that can be recycled? a. Card 2a – water bottle b. Card 2c – soda can c. Card 2d – paper



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• is unable to identify any material that can be recycled (Card 2a, Card 2c, or Card 2d).


0

Student… • is able to identify one or two materials that can

be recycled (Card 2a, Card 2c, or Card 2d). OR

• is unable to identify one material that can be recycled (Card 2a, Card 2c, or Card 2d).

• after scaffolding, is able to identify a second material that can be recycled (Card 2c or Card 2d). After the student responds, say, “We are now finished with this activity.”

Scaffold: After student makes first incorrect attempt, indicate Card 2a and say, “A water bottle can be recycled (indicate Card 2a).” Ask the student, “What is another material that can be recycled?” Provide remaining Resource 2: Cards 2b – 2e to the student. Indicate and read each Card. After the student responds, say, “We are now finished with this activity.” Note: Optionally, you may ask the student to identify a third material that can be recycled if the scaffold is applied. However, if you choose to ask the student to identify a third material that can be recycled and the student provides a correct answer, the student will still receive one point.


1

Student… • is able to identify all three materials that can be

recycled (Card 2a, Card 2c, and Card 2d).


2



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ACTIVITY 6 Essence Statement: CTAS-MS-ESS3-3 Evaluate a method for minimizing human impact (waste production) on the environment.* Core Extension 6: Describe one positive aspect or one limitation of recycling. (CTAS-MS-ESS3-3) Teacher Notes: Collect the following resources for this activity:

• Activity 6 Resource 1: Panel 1a and Panel 1b o Panel 1a – Before Recycling o Panel 1b – After Recycling

• Activity 6 Resource 2: Sentence Strips 2a – 2c o Sentence Strip 2a – burned o Sentence Strip 2b – landfill o Sentence Strip 2c – used again

Prior to the administration of this activity, teacher may cut apart Panel 1a and Panel 1b. Steps to Follow:

1. Say “In this activity, we are going to identify a positive aspect of recycling used paper.” 2. Display Resource 1: Panel 1a and Resource 1: Panel 1b for the student. 3. Indicate Panel 1a and Panel 1b and say, “These are two pictures of the same piece of paper

before and after recycling. This first picture is titled ‘Before Recycling’ (indicate Panel 1a). This first picture shows a crumpled piece of used paper. This is a picture of the same piece of paper titled ‘After Recycling’ (indicate Panel 1b). This second picture shows what that crumpled piece of paper looks like after it was recycled into a new piece of clean paper.”

4. Ask the student, “What is a positive aspect of recycling used paper?” 5. Provide Resource 2: Sentence Strips 2a – 2c to the student. Indicate and read each Sentence

Strip. a. Sentence Strip 2a – “The paper will be burned.” b. Sentence Strip 2b – “The paper will be thrown in a landfill.” c. Sentence Strip 2c – “The paper will be used again.”


7. Indicate Sentence Strip 2c and say, “A positive aspect of recycling used paper is that the paper will be used again.”


1. What is a positive aspect of recycling used paper? a. Sentence Strip 2c – The paper will be used again.



• is unable to identify a positive aspect of recycling used paper (Sentence Strip 2c).


0



19

Student… • after scaffolding, is able to identify a

positive aspect of recycling used paper (Sentence Strip 2c).

Scaffold: After student makes first incorrect attempt, remove Sentence Strip 2a and say, “The paper will be burned is not the correct answer (remove Sentence Strip 2a).” Ask the student again, “What is a positive aspect of recycling used paper?” Provide remaining Resource 2: Sentence Strip 2b and Sentence Strip 2c to the student. Indicate and read each remaining Sentence Strip. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify a positive aspect of

recycling used paper (Sentence Strip 2c).


2



20

ACTIVITY 7 Essence Statement: CTAS-MS-ESS3-3 Evaluate a method for minimizing human impact (waste production) on the environment. * Core Extension 7: Given a scenario, compare two methods that may be used to reduce humans’ waste impact on the environment. (CTAS-MS-ESS3-3) Teacher Notes: Collect the following resources for this activity:

• Activity 7 Resource 1a: Cloth Bags Poster • Activity 7 Resource 1b: Paper Bags Poster • Activity 7 Resource 2: Sentence Strips 2a – 2d

o Sentence Strip 2a – groceries o Sentence Strip 2b – cars o Sentence Strip 2c – landfills o Sentence Strip 2d – reusable

Steps to Follow: 1. Say, “In this activity, we are going to compare two different ways Jane and Mike try to reduce

their impact on the environment when they go shopping for groceries.” 2. Display Resource 1a: Cloth Bags Poster for the student. 3. Display Resource 1b: Paper Bags Poster for the student. 4. Indicate Resource 1a and Resource 1b and say, “Jane and Mike both try to reduce the amount

of waste they produce. Jane uses cloth bags at the store (indicate Resource 1a). Mike uses paper bags at the store (indicate Resource 1b).”

5. Ask the student, “What is one way that both Jane and Mike reduce the amount of waste they produce?”

6. Provide Resource 2: Sentence Strips 2a – 2d to the student. Indicate and read each Sentence Strip.

a. Sentence Strip 2a – “They both buy too many groceries.” b. Sentence Strip 2b – “They both still drive cars to the store.” c. Sentence Strip 2c – “They both are keeping plastic bags out of landfills.” d. Sentence Strip 2d – “They both are using reusable materials.”


8. If the student chose a correct answer, reiterate the student’s correct answer. Set chosen Sentence Strip aside.

9. Ask the student, “What is another way that both Jane and Mike reduce the amount of waste they produce?”

10. Provide remaining Resource 2: Sentence Strips 2a – 2d to the student. Indicate and read each remaining Sentence Strip.

a. Sentence Strip 2a – “They both buy too many groceries.” b. Sentence Strip 2b – “They both still drive cars to the store.” c. Sentence Strip 2c – “They both are keeping plastic bags out of landfills.” d. Sentence Strip 2d – “They both are using reusable materials.”

11. Allow student to respond and record response. 12. If the student chose a correct answer, reiterate the student’s correct answer. Set chosen

Sentence Strip aside. 13. Say, “We are now finished with this activity.”



21


1. What is one way that both Jane and Mike reduce the amount of waste they produce? a. Sentence Strip 2c – They both are keeping plastic bags out of landfills. b. Sentence Strip 2d – They both are using reusable materials.

2. What is another way that both Jane and Mike reduce the amount of waste they produce? a. Sentence Strip 2c – They both are keeping plastic bags out of landfills. b. Sentence Strip 2d – They both are using reusable materials.



• is unable to identify one way that both Jane and Mike reduce the amount of waste they produce (Sentence Strip 2c or Sentence Strip 2d); and

• is unable to identify another way that both Jane and Mike reduce the amount of waste they produce (Sentence Strip 2c or Sentence Strip 2d).


0



22

Student… • is able to identify one way that both Jane

and Mike reduce the amount of waste they produce (Sentence Strip 2c or Sentence Strip 2d); and

• is unable to identify another way that both Jane and Mike reduce the amount of waste they produce (Sentence Strip 2c or Sentence Strip 2d).

OR • is unable to identify a one way that both

Jane and Mike reduce the amount of waste they produce (Sentence Strip 2c or Sentence Strip 2d); and

• after scaffolding, is able to identify another way that both Jane and Mike reduce the amount of waste they produce (Sentence Strip 2d).

Scaffold: After student makes first incorrect attempt, indicate Sentence Strip 2c and say, “Both Jane and Mike are keeping plastic bags out of landfills (indicate Sentence Strip 2c).” Ask the student, “What is another way that both Jane and Mike reduce the amount of waste they produce?” Provide remaining Resource 2: Sentence Strips 2a – 2d to the student. Indicate and read each remaining Sentence Strip. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify one way that both Jane

and Mike reduce the amount of waste they produce (Sentence Strip 2c or Sentence Strip 2d); and

• is able to identify another way that both Jane and Mike reduce the amount of waste they produce (Sentence Strip 2c or Sentence Strip 2d).


2



23

ACTIVITY 8 Essence Statement: CTAS-MS-ESS3-1 Use evidence to explain that natural resources (fresh water, soil, fossil fuels) used by humans are often limited and not easily replaced by natural processes. Core Extension 8: From provided evidence, compare the distribution of a renewable and a non-renewable resource. (CTAS-MS-ESS3-1) Teacher Notes: Collect the following resources for this activity:

• Activity 8 Resource 1: Number of Water and Coal Deposits in the United States Poster • Activity 8 Resource 2: Sentence Strips 2a – 2c

o Sentence Strip 2a – coal o Sentence Strip 2b – water o Sentence Strip 2c – equal

• Activity 8 Resource 3: Cards 3a – 3c o Card 3a – decreases o Card 3b – increases o Card 3c – stays the same

Steps to Follow: 1. Say, “In this activity, we are going to talk about where fresh water and coal are available in the

United States. You can find fresh water in rain, rivers, streams, lakes, and underground. Water is a renewable resource. Coal is a non-renewable resource.”

2. Display Resource 1: Number of Water and Coal Deposits in the United States Poster for the student.

3. Indicate Resource 1 and say, “Here is a graph that shows the number of water and coal deposits in the United States. The y-axis is labeled ‘Number of States’ (indicate y-axis). The x-axis is labeled ‘Water’ under the first blue bar (indicate ‘Water’ bar), and ‘Coal’ under the second black bar (indicate ‘Coal’ bar). The blue bar for ‘Water’ goes to 50. The red bar for ‘Coal’ goes to 22.”

4. Ask the student, “How do the number of states with water compare to the number of states with coal?”

5. Provide Resource 2: Sentence Strips: 2a – 2c to the student. Indicate and read each Sentence Strip.

a. Sentence Strip 2a – “There are more states with coal.” b. Sentence Strip 2b – “There are more states with water.” c. Sentence Strip 2c – “There are an equal number of states with coal and water.”


