PAAP Science Entry Slip
linked to Maine’s Accountability Standards, chapter 131
Please provide information required in this section.
AGLE
Student Name _______________________________
D
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
E.
Cells
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
AGLE: D
Level of Complexity: 4
Task Title: Our Solar System
Mathematics
Science
Indicator: 1
Task 1
Prior Knowledge and Skills Required
Student should be able to
1. understand the term “Sun,”
2. follow communicated safety precautions to observe the Sun safely, and
3. indicate the position of the Sun in the sky at three different times of day. Description of Task
Student describes the movement of the Sun across the sky after observations made from the same location at
different times of the day.
Description of Task
Student idenitifes location of the Sun at three different times of day. This task may be administered only to students in grade 5.
Directions for Task Administration
1. Prior to task administration, teacher identifies a spot where the student can observe the position of the Sun while
facing south. Teacher also chooses and gathers safety equipment for observing the Sun (see Safety Note below).
SAFETY NOTE: Looking directly at the Sun—even with dark sunglasses—can damage the eyes. View the Sun
directly only when using filters specifically designed for this purpose. NASA (http://sunearth.gsfc.nasa.
gov/eclipse/SEhelp/safety.html) recommends a number 14 welder’s glass, available through welding
supply outlets, or aluminized mylar, which can be cut with scissors and used with a viewing device. Avoid
experimenting with filters. The fact that the Sun appears dark in a filter or that you feel no discomfort does
not mean that the eyes are protected from Sun damage.
Note:
Choose a location outside the school building from which the student can observe the Sun three times during
the school day. Orient the student during each observation so he or she is facing south.
2. Teacher places page 3 work template on work space.
3. Teacher communicates to the student that they will be observing the Sun three times during the day from the same
location.
4. Teacher gives directions about how to observe the Sun to complete this task. Teacher communicates “Do not
look directly at the Sun. It can damage your eyes. Here is how we will observe the Sun in this task.” Teacher then
demonstrates the specific procedure and equipment to be used for observing the Sun.
5. Teacher/Student reads directions from page 3 work template.
6. Teacher checks for understanding of the directions.
7. Student observes the Sun just after arrival at school.
8. Student uses his or her most appropriate mode of communication to respond to Item 1 on page 3 work template.
9. Teacher/Student records student response on page 3 work template.
10. Repeat steps 4–9 for Items 2 and 3 on page 3 work template at the appropriate times of day.
Note: Teacher repeats the directions for observing the Sun before each observation.
Note: Student stands in the same spot at school facing south for all three observations.
11. Teacher/Student reads Item 4.
12. Student uses his or her most appropriate mode of communication to answer question.
13. Teacher corrects, then completes Task 1 Summary on page 4.
14. Teacher submits Task 1 Summary information through the online Task Bank.
Note: Observations in this task should be administered on the same day, if possible. Consecutive-day observations are
also acceptable. If several days or a weekend interrupt this task, the student will need to start the task over in
order to get accurate observations.
Responses Expected from Student
Student will provide the following responses:
1. To the left
2. Up
3. To the right
4. Language will vary. Sample response: The Sun moves across the sky (or from east to west).
2016-2017 PAAP Task Bank
Our Solar System
Page 2 of 7
Level of Complexity 4 – D1
1st Task
Student Name ___________________________________
Date _______________________
Our Solar System
Part 1: You will observe the Sun three times today. Indicate the position of the Sun during
each observation.
Student Response
Item
(Circle One)
1. Indicate the position of the Sun when
you arrived at school today.
To the right
To the left
Up
Down
2. Indicate the position of the Sun when
you ate lunch today.
To the right
To the left
Up
Down
To the right
To the left
Up
Down
3. Indicate the position of the Sun at the
end of the school day today.
Correct/
Incorrect
(Circle One)
C
(2 points)
C
C
Page 3 of 7
X
(2 points)
4. You observed the Sun three times today. What did you notice about the Sun over the course of
the day?
Our Solar System
X
(2 points)
Part 2: Answer the question below.
2016-2017 PAAP Task Bank
X
Level of Complexity 4 – D1
1st Task
Task 1 Summary
Task Summary information must be submitted through the online Task Bank.
Student Name ___________________________________
Date _______________________
Our Solar System
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)
X
(2 points)
Correct/
Incorrect
Data Key:
(Circle One)
3
C
4
C
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...
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
Our Solar System
Page 4 of 7
Level of Complexity 4 – D1
1st Task
PAAP Task Description
Reading
Writing
AGLE: D
Level of Complexity: 4
Task Title: Our Solar System
Mathematics
Science
Indicator: 1
Task 2
Prior Knowledge and Skills Required
Student should be able to
1. differentiate shapes (or phases) the Moon may have, including an almost all-black shape (new Moon), a crescent
shape, a half-Moon or semi-circular shape (first quarter and last quarter Moons), and a full circle shape (full
Moon),
2. observe the Moon from home, and
3. select a picture card that is similar to the shape of the Moon on the date the student observes the Moon.
