PAAP
PAAP
Mathematics
Science Entry
Entry
Slip
Slip
linkedbased
to Maine’s
on NECAP
Accountability
Grade Level
Standards,
Expectations
chapter 131
Please provide information required in this section.
Student Name _______________________________
AGLE
E
Grade ______
Level of Complexity aligned to the student work for this AGLE:
Level of Complexity 1
Level of Complexity 2
Level of Complexity 3
Level of Complexity 4
Level of Complexity 5
Level of Complexity 6
Level of Complexity 7
Level of Complexity 8
Science
Universe and Solar System
Earth
D.
Matter and Energy
Force and Motion
Biodiversity
Ecosystems
Cells
E.
Heredity and Reproduction
Evolution
Content and design © 2011 Maine Department of Education. All rights reserved.
D1
D2
D3
D4
E1
E2
E3
E4
E5
PAAP Task Description
Reading
Writing
Mathematics
AGLE: E
Indicator: 5
Level of Complexity: 5
Task Title: Organisms Today and In the Past
Science
Task 1
Prior Knowledge and Skills Required
Student should be able to
1. understand the term “fossil” and
2. identify pictures as examples of fossils, as opposed to examples of living organisms.
Description of Task
Student identifies pictures of fossils. This task may be administered only to students in high school.
Directions for Task Administration
1. Prior to task administration, teacher prints task in color, and prints picture cards from Extra Page 1 in color and
cuts them out if needed.
Note: Description cards matching the picture cards are provided on Extra Page 2 for use in assessing students
needing visual support.
2. Teacher places page 3 work template on work space.
3. Student/Teacher reads directions from page 3 work template.
4. Teacher checks for understanding of the directions.
5. Teacher places picture card (if needed) for Item 1 on the work space.
6. Student/Teacher reads Item 1.
Note: For assessing students needing visual support, teacher reads the appropriate description card to student
before reading item.
7. Student uses his or her most appropriate mode of communication to answer question.
8. Student/Teacher records student response on page 3 work template.
9. Repeat steps 5–8 for Items 2–6 on pages 3–5 work templates.
10. Teacher corrects the responses, then completes the Task 1 Summary on page 6.
11. Teacher submits Task 1 Summary information through the online Task Bank.
Responses Expected from Student
Each item is worth 1 point. Student will provide the following responses:
1. yes
2. no
3. yes
4. yes
5. no
6. yes
2016-2017 PAAP Task Bank
Organisms Today and In the Past
Page 2 of 10
Level of Complexity 5 – E5
1st Task
Student Name ___________________________________
Date _______________________
Organisms Today and In the Past
Look at each picture below. Then mark the answer to the question that follows each picture.
1.
ammonite
Does this picture show a fossil?
yes
no
2.
bear
Does this picture show a fossil?
yes
2016-2017 PAAP Task Bank
no
Organisms Today and In the Past
Page 3 of 10
Level of Complexity 5 – E5
1st Task
Student Name ___________________________________
Date _______________________
Organisms Today and In the Past
3.
ancient bird
Does this picture show a fossil?
yes
no
4.
trilobite
Does this picture show a fossil?
yes
2016-2017 PAAP Task Bank
no
Organisms Today and In the Past
Page 4 of 10
Level of Complexity 5 – E5
1st Task
Student Name ___________________________________
Date _______________________
Organisms Today and In the Past
5.
crab
Does this picture show a fossil?
yes
no
6.
fish
Does this picture show a fossil?
yes
2016-2017 PAAP Task Bank
no
Organisms Today and In the Past
Page 5 of 10
Level of Complexity 5 – E5
1st Task
Task 1 Summary
Task Summary information must be submitted through the online Task Bank.
Student Name ___________________________________
Date _______________________
Organisms Today and In the Past
1. Determine the Level of Accuracy in the box below based on the corrected student work and Data Key.
Level of Accuracy
Item
Correct/
Incorrect
Item
(Circle One)
1
C
2
C
3
X
(1 point)
X
(1 point)
C
X
(1 point)
Correct/
Incorrect
(Circle One)
4
C
5
C
6
Data Key:
C = Correct
X = Incorrect
1 of 6 = 17%
2 of 6 = 33%
3 of 6 = 50%
4 of 6 = 67%
5 of 6 = 83%
6 of 6 = 100%
X
(1 point)
X
(1 point)
C
% Correct =
X
(1 point)
2. Determine the Level of Assistance in the box below.
Level of Assistance
Level of Assistance 1
Level of Assistance 2
Level of Assistance 3
Circle the type of assistance
from the list below.