7. Indicate Sentence Strip 2b and say, “There are more states with water.” 8. Indicate Resource 1 and say, “Coal is a non-renewable resource. What happens to the amount

of available coal after we continue to use it?” 9. Provide Resource 3: Cards 3a – 3c to the student. Indicate and describe each Card.

a. Card 3a – “The amount of coal decreases because new coal cannot easily be made.” b. Card 3b – “The amount of coal increases because new coal can easily be made.” c. Card 3c – “The amount of coal stays the same.”

10. Allow student to respond and record response. 11. Indicate Card 3a and say, “The amount of coal decreases because new coal cannot easily be

made.”



24


1. How do the number of states with water compare to the number of states with coal? a. Sentence Strip 2b – There are more states with water.

2. What happens to the amount of coal after it is used? a. Card 3a – decreases



• is unable to compare the number of states with water to the number of states with coal (Sentence Strip 2b); and

• is unable to identify what happens to the amount of coal after it is used (Card 3a).


0

Student… • is able to compare the number of states

with water to the number of states with coal (Sentence Strip 2b); and

• is unable to identify what happens to the amount of coal after it is used (Card 3a).

OR • is unable to compare number of states with

water to the number of states with coal (Sentence Strip 2b); and

• after scaffolding, is able to identify what happens to the amount of coal after it is used (Card 3a).

Scaffold: After student makes first incorrect attempt, indicate Sentence Strip 2b and say, “There are more states with water (indicate Sentence Strip 2b), since you can find water in 50 states in the United States.” Ask the student, “What happens to the amount of coal after it is used?” Provide Resource 3: Cards 3a – 3c to the student. Indicate and describe each Card. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to compare the number of states

with water to the number of states with coal (Sentence Strip 2b); and

• is able to identify what happens to the amount of coal after it is used (Card 3a).


2



25

ACTIVITY 9 Essence Statement: CTAS-MS-ESS3-4 Analyze data to provide evidence of the amount of water used by humans for everyday purposes. Core Extension 9: Based on provided data, compare the amount of water used in different activities. (CTAS-MS-ESS3-4) Teacher Notes: Collect the following resources for this activity:

• Activity 9 Resource 1: Water Use of Three Activities Poster • Activity 9 Resource 2: Cards 2a – 2c

o Card 2a – Bath o Card 2b – Brushing Teeth o Card 2c – Washing Dishes

• Activity 9 Resource 3: Cards 3a – 3c o Card 3a – about 5 gallons o Card 3b – about 50 gallons o Card 3c – about 500 gallons

Steps to Follow: 1. Say, “In this activity, we are going to compare the amount of water that is used in different

activities that people do every day: taking a bath, brushing teeth, and washing dishes.” 2. Display Resource 1: Water Use of Three Activities Poster for the student. 3. Indicate Resource 1 and say, “This bar graph shows the amount of water that is used during

three different activities. The bar graph is titled ‘Water Use of Three Activities’ (indicate title). The y-axis is called ‘Gallons of Water Used’ (indicate y-axis) and the x-axis is called ‘Activities’. Taking a bath uses 35 gallons of water (indicate ‘Bath’ bar). Brushing your teeth uses 4 gallons of water (indicate ‘Brushing Teeth’ bar). Washing dishes uses 10 gallons of water (indicate ‘Washing Dishes’ bar).”

4. Ask the student, “Which activity uses the most amount of water?” 5. Provide Resource 2: Cards 2a – 2c to the student. Indicate and read each Card.

a. Card 2a – “Bath” b. Card 2b – “Brushing Teeth” c. Card 2c – “Washing Dishes”


7. Indicate Card 2a and say, “Taking a bath uses the most amount of water.” 8. Ask the student, “What is the most likely estimate of the amount of water that the student will

use when they do all three activities?” 9. Provide Resource 3: Cards 3a – 3c to the student. Indicate and describe each Card.

a. Card 3a – “about 5 gallons” b. Card 3b – “about 50 gallons” c. Card 3c – “about 500 gallons”


11. Indicate Card 3b and say, “The student will use about 50 gallons when they take a bath, brush their teeth, and wash dishes.”

12. Say, “We are now finished with this activity.”



26


1. Which activity uses the most amount of water? a. Card 2a – Bath

2. What is the most likely estimate of the amount of water that the student will use when they do all three activities?

a. Card 3b – about 50 gallons Content Guidance Rating Score

Student… • gives NO response.

OR • is unable to determine which activity uses

the most amount of water (Card 2a); and • is unable to estimate how much water the

student will use when they do all three activities (Card 3b).


0

Student… • is able to determine which activity uses the

most amount of water (Card 2a); and • is unable to estimate how much water the


OR • is unable to determine which activity uses the

most amount of water (Card 2a); and • after scaffolding, is able to estimate how

much water the student will use when they do all three activities (Card 3b).

Scaffold: After student makes first incorrect attempt, indicate Card 3a and say, “Taking a bath uses the most amount of water (indicate Card 3a).” Ask the student, “What is the most likely estimate of the amount of water that the student will use when they do all three activities?” Provide Resource 3: Cards 3a – 3c to the student. Indicate and describe each Card. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to determine which activity uses the

most amount of water (Card 2a); and • is able to estimate how much water the



2



27

ACTIVITY 10 Essence Statement: CTAS-MS-ESS3-4 Analyze data to provide evidence of the amount of water used by humans for everyday purposes. Core Extension 10: Analyze water-use data to support a claim about the amount of water used by a growing population over time. (CTAS-MS-ESS3-4) Teacher Notes: Collect the following resources for this activity:

• Activity 10 Resource 1: Water Use Data Table Poster • Activity 10 Resource 2: Sentence Strips 2a – 2d

o Sentence Strip 2a – increased o Sentence Strip 2b – decreased o Sentence Strip 2c – increased/decreased o Sentence Strip 2d – decreased/increased

Cover the final row of the data table until you ask the second question. Steps to Follow:

1. Say, “In this activity, we are going to look at water-use data used by different sizes of populations.”

2. Display Resource 1: Water Use Data Table Poster for the student. Cover the final row of the data table.

3. Indicate Resource 1 and say, “Here is a data table titled ‘Water Use’ (indicate title) that shows the population and amount of water used in the United States in two years. The data shows that in 1950, there was a population of 170 million people and the amount of water used was 180 billion gallons per day (indicate first row). In 2000, there was a population of 280 million people and the amount of water used was 340 billion gallons per day (indicate second row).”

4. Ask the student, “Some people claim that water use will keep increasing as the population grows. How does the data support this claim?”

5. Provide Resource 2: Sentence Strips 2a – 2d to the student. Indicate and read each Sentence Strip.

a. Sentence Strip 2a – “The population and the amount of water use both increased.” b. Sentence Strip 2b – “The population and the amount of water use both decreased.” c. Sentence Strip 2c – “The population increased, but the amount of water use

decreased.” d. Sentence Strip 2d – “The population decreased, but the amount of water use

increased.” 6. Allow student to respond and record response. If no response or if incorrect response, proceed

to scaffolding instructions. 7. Indicate Sentence Strip 2a and say, “The population and the amount of water use both

increased.” 8. Display Resource 1: Water Use Data Table Poster for the student. Uncover the final row of the

data table. 9. Indicate Resource 1 and say, “New data shows the population and water use from the year

2010 (indicate final row). The population changed from 280 million people to 310 million people. The amount of water used changed from 340 billion gallons per day to 290 billion gallons per day.”



28

10. Ask the student, “The claim is that water use will keep increasing every year as the population grows. How does this new data show that the claim is wrong?”

11. Provide remaining Resource 2: Sentence Strips 2b – 2d to the student. Indicate and read each remaining Sentence Strip.

a. Sentence Strip 2b – “The population and the amount of water use both decreased.” b. Sentence Strip 2c – “The population increased, but the amount of water use

decreased.” c. Sentence Strip 2d – “The population decreased, but the amount of water use

increased.” 12. Allow student to respond and record response. 13. Indicate Sentence Strip 2c and say, “The population increased, but the amount of water use

decreased.” 14. Say, “We are now finished with this activity.”


1. Some people claim that water use will keep increasing as the population grows. How does the data support this claim?

a. Sentence Strip 2a – The population and the amount of water use both increased. 2. The claim is that water use will keep increasing every year as the population grows. How does

this new data show that the claim is wrong? a. Sentence Strip 2c – The population increased, but the amount of water use decreased.



• is unable to identify how the data supports the claim (Sentence Strip 2a); and

• is unable to identify how the data shows that the claim is wrong (Sentence Strip 2c).


0



29

Student… • is able to identify how the data supports the

claim (Sentence Strip 2a); and • is unable to identify how the data shows

that the claim is wrong (Sentence Strip 2c). OR

• is unable to identify how the data supports the claim (Sentence Strip 2a); and

• after scaffolding, is able to identify how the data shows that the claim is wrong (Sentence Strip 2c).

Scaffold: After student makes first incorrect attempt, indicate Sentence Strip 2a and say, “The population and the amount of water use both increased (indicate Sentence Strip 2a).” Say, “Let’s look at the new data (indicate Resource 3).” Ask the student, “The claim is that water use will keep increasing every year as the population grows. How does this new data show that the claim is wrong?” Provide remaining Resource 2: Sentence Strips 2b – 2d to the student. Indicate and read each remaining Sentence Strip. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify how the data supports the

claim (Sentence Strip 2a); and • is able to identify how the data shows that

the claim is wrong (Sentence Strip 2c).


2

Life Science

Storyline 4: Healthy Ecosystems



Connecticut Alternate Science Assessment Life Science

Storyline 4: Healthy Ecosystems Grade 8 Performance Task

1

Life Science Storyline 4: Healthy Ecosystems


Guiding Questions: What are resources that affect the size of populations in ecosystems? What are the nonliving and living factors that affect populations in an ecosystem? How do populations change over time in an ecosystem? What traits enable populations to change and survive over time?

NGSS Learning Progressions

Grade 8 NGSS Standard

Performance Expectations Connecticut Alternate Science


LS2.A Interdependent Relationships in Ecosystems

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.

