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Classroom Assessment Design HO1 Classroom Assessment Design Design What is it? How does NGSS help me How do I use it? Guidelines think about it? Performance • States what Reminds me that PEs Expectaons students should integrate the three Tool 1 know and be able to dimensions: SEPs, DCIs, CCCs do. Evidence of • Specificaons for Helps me describe an Learning the evidence that assessment(s) that integrates Tool 2 Provide the Specificaons students have the three dimensions within foundation for achieved and/or the PE(s). the assessment surpassed the PE. task The evidence is obtained through observaons of students and/or student work products. Assessment • The Assessment Task requires students to Task and demonstrate that they have achieved and/or Tool 5 Rubric surpassed the PEs by performing or producing student work aligned to the Evidence of Learning Specificaons Copyright © AMNH 2016 Page 1 Five Tools and Processes for NGSS Tool 2 HO2 Tool 1 Template Example – Unit Blueprint for MS-LS2 (Ecosystems: Interactions, Energy, and Dynamics) Instructional Sequence 1 Instructional Sequence 2 Instructional Sequence 3 Instructional Sequence 4 Instructional Sequence 5 Performance Expectation MS-LS2-2 Performance Expectation MS-LS2-3 Performance Expectation MS-LS2-1 Performance Expectation MS-LS2-4 Performance Expectation MS-LS2-5 Construct an explanation that predicts patterns of Develop a model to describe the cycling of matter and Analyze and interpret data to provide evidence for Construct an argument supported by empirical Evaluate competing design solutions for maintaining interactions among organisms across multiple flow of energy among living and non-living parts of an the effects of resources availability on organisms and evidence that changes to physical or biological biodiversity and ecosystems services.* ecosystems ecosystem. populations of organisms in an ecosystem. components of an ecosystem affect populations. Clarification Statement: Examples of ecosystem services Clarification Statement: Emphasis is on predicting Clarification Statement: Emphasis is on describing the Clarification Statement: Emphasis is on cause and Clarification Statement: Emphasis is on recognizing could include water purification, nutrient recycling, and consistent patterns of interactions in different conservation of matter and flow of energy into and out of effect relationships between resources and the growth patterns in data and making warranted inferences about prevention of soil erosion. Examples of design solution ecosystems in terms of the relationships among and various ecosystems and on defining the boundaries of the of individual organisms and the numbers of organisms changes in populations and on evaluating empirical constraints could include scientific, economic, and social between organisms and abiotic components of system. in ecosystems during periods of abundant and scarce evidence supporting arguments about changes to considerations. ecosystems. Examples of types of interactions could resources. ecosystems. include competitive, predatory, and mutually beneficial. Assessment Boundary: Assessment does not include the *This performance expectation integrates traditional use of chemical reactions to describe the processes. science content with engineering through a practice or disciplinary core idea. Performance Expectation MS-ESS3-4 Performance Expectation MS-PS1-5 Performance Expectation MS-ESS3-4 Performance Expectation MS-LS2-1 Performance Expectation MS-ESS3-3 Construct an argument supported by evidence for how Develop and use a model to describe how the total Construct an argument supported by evidence for Analyze and interpret data to provide evidence for the Apply scientific principles to design a method for increases in human population and per-capita number of atoms does not change in a chemical reaction how increases in human population and per-capita effects of resources availability on organisms and monitoring and minimizing a human impact on the consumption of natural resources impact Earth’s and thus mass is conserved. consumption of natural resources impact Earth’s populations of organisms in an ecosystem. environment.* systems. systems. Clarification Statement: Emphasis is on law of Clarification Statement: Emphasis is on cause and effect Clarification Statement: Examples of the design process Clarification Statement: Examples of evidence include conservation of matter and on physical models or Clarification Statement: Examples of evidence include relationships between resources and the growth of include examining human environmental impacts, grade-appropriate databases on human populations and drawings, including digital forms that represent atoms. grade-appropriate databases on human populations individual organisms and the numbers of organisms in assessing the kinds of solutions that are feasible, and the rates of consumption of food and natural resources and the rates of consumption of food and natural ecosystems during periods of abundant and scarce designing and evaluating solutions that could reduce that (such as freshwater, mineral, and energy). Examples of Assessment Boundary: Assessment does not include the resources (such as freshwater, mineral, and energy). resources. impact. Examples of human impacts can include water impacts can include changes to the appearance, use of atomic masses, balancing symbolic equations, or Examples of impacts can include changes to the usage (such as the withdrawal of water from streams and composition, and structure of Earth’s systems as well as intermolecular forces. appearance, composition, and structure of Earth’s aquifers or the construction of dams and levees), land the rates at which they change. The consequences of systems as well as the rates at which they change. The usage (such as urban development, agriculture, or the increases in human populations and consumption of consequences of increases in human populations and removal of wetlands), and pollution (such as of the air, natural resources are described by science, but science consumption of natural resources are described by water, or land). does not make the decisions for the actions society science, but science does not make the decisions for *This performance expectation integrates traditional science content with takes. the actions society takes. engineering through a practice or disciplinary core idea. Performance Expectation MS-ESS2-1 Performance Expectation MS-ESS3-4 Develop a model to describe the cycling of Earth’s Construct an argument supported by evidence for how materials and the flow of energy that drives this process. increases in human population and per-capita consumption of natural resources impact Earth’s Clarification Statement: Emphasis is on the processes of systems. melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and Clarification Statement: Examples of evidence include rocks through the cycling of Earth’s materials. grade-appropriate databases on human populations and the rates of consumption of food and natural resources Assessment Boundary: Assessment does not include the (such as freshwater, mineral, and energy). Examples of identification and naming of minerals. impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes. Copyright © AMNH 2016 Page 2 Five Tools and Processes for NGSS Tool 2 HO2 Instructional Sequence 1 Instructional Sequence 2 Instructional Sequence 3 Instructional Sequence 4 Instructional Sequence 5 MS LS2: Ecosystems: Interactions, Energy, and MS LS2: Ecosystems: Interactions, Energy, and Dynamics MS LS2: Ecosystems: Interactions, Energy, and MS LS2: Ecosystems: Interactions, Energy, and MS LS2: Ecosystems: Interactions, Energy, and Dynamics Dynamics LS2.B: Cycle of Matter and Energy Transfer in Ecosystems Dynamics Dynamics LS2.C: Ecosystem Dynamics, Functioning, and Resilience LS2.A: Interdependent Relationships in Ecosystems LS2.A: Interdependent Relationships in Ecosystems LS2.C: Ecosystem Dynamics, Functioning, and Resilience Food webs are models that demonstrate how matter and Biodiversity describes the variety of species found in Predatory interactions may reduce the number of energy are transferred between producers, consumers, Organisms, and populations of organisms, are Ecosystems are dynamic in nature; their characteristics Earth’s terrestrial and oceanic ecosystems. The organisms or eliminate whole populations of organisms. and decomposers as the three groups interact within an dependent on their environmental interactions both can vary over time. Disruptions to any physical or completeness or integrity of an ecosystem’s biodiversity is Mutually beneficial interactions, in contrast, may ecosystem. Transfers of matter into and out of the with other living things and with non-living factors. biological component of an ecosystem can lead to shifts often used as a measure of its health. (MS-LS2-5) become so interdependent that each organism requires physical environment occur at every level. Decomposers (MS-LS2-1) in all its populations. (MS-LS2-4) the other for survival. Although the species involved in recycle nutrients from dead plant or animal matter back these competitive, predatory, and mutually beneficial to the soil in terrestrial environments or to the water in interactions
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