Circle the type of assistance
from the list below.
Circle the type of assistance
from the list below.
• Modeling
• Demonstrating a response similar
to that desired
• Use of Option 2
• Limiting student’s response by
removing one option
• Asking clarifying questions
• Prompting
• Cueing
• Independent
• Encouragement
• Use of augmentative/alternative
communication
• Repeating directions
• Reacting to student
• Re-reading passage
• Reminding student to focus
• Other:
• Other:
• Other:
Note: If Student Work, Level of Accuracy box, and Level of Assistance box are not completed and
submitted together by Task, this Task will be UNSCORABLE. See PAAP Administration Handbook for
further ways that Tasks become UNSCORABLE.
Don’t Forget...
Task 1 is complete when:
• Task 1 items have been completed by student using his or her most appropriate mode of communication.
• Accompanying student work for Task 1 is accurately corrected.
• Task 1 Summary information has been submitted online.
Please go on.
2016-2017 PAAP Task Bank
Task 1 Summary
Organisms Today and In the Past
Page 6 of 10
Level of Complexity 5 – E5
1st Task
PAAP Task Description
Reading
Writing
Mathematics
AGLE: E
Indicator: 5
Level of Complexity: 5
Task Title: Organisms Today and In the Past
Science
Task 2
Prior Knowledge and Skills Required
Student should be able to
1. understand the terms “print,” “mold,” “cast,” “fossil,” and “past organism,”
2. follow the directions for making a plaster print and a clay cast of a seashell, and
3. explain how fossils can be used to help us understand the past.
Description of Task
Student makes a mold and a cast of a seashell and then explains how fossils form and how they can be used to
understand the past. This task may be administered only to students in high school.
Directions for Task Administration
1. Prior to task administration, teacher prints task in color.
2. Teacher places page 8 work template and the following materials on work space: two or more concave seashells,
petroleum jelly, one disposable container of mixed casting solution, and paper towels.
Note: This task calls for a casting solution. Plaster of Paris and other casting solutions are available at craft stores. Mix
the solution according to the directions on the package, preferably in a shallow disposable container (such as a pie
pan or plastic margarine container). After mixing the solution, tap the container on the desktop to remove any air
bubbles.
Note: This task also calls for modeling clay or play dough for Item 3 on page 9 work template.
3. Student/Teacher reads directions from page 8 work template.
4. Teacher checks for understanding of the directions.
Safety Note: Student should not prepare casting solution. Teacher should follow the directions on the package. In step 4,
student/teacher gently presses the seashell convex side down into the casting solution. If the student can press
the seashell without assistance, teacher first demonstrates how to gently press the seashell into the casting
solution.
5. Student/Teacher reads directions for Part 1.
6. Teacher checks for understanding of the directions.
7. Student/Teacher follows the directions for Part 1.
8. Teacher places page 9 work template and modeling clay or play dough on work space.
9. Student/Teacher reads directions for Part 2 on page 9 work template.
10. Teacher checks for understanding of the directions.
11. Student/Teacher reads Item 1.
12. Student uses his or her most appropriate mode of communication to answer question.
13. Student/Teacher records student response on page 9 work template.
14. Repeat steps 11–13 for Items 2–4 on page 9 work template.
Note: For Item 3, student/teacher presses clay into the plaster mold and gently removes the clay.
15. Teacher corrects the responses, then completes the Task 2 Summary on page 10.
16. Teacher submits Task 2 Summary information through the online Task Bank.
Responses Expected from Student
Each item in Part 2 is worth 2 points. Language will vary. Accept all reasonable responses.
Sample responses:
1. They are the same shape and size and have the same texture or raised pattern; where the seashell is raised, the print
is indented.
2. The print shows the shell’s shape, size, and texture; the print shows where the seashell is raised and indented.
3. The clay cast is a model of the seashell; it has bumps and indentations like those on the seashell.
4. Fossils can show us what past organisms looked like.
2016-2017 PAAP Task Bank
Organisms Today and In the Past
Page 7 of 10
Level of Complexity 5 – E5
2nd Task
Student Name ___________________________________
Date _______________________
Organisms Today and In the Past
A fossil is something left behind from an organism that died a long time ago. Some fossils are prints.