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

1. Recognize the difference between physical (non-living) and living features in a given ecosystem. (CTAD-MS-LS2-5)

2. Identify two resources (e.g., food, water, shelter) that affect the size of a population in a given ecosystem. (CTAS-MS-LS2-1)

3. In a given ecosystem, describe how one trait in a plant or an animal may affect the population over time. (CTAS-MS-LS4-6)

4. Identify how two factors (one physical [non-living] and one living) may affect the plants and animals living in an ecosystem. (CTAS-MS-LS2-5)

5. Use data from a table or a graph to provide evidence of how the availability of a resource affects the size of a population. (CTAS-MS-LS2-1)

6. Evaluate a solution (by identifying one benefit and one drawback) to a problem in an ecosystem (e.g., lack of water, pollution, or invasive species). (CTAS-MS-LS2-5)

LS2.C Ecosystem Dynamics, Functioning, and Resilience

MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.*

CTAS-MS-LS2-5 Evaluate a solution to maintaining a healthy ecosystem, including the physical environment and the plants and animals that live there.

LS4.C Adaptation

MS-LS4-6 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

CTAS-MS-LS4-6 Use data to support an explanation for a change in the traits of animals and plants in a population over time.



2

NGSS Learning Progressions

Grade 8 NGSS Standard

Performance Expectations Connecticut Alternate Science


7. Describe how a trait in a plant or animal population has changed over time from provided visual representations. (CTAS-MS-LS4-6)

8. Use data from a table or graph to support an explanation of how a trait in a plant or animal population has changed over time. (CTAS-MS-LS4-6)


Organisms, ecosystems, populations, traits, resource availability, healthy ecosystem, unhealthy ecosystem, living, non-living, solution




3

Life Science Storyline 4: Healthy Ecosystems

Grade 8 Performance Task General Overview: Students will complete a series of activities focused on a forest environment. Students will consider how the availability of resources impacts populations of animals living in the forest. Students will consider how traits and adaptations enable animals to survive in an environment and how the traits change over time.

List of Materials Needed: Teacher-Provided Resources: There are no Teacher-Provided Resources that are required for this Performance Task. Instructions for Preparing Materials: Teachers need to print all Resources provided in the Resource Packet as indicated below (e.g., Cards, Posters, Sentence Strips, and Strips) prior to the administration of each activity. Resources must be printed in color ink. The Card, Sentence Strip, and Strip Resources will need to be cut out. Resources are listed according to the Resource Identifier, which appears on the back of each Resource. The Resources needed for the administration of each activity are listed according to these Resource Identifiers in the Teacher Notes section of each activity. These directions must be followed exactly in order for each Resource Identifier to appear as intended. In order for the Resource Identifiers to align to the correct Resources, please make sure to set your printer preferences to print double-sided, in color ink, flip on the short edge, and select landscape orientation (refer to Figure 1).

Figure 1. Printer Preferences – Resource Packet Preparation



4

List of Resources: • Activity 1 Resource 1: Forest Poster • Activity 1 Resource 2: Cards 2a – 2d

o Card 2a – tree o Card 2b – rock o Card 2c – soil o Card 2d – moth

• Activity 2 Resource 1a: One Squirrel in Tree Poster • Activity 2 Resource 1b: Many Squirrels in Trees Poster • Activity 2 Resource 2: Cards 2a – 2d

o Card 2a – nuts o Card 2b – soil o Card 2c – branches o Card 2d – sun

• Activity 3 Resource 1: Leaves Poster • Activity 3 Resource 2: Beetles Poster • Activity 3 Resource 3: Cards 3a – 3d

o Card 3a – green o Card 3b – brown o Card 3c – large o Card 3d – small

• Activity 3 Resource 4: Cards 4a – 4c o Card 4a – blend o Card 4b – crawl o Card 4c – eat

• Activity 4 Resource 1a: Stream Before Drought Poster • Activity 4 Resource 1b: Stream After Drought Poster • Activity 4 Resource 2: Cards 2a – 2c

o Card 2a – increase o Card 2b – decrease o Card 2c – stay the same

• Activity 5 Resource 1: Graph – Fox and Rabbit Population Over Time Poster • Activity 5 Resource 2: Sentence Strips 2a – 2c

o Sentence Strip 2a – fox population increase o Sentence Strip 2b – fox population decrease o Sentence Strip 2c – fox population same

• Activity 5 Resource 3: Sentence Strips 3a – 3c o Sentence Strip 3a – less water o Sentence Strip 3b – less food o Sentence Strip 3c – less shelter

• Activity 6 Resource 1: Eastern Pine Tree Poster



5

• Activity 6 Resource 2: Benefit and Drawback T-Chart Poster • Activity 6 Resource 3: Strips 3a –3d

o Strip 3a – less trees o Strip 3b – less shelter o Strip 3c – more shelter o Strip 3d – more food

• Activity 7 Resource 1a: Finch 1 Beak Poster • Activity 7 Resource 1b: Finch 2 Beak Poster • Activity 7 Resource 2: Sentence Strips 2a –2c

o Sentence Strip 2a – eyes see farther o Sentence Strip 2b – feathers longer o Sentence Strip 2c – beaks bigger

• Activity 7 Resource 3: Sentence Strips 3a –3c o Sentence Strip 3a – different food o Sentence Strip 3b – more water o Sentence Strip 3c – fewer branches

• Activity 8 Resource 1: Forest Poster • Activity 8 Resource 2: Moths on Trees Poster • Activity 8 Resource 3: Moth Data Table Poster • Activity 8 Resource 4: Cards 4a – 4c

o Card 4a – more black moths o Card 4b – more grey moths o Card 4c – all grey moths

• Activity 8 Resource 5: Sentence Strips 5a – 5c o Sentence Strip 5a – more grey trees o Sentence Strip 5b – equal trees o Sentence Strip 5c – more black trees



6

ACTIVITY 1 Essence Statement: CTAS-MS-LS2-1 Interpret data to provide evidence for the effects of resource availability on populations of organisms in an ecosystem. Core Extension 1: Recognize the difference between physical (non-living) and living features in a given ecosystem. (CTAS-MS-LS2-5) Teacher Notes: Collect the following resources for this activity:

• Activity 1 Resource 1: Forest Poster • Activity 1 Resource 2: Cards 2a – 2d

o Card 2a – tree o Card 2b – rock o Card 2c – soil o Card 2d – moth

Steps to Follow: 1. Say, “In this activity, we are going to talk about a forest environment.” 2. Display Resource 1: Forest Poster for the student. 3. Indicate Resource 1 and say, “Some of the trees in the forest have black trunks. Some trees

have grey trunks. There are black moths and grey moths flying in the forest. There are rocks at the bottom of some trees. A soil path winds through the forest.”

4. Ask the student, “What is one card that shows something that is living in the forest?” 5. Provide Resource 2: Cards 2a – 2d to the student. Indicate and read each Card.

a. Card 2a – “tree” b. Card 2b – “rock” c. Card 2c – “soil” d. Card 2d – “moth”


7. If the student chose a correct answer, reiterate the student’s correct answer. Set chosen Card aside.

8. Ask the student, “What is one card that shows something that is non-living in the forest?” 9. Allow student to respond and record response. 10. If the student chose a correct answer, reiterate the student’s correct answer. Set chosen Card

aside. 11. Say, “We are now finished with this activity.”


1. What is one card that shows something that is living in the forest? a. Card 2a – tree b. Card 2d – moth

2. What is one card that shows something that is non-living in the forest? a. Card 2b – rock b. Card 2c – soil



7



• is unable to identify one living feature in the forest (Card 2a or Card 2d); and

• is unable to identify one non-living feature in the forest (Card 2b or Card 2c).


0

Student… • is able to identify one living feature in the

forest (Card 2a or Card 2d); and • is unable to identify one non-living feature in

the forest (Card 2b or Card 2c). OR

• is unable to identify one living feature of the forest ecosystem (Card 2a or Card 2d); and

• after scaffolding, is able to identify another living feature in the forest (Card 2d).

Scaffold: After student makes first incorrect attempt, indicate Card 2a and say, “The tree is something that is living in the forest (indicate Card 2a).” Ask the student, “What is another card that shows something that is living in the forest?” Provide remaining Resource 2: Cards 2b – 2d to the student. Indicate and read each remaining Card. After the student responds, say, “We are now finished with this activity.” Note: Optionally, you may ask the student the second question, “What is one card that shows something that is non-living in the forest?”, if the scaffold is applied. However, if you choose to ask the second question and the student answers the second question correctly, the student will still receive one point.


1

Student… • is able to identify one living feature in the

forest (Card 2a or Card 2d); and • is able to identify one non-living feature in

the forest (Card 2b or Card 2c).


2



8

ACTIVITY 2 Essence Statement: CTAS-MS-LS2-1 Interpret data to provide evidence for the effects of resource availability on populations of organisms in an ecosystem. Core Extension 2: Identify two resources (e.g., food, water, shelter) that affect the size of a population in a given ecosystem. (CTAS-MS-LS2-1) Teacher Notes: Collect the following resources for this activity:

• Activity 2 Resource 1a: One Squirrel in Tree Poster • Activity 2 Resource 1b: Many Squirrels in Trees Poster • Activity 2 Resource 2: Cards 2a – 2d

o Card 2a – nuts o Card 2b – soil o Card 2c – branches o Card 2d – sun

Steps to Follow: 1. Say, “In this activity, we are going to talk about resources that are found in a forest ecosystem. 2. Display Resource 1a: One Squirrel in Tree Poster for the student. 3. Indicate Resource 1a and say, “In the forest, many squirrels live in trees. Here is a picture of one

squirrel that lives in a tree.” 4. Ask the student, “Which two resources do the trees provide for the squirrels?” 5. Provide Resource 2: Cards 2a – 2d to the student. Indicate and describe each Card.

a. Card 2a – “The nuts that the tree produces.” b. Card 2b – “The soil under the tree.” c. Card 2c – “The branches to make a home.” d. Card 2d – “The sun that gives energy to the trees to grow.”