Description of Task
Student identifies phases of the Moon on three different days. This task may be administered only to students in
grade 5.
Directions for Task Administration
1. Prior to task administration, teacher prints pictures from Extra Page 1, cuts them out, and chooses three days on
which the student is to observe the Moon from home.
Note: Teacher chooses dates so that student identifies three of the following phases of the Moon: a new Moon, a full
Moon, a quarter Moon (either first or last quarter), or a crescent Moon (either waxing or waning). To do this,
teacher can consult a Moon Phase Calendar (such as one of the following Web sites: http://aa.usno.navy.mil/
data/docs/MoonPhase.php or http://stardate.org/nightsky/moon/). The gibbous phases are not covered in this
task.
2. Teacher writes selected dates in column 1 on page 6 work template and circles in column 2 the phase of the
Moon indicated in the Moon Phase Calendar for each assigned date.
3. Teacher/Student reads directions from page 6 work template.
4. Teacher checks for understanding of the directions.
5. Student observes the Moon at home on the first assigned date.
6. The next day, the teacher places the four cutouts from Extra Page 1 on the work space and communicates to the
student “Choose the picture of the Moon that looks most like what you saw last night.”
Note: Student may wish to draw the Moon following the observation to help remember what he or she saw. On the
day following each observation, the student selects the picture of the Moon that looks most like what he or
she saw.
7. Student uses his or her most appropriate mode of communication to provide response.
Note: Student is to select only the shape of the Moon (no circle, full circle, half circle, or crescent). The correct
orientation of the shape is not required for full credit.
8. Teacher records student response on page 6 work template.
9. Repeat steps 5–8 for Items 2 and 3.
10. Teacher corrects, then completes Task 2 Summary on page 7.
11. Teacher submits Task 2 Summary information through the online Task Bank.
Responses Expected from Student
Responses will vary based on the dates assigned.
2016-2017 PAAP Task Bank
Our Solar System
Page 5 of 7
Level of Complexity 4 – D1
2nd Task
Student Name ___________________________________
Date _______________________
Our Solar System
Observe the Moon from home on each date listed in the chart below. Then choose the picture card
of the Moon that looks most like what you observed.
Actual Phase of the Moon
Date
1.
2.
3.
Student Response
(Circle the name of the phase of the Moon
on the assigned date.)
(Circle One)
A. New Moon
A. New Moon
B. Quarter Moon
B. Quarter Moon
C. Full Moon
C. Full Moon
D. Crescent Moon
D. Crescent Moon
A. New Moon
A. New Moon
B. Quarter Moon
B. Quarter Moon
C. Full Moon
C. Full Moon
D. Crescent Moon
D. Crescent Moon
A. New Moon
A. New Moon
B. Quarter Moon
B. Quarter Moon
C. Full Moon
C. Full Moon
D. Crescent Moon
D. Crescent Moon
2016-2017 PAAP Task Bank
Our Solar System
Page 6 of 7
Correct/
Incorrect
(Circle One)
C
X
(2 points)
C
X
(2 points)
C
X
(2 points)
Level of Complexity 4 – D1
2nd Task
Task 2 Summary
Task Summary information must be submitted through the online Task Bank.
Student Name ___________________________________
Date _______________________
Our Solar System
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
(Circle One)
1
C
2
C
3
Data Key:
2 of 6 = 33%
C = Correct
4 of 6 = 67%
X = Incorrect
6 of 6 = 100%
X
(2 points)
X
(2 points)
C
% Correct =
X
(2 points)
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
Our Solar System
Page 7 of 7
Level of Complexity 4 – D1
2nd Task
The Sun and the Moon
Cut out picture cards for use in Tasks 1 and 2.
A.
B.
C.
D.
2016-2017 PAAP Task Bank
Our Solar System
Extra Page 1 of 2
Level of Complexity 4 – D1
1st & 2nd Tasks
The Sun and the Moon
Teacher reference page for use in Tasks 1 and 2.
New Moon
Waxing Crescent Moon
The Moon is not visible.
The Moon is partly lit.
First Quarter Moon
Full Moon
One half of the Moon is lit.
The Moon appears as a full circle.
Last Quarter Moon
Waning Crescent Moon
One half of the Moon is lit.
The Moon is partly lit.
2016-2017 PAAP Task Bank
Our Solar System
Level of Complexity 4 – D1
Extra Page 2 of 2
1st & 2nd Tasks