Like footprints, prints are impressions an organism made long ago. The prints became hard. Now
they are fossils.
Part 1: Make a print of a seashell. Follow the steps below using the materials your teacher gives you.
How to Make a Print
What you will need:
seashell
petroleum jelly
plaster in a container
paper towels
Directions:
1. Choose a seashell.
2. Cover the seashell with petroleum jelly.
3. Place the seashell on the surface of the plaster. Put the cupped surface facing up.
4. Gently press the seashell into the plaster. Do not press it under the plaster.
5. Let the plaster harden with the seashell in it.
6. Remove the seashell after the plaster has hardened.
2016-2017 PAAP Task Bank
Organisms Today and In the Past
Page 8 of 10
Level of Complexity 5 – E5
2nd Task
Student Name ___________________________________
Date _______________________
Organisms Today and In the Past
Part 2: Answer the questions below.
1. Compare the plaster with the seashell. How is the print that you made similar to the seashell?
2. What can you tell about the seashell from the print that you made?
3. Press clay into the print you made. Gently remove the clay. Some fossils are casts like the one you
have made with the clay. How is your clay cast like the seashell?
4. What can real fossils tell us about organisms that lived in the past?
2016-2017 PAAP Task Bank
Organisms Today and In the Past
Page 9 of 10
Level of Complexity 5 – E5
2nd Task
Task 2 Summary
Task Summary information must be submitted through the online Task Bank.
Student Name ___________________________________
Date _______________________
Organisms Today and In the Past
1. Determine the Level of Accuracy in the box below based on the corrected student work and Data Key.
Level of Accuracy
Item
Correct/
Incorrect
Item
(Circle One)
1
C
2
C
X
(2 points)
Correct/
Incorrect
Data Key:
(Circle One)
3
C
4
C
X
(2 points)
C = Correct
2 of 8 = 25%
4 of 8 = 50%
X = Incorrect
6 of 8 = 75%
8 of 8 = 100%
X
(2 points)
X
(2 points)
% Correct =
2. Determine the Level of Assistance in the box below.
Level of Assistance
Level of Assistance 1
Level of Assistance 2
Level of Assistance 3
Circle the type of assistance
from the list below.
Circle the type of assistance
from the list below.
Circle the type of assistance
from the list below.
• Modeling
• Demonstrating a response similar
to that desired
• Use of Option 2
• Limiting student’s response by
removing one option
• Asking clarifying questions
• Prompting
• Cueing
• Independent
• Encouragement
• Use of augmentative/alternative
communication
• Repeating directions
• Reacting to student
• Re-reading passage
• Reminding student to focus
• Other:
• Other:
• Other:
Note: If Student Work, Level of Accuracy box, and Level of Assistance box are not completed and
submitted together by Task, this Task will be UNSCORABLE. See PAAP Administration Handbook for
further ways that Tasks become UNSCORABLE.
Don’t Forget...
AGLE Entry is complete when:
• The top section of the Entry Slip has been completely filled out.
• Two Task Descriptions and Tasks 1 and 2 Summaries with student work accompany the Entry Slip.
• Student work is accurately corrected.
• Task 2 Summary information has been submitted online.
Stop. This AGLE Entry is complete.
2016-2017 PAAP Task Bank
Task 2 Summary
Organisms Today and In the Past
Page 10 of 10
Level of Complexity 5 – E5
2nd Task
Organisms Today and In the Past
Cut out picture cards for use with Task 1.
ammonite
bear
ancient bird
trilobite
crab
2016-2017 PAAP Task Bank
fish
Organisms Today and In the Past
Extra Page 1 of 2
Level of Complexity 5 – E5
1st Task
Organisms Today and In the Past
These descriptions match the picture cards for use with Task 1. The descriptions are provided for the
assessment of students needing visual support.
This picture shows a solid, coiled shell
that is part of a rock.
This picture shows a living bear
standing in grass.
ammonite
bear
This picture shows the print of a bird in
a rock.
This picture shows the print of an
animal called a trilobite in a rock.
ancient bird
trilobite
This picture shows a living crab.
This picture shows the print of a
fish in a rock.
crab
fish
2016-2017 PAAP Task Bank
Organisms Today and In the Past
Extra Page 2 of 2
Level of Complexity 5 – E5
1st Task