7. Indicate Card 2a and Card 2c and say “The nuts that the tree produces and the branches to make a home are the resources that the trees provide for the squirrels.”

8. Display Resource 1a: One Squirrel in Tree Poster for the student. 9. Indicate Resource 1a and say, “This is a picture of one tree. One squirrel lives in the tree.” 10. Display Resource 1b: Many Squirrels in Trees Poster for the student. 11. Indicate Resource 1b and say, “This is a picture of many trees. Many squirrels live in these

trees.” 12. Ask the student, “Which picture shows an ecosystem that could support a population of

squirrels?” 13. Allow student to respond and record response. 14. Indicate Resource 1b and say, “This picture of many trees and many squirrels that live in these

trees is an ecosystem that could support a population of squirrels.” 15. Say, “We are now finished with this activity.”



9


1. Which two resources do the trees provide for the squirrels? a. Card 2a – nuts; the nuts that the tree produces. b. Card 2c – branches; the branches to make a home.

2. Which picture shows an ecosystem that could support a population of squirrels? a. Resource 1b: Many Squirrels in Trees Poster



• is unable to identify the two resources that the trees provide for the squirrels (Card 2a and Card 2c); and

• is unable to identify the picture that shows an ecosystem that could support a population of squirrels (Resource 1b).


0



10

Student… • is able to identify one or two resources that the

trees provide for the squirrels (Card 2a and/or Card 2c); and

• is unable to identify the picture that shows an ecosystem that could support a population of squirrels (Resource 1b).

OR • is unable to identify one resource that the trees

provide for the squirrels (Card 2a); and • after scaffolding, is able to identify a second

resource that the trees provide for the squirrels (Card 2c).

Scaffold: After student makes first incorrect attempt, indicate Card 2a and say, “The nuts that the tree produces are a resource that the trees provide for the squirrels (indicate Card 2a).” Ask the student, “What is another resource that the trees provide for the squirrels?” Provide remaining Resource 2: Cards 2a – 2d to the student. Indicate and describe each remaining Card. After the student responds, say, “We are now finished with this activity.” Note: Optionally, you may ask the student the second question, “Which picture shows an ecosystem that could support a population of squirrels?”, if the scaffold is applied. However, if you choose to ask the second question and the student answers the second question correctly, the student will still receive one point.


1

Student… • is able to identify two resources that the trees

provide for the squirrels (Card 2a and Card 2c); and • is able to identify the picture that shows an

ecosystem that could support a population of squirrels (Resource 1b).


2



11

ACTIVITY 3 Essence Statement: CTAS-MS-LS4-6 Use data to support an explanation for a change in the traits of animals and plants in a population over time. Core Extension 3: In a given ecosystem, describe how one trait in a plant or an animal may affect the population over time. (CTAS-MS-LS4-6) Teacher Notes: Collect the following resources for this activity:

• Activity 3 Resource 1: Leaves Poster • Activity 3 Resource 2: Beetles Poster • Activity 3 Resource 3: Cards 3a – 3d

o Card 3a – green o Card 3b – brown o Card 3c – large o Card 3d – small

• Activity 3 Resource 4: Cards 4a – 4c o Card 4a – blend o Card 4b – crawl o Card 4c – eat

Steps to Follow: 1. Say, “In this activity, we are going to talk about beetles and how they survive in leaves.” 2. Display Resource 1: Leaves Poster for the student. 3. Indicate Resource 1 and say, “The leaves on trees turn brown and fall to the ground. Here are

many leaves with green and brown beetles. Color is a trait of beetles. There are green and brown beetles that live in the brown leaves on the ground (indicate the green and brown beetles). Size is another trait of the beetles. Some beetles are large (indicate a large beetle). Some beetles are small (indicate a small beetle).”

4. Display Resource 2: Beetles Poster for the student. 5. Indicate Resource 2 and say “Birds hunt and eat the beetles. At first, there were four green

beetles and four brown beetles living in the leaves (indicate the first circle). A few years passed, and there were five brown beetles and three green beetles in the leaves (indicate second circle). A few more years passed, and there were six brown beetles and two green beetles (indicate third circle). ”

6. Ask the student, “What trait helped the beetles survive in the leaves?” 7. Provide Resource 3: Cards 3a – 3d to the student. Indicate and read each Card.

a. Card 3a – “Their green color.” b. Card 3b – “Their brown color.” c. Card 3c – “Their large size.” d. Card 3d – “Their small size.”


9. Indicate Card 3b and say, “Their brown color helped the beetles survive in the leaves.” 10. Ask the student, “How does the brown color help the brown beetle to survive?” 11. Provide Resource 4: Cards 4a – 4c to the student. Indicate and describe each Card.

a. Card 4a – “blend in with the leaves.” b. Card 4b – “crawl away from the leaves.”



12

c. Card 4c – “eat more leaves.” 12. Allow student to respond and record response. 13. Indicate Card 4a and say, “Their brown color helped the beetles to blend in with the leaves.” 14. Say, “We are now finished with this activity.”


1. What trait helped the beetles survive in the leaves? a. Card 3b – brown; their brown color.

2. How does the brown color help the brown beetle to survive? a. Card 4a – blend in; blend in with the leaves.



• is unable to identify that their brown color (Card 3b) is a trait that helps the brown beetles survive; and

• is unable to identify that blending in with the leaves. (Card 4a) helps the brown beetle to survive.


0

Student… • is able to identify that their brown color (Card

3b) is a trait that helps the brown beetles survive; and

• is unable to identify that blending in with the leaves. (Card 4a) helps the brown beetle to survive.

OR • is unable to identify that their brown color (Card


• after scaffolding, is able to identify that blending in with the leaves. (Card 4a) helps the brown beetle to survive.

Scaffold: After student makes first incorrect attempt, indicate Card 3b and say, “The brown beetles survive because of their brown color (indicate Card 3b).” Ask the student, “How does the brown color help the brown beetle to survive?” Provide Resource 4: Cards 4a – 4c to the student. Indicate and describe each Card. After the student responds, say, “We are now finished with this activity.”


1



13

Student… • is able to identify that their brown color (Card


• is able to identify that blending in with the leaves. (Card 4a) helps the brown beetle to survive.


2



14

ACTIVITY 4 Essence Statement: CTAS-MS-LS2-5 Evaluate a solution to maintaining a healthy ecosystem, including the physical environment and the plants and animals that live there. Core Extension 4: Identify how two factors (one non-living [physical] and one living) may affect the plants and animals living in an ecosystem. (CTAS-MS-LS2-5) Teacher Notes: Collect the following resources for this activity:

• Activity 4 Resource 1a: Stream Before Drought Poster • Activity 4 Resource 1b: Stream After Drought Poster • Activity 4 Resource 2: Cards 2a – 2c

o Card 2a – increase o Card 2b – decrease o Card 2c – stay the same

Steps to Follow: 1. Say, “In this activity, we are going to talk about the same stream before and after a drought.” 2. Display Resource 1a: Stream Before Drought Poster for the student. 3. Indicate Resource 1a and say, “Here is a stream before a drought. This picture shows a forest

with trees and a river. There is a population of rabbits and foxes that live here. The rabbits eat the grass. The foxes eat the rabbits.”

4. Display Resource 1b: Stream After Drought Poster for the student. 5. Indicate Resource 1b and say, “A drought has occurred in the forest. A drought occurred

because there was no rain for many months. This is the same stream after the drought.” 6. Ask the student, “How will the drought affect the size of the rabbit population?” 7. Provide Resource 2: Cards 2a – 2c to the student. Indicate and read each Card.

a. Card 2a – “increase” b. Card 2b – “decrease” c. Card 2c – “stay the same”


9. Indicate Card 2b and say, “The drought will cause the size of the rabbit population to decrease.” 10. Ask the student, “How will fewer foxes affect the size of the rabbit population?” 11. Provide Resource 2: Cards 2a – 2c to the student. Indicate and read each Card.

a. Card 2a – “increase,” b. Card 2b – “decrease” c. Card 2c – “stay the same”

12. Allow student to respond and record response. 13. Indicate Card 2a and say, “Fewer foxes will cause the size of the rabbit population to increase.” 14. Say, “We are now finished with this activity.”


1. How will the drought affect the size of the rabbit population? a. Card 2b – The drought will cause the size of the rabbit population to decrease.

2. How will fewer foxes affect the size of the rabbit population? a. Card 2a – Fewer foxes will cause the size of the rabbit population to increase.



15



• is unable to identify that the size of the rabbit population would decrease (Card 2b) as a result of a drought; and

• is unable to identify that the size of the rabbit population would increase (Card 2a) if there were fewer foxes.


0

Student… • is able to identify that the size of the rabbit

population would decrease (Card 2b) as a result of a drought; and

• is unable to identify that the size of the rabbit population would increase (Card 2a) if there were fewer foxes.

OR • is unable to identify that the size of the rabbit


• after scaffolding, is able to identify that the size of the rabbit population would increase (Card 2a) if there were fewer foxes.

Scaffold: After student makes first incorrect attempt, indicate Card 2b and say, “A drought will cause the size of the rabbit population to decrease (indicate Card 2b).” Ask the student, “How will fewer foxes affect the size of the rabbit population?” Provide Resource 2: Cards 2a – 2c to the student. Indicate and read each Card. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify that the size of the rabbit


• is able to identify that the size of the rabbit population would increase (Card 2a) if there were fewer foxes.


2



16

ACTIVITY 5 Essence Statement: CTAS-MS-LS2-1 Interpret data to provide evidence for the effects of resource availability on populations of organisms in an ecosystem. Core Extension 5: Use data from a table or a graph to provide evidence of how the availability of a resource affects the size of a population. (CTAS-MS-LS2-1) Teacher Notes: Collect the following resources for this activity:

• Activity 5 Resource 1: Graph – Fox and Rabbit Population Over Time Poster • Activity 5 Resource 2: Sentence Strips 2a – 2c

o Sentence Strip 2a – fox population increase o Sentence Strip 2b – fox population decrease o Sentence Strip 2c – fox population same

• Activity 5 Resource 3: Sentence Strips 3a – 3c o Sentence Strip 3a – less water o Sentence Strip 3b – less food o Sentence Strip 3c – less shelter

Steps to Follow: 1. Say, “In this activity, we are going to talk about the rabbit and the fox population in a forest.” 2. Display Resource 1: Graph – Fox and Rabbit Population Over Time Poster for the student. 3. Indicate Resource 1 and say, “Rabbits and foxes live in a forest. The foxes eat rabbits. Rabbits

eat grass. Many years ago, the rabbit population was 100. Over many years, the rabbit population went down. This line represents the rabbit population (indicate declining rabbit population line). This line represents the fox population (indicate declining fox population line).”

