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Example 1: No evidence of the standard. |
Example 2: Some evidence of the standard. |
Example 3: Obvious evidence of the standard. |
Indicator: Students... |
Follow a teacher-provided link to http://www.nzfrogs.org/ Amphibian+Extinction+Crisis.htm, read the article, and answer questions on a worksheet about amphibian extinction. |
Are introduced to the web site http://www.iucnredlist.org/. Using the IUCN database, student teams create a class summary of types and locations of endangered species. |
Based on their readings about amphibian extinction and on information from environmental databases, students evaluate a local wetland for threats to native frogs. |
a. Plan strategies to guide inquiry. |
Rating: Absent. The information and its use are dictated by the teacher. |
Rating: Addressed. The information source was dictated, but IUCN database searches require some planning. |
Rating: Addressed or met. Even if the teacher does extensive scaffolding, the complex assignment models real-world inquiry. |
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. |
Rating: Depends on the nature of the worksheet. If the assignment is mainly note-taking, then Indicator 3b is absent. If the worksheet require synthesis of the article with other information’s, then the indicator is addressed. |
Rating: Addressed. The task is explicitly to organize complex information. Additional information sources may be necessary for some students to understand terminology in the database. |
Rating: Addressed or met, depending on information sources and use. The 3b indicators are explicit in the assignment. |
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. |
Rating: Absent. The information and the medium are dictated by the teacher. |
Rating: Absent, unless students are encouraged to select and use additional tools. |
Rating: Addressed or met, depending on the level of scaffolding provided by the teacher. |
d. Process data and report results. |
Rating: Absent. The indicator could be addressed or even met if the reading provided a data set for analysis. This particular article, however is an overview of amphibian extinction issues. |
Rating. More or less addressed, depending on the sophistication of the reports students are expected to produce.. |
Rating: Addressed or met. A wide range of processing and reporting would be possible. |