4. Ask the student, “What happened to the fox population over many years?” 5. Provide Resource 2: Sentence Strips 2a – 2c to the student. Indicate and read each Sentence

Strip. a. Sentence Strip 2a – “The fox population increased.” b. Sentence Strip 2b – “The fox population decreased.” c. Sentence Strip 2c – “The fox population stayed the same.”


7. Indicate Sentence Strip 2b and say, “The fox population decreased.” 8. Ask the student, “Why does the fox population decrease when the rabbit population

decreases?” 9. Provide Resource 3: Sentence Strips 3a – 3c to the student. Indicate and read each Sentence

Strip. a. Sentence Strip 3a – “There is less water.” b. Sentence Strip 3b – “There is less food.” c. Sentence Strip 3c – “There is less shelter.”

10. Allow student to respond and record response. 11. Indicate Sentence Strip 3b and say, “There is less food.” 12. Say, “We are now finished with this activity.”



17


1. What happened to the fox population over many years? a. Sentence Strip 2b – The fox population decreased.

2. Why does the fox population decrease when the rabbit population decreases? a. Sentence Strip 3b – There is less food.



• is unable to identify the evidence that the fox population decreased (Sentences Strip 2b); and

• is unable to identify that the fox population will decrease when the rabbit population decreases because there is less food (Sentence Strip 2b).


0

Student… • is able to identify the evidence that the fox

population decreased (Sentences Strip 2b); and

• is unable to identify that the fox population will decrease when the rabbit population decreases because there is less food (Sentence Strip 2b).

OR • is unable to identify the evidence that the fox


• after scaffolding, is able to identify that the fox population will decrease when the rabbit population decreases because there is less food (Sentence Strip 2b).

Scaffold: After the student has made a first incorrect attempt, indicate Sentence Strip 2b and say, “The fox population decreases when the rabbit population decreases (indicate Sentence Strip 2b).” Ask the student, “Why does the fox population decrease when the rabbit population decreases?” Provide Resource 3: Sentence Strips 3a – 3c to the student. Indicate and read each Sentence Strip. After the student responds, say, “We are now finished with this activity.”


1



18

Student… • is able to identify the evidence that the fox


• is able to identify that the fox population will decrease when the rabbit population decreases because there is less food (Sentence Strip 2b).


2



19

ACTIVITY 6 Essence Statement: CTAS-MS-LS2-5 Evaluate a solution to maintaining a healthy ecosystem, including the physical environment and the plants and animals that live there. Core Extension 6: Evaluate a solution (by identifying one benefit and one drawback) to a problem in an ecosystem (e.g., lack of water, pollution, or invasive species). (CTAS-MS-LS2-5) Teacher Notes: Collect the following resources for this activity:

• Activity 6 Resource 1: Eastern Pine Tree Poster • Activity 6 Resource 2: Benefit and Drawback T-Chart Poster • Activity 6 Resource 3: Strips 3a –3d

o Strip 3a – less trees o Strip 3b – less shelter o Strip 3c – more shelter o Strip 3d – more food

Steps to Follow: 1. Say, “In this activity, we are going to talk about what happens when there is a problem in a

forest ecosystem.” 2. Display Resource 1: Eastern Pine Tree Poster for the student. 3. Indicate Resource 1 and say, “Eastern pine trees grow naturally in Connecticut. Many animals

depend upon the pine trees in the forests for food and shelter. A long time ago, people planted trees from another country. These trees had a disease that spread to the Eastern pine trees. The Eastern pine trees became sick. People decided to cut down the new trees from the other country.”

4. Display Resource 2: Benefit and Drawback T-Chart Poster for the student. 5. Indicate Resource 2 and say, “The left side of this T-Chart is labeled ‘Benefit.’ A benefit is

something that helps the forest ecosystem. The right side of this T-Chart is labeled ‘Drawback.’ A drawback is something that harms the ecosystem.”

6. Ask the student, “How is cutting down the new pine trees from the other country a benefit to the forest ecosystem? Place one benefit in the correct column of the T-Chart.”

7. Provide Resource 3: Strips 3a – 3d to the student. Indicate and reads each Strip. a. Strip 3a – “less trees to spread disease” b. Strip 3b – “less shelter for animals” c. Strip 3c – “more shelter for animals” d. Strip 3d – “more food for animals”


9. Indicate Strip 3a and say, “There will be less trees to spread disease.” 10. Ask the student, “How is cutting down the new pine trees from the other country a drawback to

the forest ecosystem? Place one drawback in the correct column of the T-Chart.” 11. Provide remaining Resource 3: Strips 3b – 3d to the student. Indicate and read each remaining

Strip. a. Strip 3b – “less shelter for animals” b. Strip 3c – “more shelter for animals” c. Strip 3d – “more food for animals”

12. Allow student to respond and record response.



20

13. Indicate Strip 3b and say, “There will be less shelter for animals.” 14. Say, “We are now finished with this activity.”


1. How is cutting down the new pine trees from the other country a benefit to the forest ecosystem? Place one benefit in the correct column of the T-Chart.

a. Strip 3a – less trees to spread disease. 2. How is cutting down the new pine trees from the other country a drawback to the forest

ecosystem? Place one drawback in the correct column of the T-Chart. a. Strip 3b – less shelter for animals.

Benefit Drawback

Strip 3a – less trees to spread disease Strip 3b – less shelter for animals

Resource 3: Strip 3c and Strip 3d are distractors and should not be placed on the Resource 2: Benefit and Drawback T-Chart.



• is unable to identify the benefit to the forest ecosystem (Strip 3a); and

• is unable to identify the drawback to the forest ecosystem (Strip 3b).


0



21

Student… • is able to identify the benefit to the forest

ecosystem (Strip 3a); and • is unable to identify the drawback to the

forest ecosystem (Strip 3b). OR

• is unable to identify the benefit to the forest ecosystem (Strip 3a); and

• after scaffolding, is able to identify the drawback to the forest ecosystem (Strip 3b).

Scaffold: After student makes first incorrect attempt, place Strip 3a in the column in the T-Chart labeled “Benefit” and say, “Less trees to spread disease is a benefit to the forest ecosystem (indicate Strip 3a placed in the T-Chart).” Ask the student, “What is a drawback to cutting down the new pine trees from the other country? Place one drawback in the correct column of the T-Chart.” Provide remaining Resource 3: Strips 3b – 3d to the student. Indicate and read each remaining Strip. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify the benefit to the forest

ecosystem (Strip 3a); and • is able to identify the drawback to the forest

ecosystem (Strip 3b).


2



22

ACTIVITY 7 Essence Statement: CTAS-MS-LS4-6 Use data to support an explanation for a change in the traits of animals and plants in a population over time. Core Extension 7: Describe how a trait in a plant or animal population has changed over time from provided visual representations. (CTAS-MS-LS4-6) Teacher Notes: Collect the following resources for this activity:

• Activity 7 Resource 1a: Finch 1 Beak Poster • Activity 7 Resource 1b: Finch 2 Beak Poster • Activity 7 Resource 2: Sentence Strips 2a –2c

o Sentence Strip 2a – eyes see farther o Sentence Strip 2b – feathers longer o Sentence Strip 2c – beaks bigger

• Activity 7 Resource 3: Sentence Strips 3a –3c o Sentence Strip 3a – different food o Sentence Strip 3b – more water o Sentence Strip 3c – fewer branches

Steps to Follow: 1. Say, “In this activity, we are going to talk about a trait in a type of bird called a finch that

changed over time.” 2. Display Resource 1a: Finch 1 Beak Poster for the student. 3. Display Resource 1b: Finch 2 Beak Poster for the student. 4. Indicate Resource 1a and Resource 1b and say, “These are posters of two finches. At first, the

finches looked like Finch 1 (indicate Resource 1a). Over hundreds of years, the finches looked like Finch 2 (indicate Resource 1b).”

5. Ask the student, “What trait in the finches changed over time?” 6. Provide Resource 2: Sentence Strips 2a – 2c to the student. Indicate and read each Sentence

Strip. a. Sentence Strip 2a – “Their eyes could see farther.” b. Sentence Strip 2b – “Their feathers became longer.” c. Sentence Strip 2c – “Their beaks became bigger.”


8. Indicate Sentence Strip 2c and say, “Their beaks became bigger.” 9. Ask the student, “What was the most likely cause of the change in the finches’ beaks over

time?” 10. Provide Resource 3: Sentence Strips 3a – 3b to the student. Indicate and read each Sentence

Strip. a. Sentence Strip 3a – “There was different food available.” b. Sentence Strip 3b – “There was more water available.” c. Sentence Strip 3c – “There were fewer branches available.”

11. Allow student to respond and record response. 12. Indicate Sentence Strip 3a and say, “There was different food available.” 13. Say, “We are now finished with this activity.”



23


1. What trait in the finches changed over time? a. Sentence Strip 2c – Their beaks became bigger.

2. What was the most likely cause of the change in the finches’ beaks over time? a. Sentence Strip 3a – There was different food available.



• is unable to identify the trait in the finches that changed over time (Sentence Strip 2c); and

• is unable to identify the most likely cause of the change in the finches’ beaks over time (Sentence Strip 3a).


0

Student… • is able to identify the trait in the finches that

changed over time (Sentence Strip 2c); and • is unable to identify the most likely cause of

the change in the finches’ beaks over time (Sentence Strip 3a).

OR • is unable to identify the trait in the finches

that changed over time (Sentence Strip 2c); and

• after scaffolding, is able to identify the most likely cause of the change in the finches’ beaks over time (Sentence Strip 3a).

Scaffold: After student makes first incorrect attempt, indicate Sentence Strip 2c and say, “Their beaks became bigger (indicate Sentence Strip 2c).” Ask the student, “What was the most likely cause of the change in the finches’ beaks over time?” Provide Resource 3: Sentence Strips 3a – 3b to the student. Indicate and read each Sentence Strip. After the student responds, say, “We are now finished with this activity.”


1

Student... • is able to identify the trait in the finches that

changed over time (Sentence Strip 2c); and • is able to identify the most likely cause of the

change in the finches’ beaks over time (Sentence Strip 3a).


2



24

ACTIVITY 8 Essence Statement: CTAS-MS-LS4-6 Use data to support an explanation for a change in the traits of animals and plants in a population over time. Core Extension 8: Use data from a table or graph to support an explanation of how a trait in a plant or animal population has changed over time. (CTAS-MS-LS4-6) Teacher Notes: Collect the following resources for this activity:

• Activity 8 Resource 1: Forest Poster • Activity 8 Resource 2: Moths on Trees Poster • Activity 8 Resource 3: Moth Data Table Poster • Activity 8 Resource 4: Cards 4a – 4c

o Card 4a – more black moths o Card 4b – more grey moths o Card 4c – all grey moths

• Activity 8 Resource 5: Sentence Strips 5a – 5c o Sentence Strip 5a – more grey trees o Sentence Strip 5b – equal trees o Sentence Strip 5c – more black trees

Steps to Follow: 1. Say, “In this activity, we are going to talk about how the moths in a forest change over time.” 2. Display Resource 1: Forest Poster for the student. 3. Indicate Resource 1 and say, “Here is a forest. Some of the trees have grey bark and some of the

trees have black bark (indicate each type of tree). The moths in this forest are either grey or black (indicate the moths in the forest).”

4. Display Resource 2: Moths on Trees Poster for the student. 5. Indicate Resource 2 and say, “Birds can easily see the black moths on a grey tree (indicate the

black moth on the grey tree). Birds can easily see grey moths on black trees (indicate the grey moth on the black tree).”

6. Display Resource 3: Moths Data Table Poster for the student. 7. Indicate Resource 3 and say, “This is a table of the grey and black moths. The moths live in a

forest that has many trees with black bark (indicate the black tree in Resource 2). In generation 1, there were five grey moths and 1 black moth. In generation 2, there were two black moths and four grey moths. In generation 3, there were four black moths and two grey moths.”

8. Ask the student, “Which picture represents the moths in generation 4?” 9. Provide Resource 4: Cards 4a – 4c to the student. Indicate and describe each Card.

a. Card 4a – “More Black Moths: There are five black moths and one grey moth in generation 4.”

b. Card 4b – “More Grey Moths: There are two black moths and four grey moths in generation 4.”

c. Card 4c – “All Grey Moths: There are six grey moths in generation 4.” 10. Allow student to respond and record response. If no response or if incorrect response, proceed

to scaffolding instructions. 11. Indicate Card 4a and say, “More Black Moths: There are five black moths and one grey moth in

generation 4.” 12. Ask the student, “Why were there more grey moths than black moths in generation 1?”



25

13. Provide Resource 5: Sentence Strips 5a – 5c to the student. Indicate and read each Sentence Strip.

a. Sentence Strip 5a – “There were more grey trees in generation 1.” b. Sentence Strip 5b – “There were an equal number of grey and black trees in generation

2.” c. Sentence Strip 5c – “There were more black trees in generation 1.”

14. Allow student to respond and record response. 15. Indicate Sentence Strip 5a and say, “There were more grey trees in generation 1.” 16. Say, “We are now finished with this activity.”


1. Which picture represents the moths in generation 4? a. Card 4a – More Black Moths: There are five black moths and one grey moth in

generation 4. 2. Why were there more grey moths than black moths in generation 1?

a. Sentence Strip 5a – There were more grey trees in generation 1. Content Guidance Rating Score


OR • is unable to predict the number of moths of

each color in generation 4 (Card 4a); and • is unable to identify why there were more

grey moths than black moths in generation 1 (Sentence Strip 5a).


0



26

Student… • is able to predict the number of moths of

each color in generation 4 (Card 4a); and • is unable to identify why there were more

grey moths than black moths in generation 1 (Sentence Strip 5a).

OR • is unable to predict the number of moths of

each color in generation 4 (Card 4a); and • after scaffolding, is able to identify why there

were more grey moths than black moths in generation 1 (Sentence Strip 5a).

Scaffold: After student makes first incorrect attempt, indicate Card 4a and say, “More Black Moths: There are five black moths and one grey moth in generation 4.” Ask the student, “Why were there more grey moths than black moths in generation 1?” Provide Resource 5: Sentence Strips 5a – 5c to the student. Indicate and read each Sentence Strip. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to predict the number of moths in

each color in generation 4 (Card 4a); and • is able to identify why there were more grey

moths than black moths in generation 1 (Sentence Strip 5a).


2

Physical Science

Storyline 6: Using Energy Every Day



Connecticut Alternate Science Assessment Physical Science

Storyline 6: Using Energy Every Day Grade 8 Performance Task

1

Physical Science Storyline 6: Using Energy Every Day


Guiding Questions: How is temperature measured? How do we keep something hot or cold? How can kinetic energy be changed into other types of energy?

NGSS Learning

Progressions




PS3.A Definitions of Energy

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

CTAS-MS-PS3-3 Test a device that either minimizes or maximizes heat energy transfer.*

1. Recognize that the appropriate tool to measure temperature is a thermometer in units called degrees. (CTAS-MS-PS3-3)

2. Identify objects that minimize or maximize heat energy transfer. (CTAS-MS-PS3-3)

3. When shown a visual representation of a fair test, select the item that shows the loss of heat energy minimized. (CTAS-MS-PS3-3)

4. Suggest an improvement to a device to further minimize heat energy transfer. (CTAS-MS-PS3-3)

5. When provided examples of energy being used, identify kinetic energy as energy of motion. (CTAS-MS-PS3-5)

6. Support a claim using provided materials that kinetic energy (energy of motion) can be changed into other forms of energy (e.g., heat, sound). (CTAS-MS-PS3-5)

PS3.B Conservation of Energy and Energy Transfer

MS-PS3-5: Construct, use and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from an object.

CTAS-MS-PS3-5 Make and support a claim about the transfer of energy (kinetic energy) between two objects.



2


Measure, temperature, degrees, energy transfer, fair test, device, kinetic energy, heat, sound




3

Physical Science Storyline 6: Using Energy Every Day


General Overview: Students will participate in a series of activities to explore sources of heat energy and explore which materials minimize or maximize heat energy transfer. Students will also identify kinetic energy and investigate kinetic energy changing into other forms of energy (e.g., sound, heat).

List of Materials Needed: Teacher-Provided Resources: No Teacher-Provided Resources are required for this Performance Task. Instructions for Preparing Materials: Teachers need to print all Resources provided in the Resource Packet as indicated below (e.g., Cards, Posters, Sentence Strips, and Strips) prior to the administration of each activity. Resources must be printed in color ink. The Card, Sentence Strip, and Strip Resources will need to be cut out. Resources are listed according to the Resource Identifier, which appears on the back of each Resource. The Resources needed for the administration of each activity are listed according to these Resource Identifiers in the Teacher Notes section of each activity. These directions must be followed exactly in order for each Resource Identifier to appear as intended. In order for the Resource Identifiers to align to the correct Resources, please make sure to set your printer preferences to print double-sided, in color ink, flip on the short edge, and select landscape orientation (refer to Figure 1) Figure 1. Printer Preferences – Resource Packet Preparation



4

List of Resources: • Activity 1 Resource 1: Cards 1a – 1c

o Card 1a – scale o Card 1b – thermometer o Card 1c – ruler

• Activity 1 Resource 2: Cards 2a – 2c o Card 2a – grams o Card 2b – inches o Card 2c – degrees

• Activity 2 Resource 1: Cards 1a – 1c o Card 1a – wool hat o Card 1b – baseball hat o Card 1c – straw hat

• Activity 2 Resource 2: Cards 2a – 2c o Card 2a – cardboard box o Card 2b – plastic container o Card 2c – insulated cooler

• Activity 3 Resource 1: Cup Investigation Data Table Poster • Activity 3 Resource 2: Cards 2a – 2c

o Card 2a – glass cup o Card 2b – paper cup o Card 2c – foam cup

• Activity 3 Resource 3: Sentence Strips 3a – 3c o Sentence Strip 3a – warmest in foam cup o Sentence Strip 3b – warmest in paper cup o Sentence Strip 3c – warmest in glass cup

• Activity 4 Resource 1: Foam Cup Poster • Activity 4 Resource 2: Strips 2a – 2c

o Strip 2a – color o Strip 2b – straw o Strip 2c – lid

• Activity 4 Resource 3: Sentence Strips 3a – 3c o Sentence Strip 3a – heat longer o Sentence Strip 3b – taste better o Sentence Strip 3c – colder

• Activity 5 Resource 1: Cards 1a – 1c o Card 1a – stove o Card 1b – vase o Card 1c – girl

• Activity 5 Resource 2: Cards 2a – 2c o Card 2a – car o Card 2b – dog



5

o Card 2c – picture • Activity 6 Resource 1: Sentence Strips 1a – 1d

o Sentence Strip 1a – rubbing hands o Sentence Strip 1b – pushing car o Sentence Strip 1c – hitting triangle o Sentence Strip 1d – stirring mix



6

ACTIVITY 1 Essence Statement: CTAS-MS-PS3-3 Test a device that either minimizes or maximizes heat energy transfer.* Core Extension 1: Recognize that the appropriate tool to measure temperature is a thermometer in units called degrees. (CTAS-MS-PS3-3) Teacher Notes: Collect the following resources for this activity:

• Activity 1 Resource 1: Cards 1a – 1c o Card 1a – scale o Card 1b – thermometer o Card 1c – ruler

• Activity 1 Resource 2: Cards 2a – 2c o Card 2a – grams o Card 2b – inches o Card 2c – degrees

Steps to Follow: 1. Say, “In this activity, we are going to look at three different measurement devices.” 2. Ask the student, “Which device is used to measure temperature?” 3. Provide Resource 1: Cards 1a – 1c to the student. Indicate and read each Card.

a. Card 1a – “scale” b. Card 1b – “thermometer” c. Card 1c – “ruler”


5. Indicate Card 1b and say, “A thermometer is used to measure temperature.” 6. Say, “Measurements are taken using units. For example, the length of a book can be measured

in units called inches.” 7. Ask the student, “What units are used to measure temperature?” 8. Provide Resource 2: Cards 2a – 2c to the student. Indicate and read each Card.

a. Card 2a – “grams” b. Card 2b – “inches” c. Card 2c – “degrees”

9. Allow student to respond and record response. 10. Indicate Card 2c and say, “Degrees are the units used to measure temperature.” 11. Say, “We are now finished with this activity.”

Scoring Guidance and Scaffolding 1. Which device is used to measure temperature?

a. Card 1b – thermometer 2. What units are used to measure temperature?

a. Card 2c – degrees For the second question, the student does not need to indicate degrees Fahrenheit or Celsius.



7



• is unable to identify the thermometer as the device that is used to measure temperature (Card 1b); and

• is unable to identify degrees as the units that are used to measure temperature (Card 2c).


0

Student… • is able to identify the thermometer as the device that is

used to measure temperature (Card 1b); and • is unable to identify degrees as the units that are used to

measure temperature (Card 2c). OR

• is unable to identify the thermometer as the device that is used to measure temperature (Card 1b); and

• after scaffolding, is able to identify degrees as the units that are used to measure temperature (Card 2c).

Scaffold: After student makes first incorrect attempt, indicate Card 1b and say, “A thermometer is used to measure temperature (indicate Card 1b).” Say, “Measurements are made using units. For example, the length of a book can be measured in units called inches.” Ask the student, “What units are used to measure temperature?” Provide Resource 2: Cards 2a – 2c to the student. Indicate and read each Card. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify the thermometer as the device that is

used to measure temperature (Card 1b); and • is able to identify degrees as the units that are used to

measure temperature (Card 2c).


2



8

ACTIVITY 2 Essence Statement: CTAS-MS-PS3-3 Test a device that either minimizes or maximizes heat energy transfer.* Core Extension 2: Identify objects that minimize or maximize heat energy transfer. (CTAS-MS-PS3-3) Teacher Notes: Collect the following resources for this activity:

• Activity 2 Resource 1: Cards 1a – 1c o Card 1a – wool hat o Card 1b – baseball hat o Card 1c – straw hat

• Activity 2 Resource 2: Cards 2a – 2c o Card 2a – cardboard box o Card 2b – plastic container o Card 2c – insulated cooler

Steps to Follow: 1. Say, “In this activity, we are going to look at different objects that may either help to keep

something warm or help to keep something cold.” 2. Ask the student, “Which type of hat will keep your head the warmest when it is cold outside?” 3. Provide Resource 1: Cards 1a – 1c to the student. Indicate and read each Card.

a. Card 1a – “wool hat” b. Card 1b – “baseball hat” c. Card 1c – “straw hat”


5. Indicate Card 1a and say, “A wool hat will keep your head the warmest when it is cold outside.” 6. Ask the student, “Which container will best keep ice from melting?” 7. Provide Resource 2: Cards 2a –2c to the student. Indicate and read each Card.

a. Card 2a – “cardboard box” b. Card 2b – “plastic container” c. Card 2c – “insulated cooler”

8. Allow student to respond and record response. 9. Indicate Card 2c and say, “The insulated cooler will best keep ice from melting.” 10. Say, “We are now finished with this activity.”


1. Which type of hat will keep your head the warmest when it is cold outside? a. Card 1a – wool hat

2. Which type of container will best keep ice from melting? a. Card 2c – insulated cooler



9



• is unable to identify that the wool hat will keep your head the warmest when it is cold outside (Card 1a); and

• is unable to identify that the insulated cooler will best keep ice from melting (Card 2c).


0

Student… • is able to identify that the wool hat will keep your head

the warmest when it is cold outside (Card 1a); and • is unable to identify that the insulated cooler will best

keep ice from melting (Card 2c). OR

• is unable to identify that the wool hat will keep your head the warmest when it is cold outside (Card 1a); and

• after scaffolding, is able to identify that the insulated cooler will best keep ice from melting (Card 2c).

Scaffold: After student makes first incorrect attempt, indicate Card 1a and say, “A wool hat will keep your head the warmest when it is cold outside (indicate Card 1a).” Ask the student, “Which container will best keep ice from melting?” Provide Resource 2: Cards 2a –2c to the student. Indicate and read each Card. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify that the wool hat will keep your head

the warmest when it is cold outside (Card 1a); and • is able to identify that the insulated cooler will best keep

ice from melting (Card 2c).


2



10

ACTIVITY 3 Essence Statement: CTAS-MS-PS3-3 Test a device that either minimizes or maximizes heat energy transfer.* Core Extension 3: When shown a visual representation of a fair test, select the item that shows the loss of heat energy minimized. (CTAS-MS-PS3-3) Teacher Notes: Collect the following resources for this activity:

• Activity 3 Resource 1: Cup Investigation Data Table Poster • Activity 3 Resource 2: Cards 2a – 2c

o Card 2a – glass cup o Card 2b – paper cup o Card 2c – foam cup

• Activity 3 Resource 3: Sentence Strips 3a – 3c o Sentence Strip 3a – warmest in foam cup o Sentence Strip 3b – warmest in paper cup o Sentence Strip 3c – warmest in glass cup

Steps to Follow: 1. Say, “In this activity, we are going to discuss the results of an investigation.” 2. Say, “A student wants to investigate which type of cup best keeps hot chocolate warm. The

student tests a glass cup, a paper cup, and a foam cup. The student adds the same amount of hot chocolate to the glass cup, the paper cup, and the foam cup. The student measures the temperature of the hot chocolate in each type of cup at the start of the investigation and after 30 minutes.”

3. Display Resource 1: Cup Investigation Data Table Poster for the student. 4. Indicate Resource 1 and say, “The student records the results of their investigation in this data

table titled ‘Cup Investigation’ (indicate title). The student measures the temperature of the hot chocolate in each cup (indicate ‘Temperature of the Hot Chocolate’ table heading): a glass cup (indicate ‘Glass Cup’), a paper cup (indicate ‘Paper Cup’), and a foam cup (indicate ‘Foam Cup’). The student records the temperature of the hot chocolate in each cup at the start of the investigation and again after 30 minutes (indicate ‘Time’ column). At the start of the investigation (indicate ‘Start [0 Minutes]’ in the ‘Time’ column), the hot chocolate is 150 degrees in the glass cup, 150 degrees in the paper cup, and 150 degrees in the foam cup. After 30 minutes (indicate ‘After 30 Minutes’ in the ‘Time’ column), the hot chocolate is 70 degrees in the glass cup, 75 degrees in the paper cup, and 100 degrees in the foam cup.”

5. Ask the student, “Which type of cup keeps the hot chocolate the warmest?” 6. Provide Resource 2: Card 2a – 2c to the student. Indicate and read each Card.

a. Card 2a – “glass cup” b. Card 2b – “paper cup” c. Card 2c – “foam cup”


8. Indicate Card 2c and say, “The foam cup keeps the hot chocolate the warmest throughout the investigation.”

9. Say, “Based on the result this investigation, we can claim that foam cups are best for keeping hot drinks hot.”



11

10. Ask the student, “How do the results from the investigation support this claim?” 11. Provide Resource 3: Sentence Strips 3a – 3c to the student. Indicate and read each Sentence

Strip. a. Sentence Strip 3a – “The hot chocolate was the warmest in the foam cup after 30

minutes.” b. Sentence Strip 3b – “The hot chocolate was the warmest in the paper cup after 30

minutes.” c. Sentence Strip 3c – “The hot chocolate was the warmest in the glass cup after 30

minutes.” 12. Allow student to respond and record response. 13. Indicate Sentence Strip 3a and say, “The hot chocolate was the warmest in the foam cup after

30 minutes.” 14. Say, “We are now finished with this activity.”


1. Which type of cup keeps the hot chocolate the warmest? a. Card 2c – Foam Cup

2. How do the results from the investigation support this claim? a. Sentence Strip 3a – The hot chocolate was the warmest in the foam cup after 30

minutes. Content Guidance Rating Score


OR • is unable to identify the type of cup that keeps the hot

chocolate the warmest (Card 2c); and • is unable to describe how the results from the

investigation support the claim (Sentence Strip 3a).


0



12

Student… • is able to identify the type of cup that keeps the hot

chocolate the warmest (Card 2c); and • is unable to describe how the results from the

investigation support the claim (Sentence Strip 3a). OR

• is unable to identify the type of cup that keeps the hot chocolate the warmest (Card 2c); and

• after scaffolding, is able to describe how the results from the investigation support the claim (Sentence Strip 3a).

Scaffold: After student makes first incorrect attempt, indicate Card 2c and say, “The foam cup keeps the hot chocolate the warmest throughout the investigation (indicate Card 2c).” Say, “Based on these results, we can claim that foam cups are best for keeping hot drinks hot.” Ask the student, “How do the results from the investigation support this claim?” Provide Resource 3: Sentence Strips 3a – 3c to the student. Indicate and read each Sentence Strip. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify the type of cup that keeps the hot

chocolate the warmest (Card 2c); and • is able to describe how the results from the investigation

support the claim (Sentence Strip 3a).


2



13

ACTIVITY 4 Essence Statements: CTAS-MS-PS3-3 Test a device that either minimizes or maximizes heat energy transfer.* Core Extension 4: Suggest an improvement to a device to further minimize heat energy transfer. (CTAS-MS-PS3-3) Teacher Notes: Collect the following resources for this activity:

• Activity 4 Resource 1: Foam Cup Poster • Activity 4 Resource 2: Strips 2a – 2c

o Strip 2a – color o Strip 2b – straw o Strip 2c – lid

• Activity 4 Resource 3: Sentence Strips 3a – 3c o Sentence Strip 3a – heat longer o Sentence Strip 3b – taste better o Sentence Strip 3c – colder

Steps to Follow: 1. Say, “In this activity, we are going to talk about the design of a foam cup.” 2. Display Resource 1: Foam Cup Poster for the student. 3. Indicate Resource 1 and say, “We are going to talk about how we can make the design of this

foam cup better.” 4. Ask the student, “How can we change the foam cup to make the cup better at keeping the hot

chocolate warm?” 5. Provide Resource 2: Strips 2a – 2c to the student. Indicate and read each Strip.

a. Strip 2a – “color the cup with a marker” b. Strip 2b – “put a straw in the cup” c. Strip 2c – “add a lid to the cup”


7. Indicate Strip 2c and say, “When you add a lid to the cup, it will make the cup better at keeping the hot chocolate warm.”

8. Ask the student, “Why will adding a lid to the cup help keep the hot chocolate warm?” 9. Provide Resource 3: Sentence Strips 3a – 3c to the student. Indicate and read each Sentence

Strip. d. Sentence Strip 3a – “The lid will keep the heat in the hot chocolate longer.” e. Sentence Strip 3b – “The lid will make the hot chocolate taste better.” f. Sentence Strip 3c – “The lid will make the hot chocolate colder.”

10. Allow student to respond and record response. 11. Indicate Sentence Strip 3a and say, “Adding a lid to the cup will keep the heat in the hot

chocolate longer.” 12. Say, “We are now finished with this activity.”



14


1. How can we change the foam cup to make the cup better at keeping the hot chocolate warm? a. Strip 2c – add a lid to the cup

2. Why will adding a lid to the cup help keep the hot chocolate warm? a. Sentence Strip 3a – The lid will keep the heat in the hot chocolate longer.



• is unable to identify one way that we can change the design of the cup to make the cup better at keeping the hot chocolate warm (Strip 2c); and

• is unable to describe why adding a lid to the cup will help keep the hot chocolate warm (Sentence Strip 3a).


0

Student… • is able to identify one way that we can change the

design of the cup to make the cup better at keeping the hot chocolate warm (Strip 2c); and

• is unable to describe why adding a lid to the cup will help keep the hot chocolate warm (Sentence Strip 3a).

OR • is unable to identify one way that we can change the


• after scaffolding, is able to describe why adding a lid to the cup will help keep the hot chocolate warm (Sentence Strip 3a).

Scaffold: After student makes first incorrect attempt, indicate Strip 2c and say, “When you add a lid to the cup, it will make the cup better at keeping the hot chocolate warm (indicate Strip 2c).” Ask the student, “Why will adding a lid to the cup help keep the hot chocolate warm?” Provide Resource 3: Sentence Strips 3a – 3c to the student. Indicate and read each Sentence Strip. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify one way that we can change the


• is able to describe why adding a lid to the cup will help keep the hot chocolate warm (Sentence Strip 3a).


2



15

ACTIVITY 5 Essence Statement: CTAS-MS-PS3-5 Make and support a claim about the transfer of energy (kinetic energy) between two objects. Core Extension 5: When provided examples of energy being used, identify kinetic energy as energy of motion. (CTAS-MS-PS3-5) Teacher Notes: Collect the following resources for this activity:

• Activity 5 Resource 1: Cards 1a – 1c o Card 1a – stove o Card 1b – vase o Card 1c – girl

• Activity 5 Resource 2: Cards 2a – 2c o Card 2a – car o Card 2b – dog o Card 2c – picture

Steps to Follow: 1. Say, “In this activity, we are going to talk about different forms of energy.” 2. Say, “Heat energy is only one type of energy. There are other types of energy including sound,

light, and energy of motion. Energy of motion is also called kinetic energy. I am going to show you pictures of different types of energy being used.”

3. Ask the student, “Energy of motion is kinetic energy. Which picture shows an example of kinetic energy?”

4. Provide Resource 1: Cards 1a – 1c to the student. Indicate and read each Card. a. Card 1a – “stove turned on” b. Card 1b – “vase on a shelf” c. Card 1c – “girl running on a track”


6. Indicate Card 1c and say, “The picture of the girl running on a track shows an example of kinetic energy.”

7. Ask the student, “Energy of motion is kinetic energy. Which is another picture that shows an example of kinetic energy?”

8. Provide Resource 2: Cards 2a – 2c to the student. Indicate and read each Card. a. Card 2a – “car rolling down a hill” b. Card 2b – “dog sitting on a sidewalk” c. Card 2c – “picture hanging on a wall”

9. Allow student to respond and record response. 10. Indicate Card 2a and say, “The picture of the car rolling down a hill shows an example of kinetic

energy.” 11. Say, “We are now finished with this activity.”



16


1. Energy of motion is kinetic energy. Which picture shows an example of kinetic energy? a. Card 1c – girl running on a track

2. Energy of motion is kinetic energy. Which is another picture that shows an example of kinetic energy?

a. Card 2a – car rolling down a hill Content Guidance Rating Score


OR • is unable to identify either picture that shows an

example of kinetic energy (Card 1c or Card 2a).


0

Student… • with or without scaffolding, is able to identify one

picture that shows an example of kinetic energy (Card 1c or Card 2a).

Scaffold: After student makes first incorrect attempt, indicate Card 1c and say, “The picture of the girl running shows kinetic energy being used (indicate Card 1c).” Ask the student, “Energy of motion is kinetic energy. Which is another picture that shows an example of kinetic energy?” Provide Resource 2: Cards 2a – 2c to the student. Indicate and read each Card. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify both pictures that show an example

of kinetic energy (Card 1c and Card 2a).


2



17

ACTIVITY 6 Essence Statement: CTAS-MS-PS3-5 Make and support a claim about the transfer of energy (kinetic energy) between two objects. Core Extension 6: Support a claim using provided materials that kinetic energy (energy of motion) can be changed into other forms of energy (e.g., heat, sound). (CTAS-MS-PS3-5) Teacher Notes: Collect the following resources for this activity:

• Activity 6 Resource 1: Sentence Strips 1a – 1d o Sentence Strip 1a – rubbing hands o Sentence Strip 1b – pushing car o Sentence Strip 1c – hitting triangle o Sentence Strip 1d – stirring mix

Steps to Follow: 1. Say, “In this activity, we are going to talk about how one form of energy can transfer into

another form of energy.” 2. Say, “Kinetic energy (energy of motion) can transfer into heat energy and can also transfer into

sound energy.” 3. Ask the student, “Which is an example of kinetic energy (energy of motion) transferring into

heat energy?” 4. Provide Resource 1: Sentence Strips 1a – 1d to the student. Indicate and read each Sentence

Strip. a. Sentence Strip 1a – “Rubbing two hands together makes them warm.” b. Sentence Strip 1b – “Pushing a toy car down a hill makes it move.” c. Sentence Strip 1c – “Hitting a triangle with a metal rod makes it ring.” d. Sentence Strip 1d – “Stirring drink mix into water makes it colorful.”


6. Indicate Sentence Strip 1a and say, “Rubbing two hands together is kinetic energy. When you rub your hands together is makes them warm. Heat is another form of energy.”

7. Ask the student, “Which is an example of kinetic energy (energy of motion) transferring into sound energy?”

8. Provide remaining Resource 1: Sentence Strips 1b – 1d to the student. Indicate and read each remaining Sentence Strip.

a. Sentence Strip 1b – “Pushing a toy car down a hill makes it move.” b. Sentence Strip 1c – “Hitting a triangle with a metal rod makes it ring.” c. Sentence Strip 1d – “Stirring drink mix into water makes it colorful.”

9. Allow student to respond and record response. 10. Indicate Sentence Strip 1c and say, “Hitting a triangle with a metal rod is kinetic energy. This

motion makes the triangle ring. Sound is another form of energy.” 11. Say, “We are now finished with this activity.”



18


1. Which is an example of kinetic energy (energy of motion) transferring into heat energy? a. Sentence Strip 1a - Rubbing two hands together makes them warm.

2. Which is an example of kinetic energy (energy of motion) transferring into sound energy? a. Sentence Strip 1c – Hitting a triangle with a metal rod makes it ring.


• gives NO response. AND

• is unable to identify an example of kinetic energy transferring into heat energy (Sentence Strip 1a); and

• is unable to identify an example of kinetic energy transferring into sound energy (Sentence Strip 1c).


0

Student… • is able to identify an example of kinetic

energy transferring into heat energy (Sentence Strip 1a); and

• is unable to identify an example of kinetic energy transferring into sound energy (Sentence Strip 1c).

OR • is unable to identify an example of kinetic

energy transferring into heat energy (Sentence Strip 1a); and

• after scaffolding, is able to identify an example of kinetic energy transferring into sound energy (Sentence Strip 1c).

Scaffold: After student makes first incorrect attempt, indicate Sentence Strip 1a and say, “Kinetic energy can transfer into heat energy. Rubbing your hands together is a motion which warms your hands up, which is heat energy (indicate Sentence Strip 1a).” Ask the student, “Which is an example of kinetic energy (energy of motion) transferring into sound energy?” Provide remaining Resource 1: Sentence Strips 1b – 1d to the student. Indicate and read each remaining Sentence Strip. After the student responds, say, “We are now finished with this activity.”


1



19

Student… • is able to identify an example of kinetic

energy transferring into heat energy (Sentence strip 1a); and

• is able to identify an example of kinetic energy transferring into sound energy (Sentence Strip 1c).


2

Form 2 Grade 8 Performance Tasks · Grade 8 NGSS Standard Performance Expectations Connecticut...

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Transcript of Form 2 Grade 8 Performance Tasks · Grade 8 NGSS Standard Performance Expectations Connecticut...