Science Assessment System Through Course Task Seed Dispersal Grade Level: 2 Phenomena: Seed structures support dispersal Science & Engineering Practices: Analyzing and interpreting Data Constructing Explanations and Designing Solutions Crosscutting Concepts: Cause and Effect Structure and Function Designed and revised by Kentucky Department of Education staff in collaboration with teachers from Kentucky schools and districts. This work is licensed under a Creative Commons Attribution-NonCommercial- NoDerivatives 4.0 International License.
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Science Assessment System Through Course Task · Seed Dispersal Task Annotation – Revised Summer 2017 1 . Seed Dispersal Task Annotation . After . analyzing data. related to the
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Science Assessment System Through Course Task
Seed Dispersal
Grade Level: 2
Phenomena: Seed structures support dispersal
Science & Engineering Practices: Analyzing and interpreting Data
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Cause and Effect
Structure and Function
Designed and revised by Kentucky Department of Education staff
in collaboration with teachers from Kentucky schools and districts.
This work is licensed under a Creative Commons Attribution-NonCommercial-
Preparing to implement Through Course Tasks in the Classroom
What is a TCT?
● TCTs are 3-dimensional tasks specifically designed to get evidence of student competency in two dimensions, Science and Engineering Processes (SEPs) and Crosscutting Concepts (CCC), untethered from Performance Expectations (PEs)/standards. Tasks are sense-making experiences.
● Tasks are to be used formatively. The goal is for both students and teachers to understand areas of strength and improvement for the SEP(s) and CCC assessed within the task.
How do I facilitate a Through Course Task (TCT)?
● TCT facilitation is a collaborative process in which teacher teams calibrate understanding of the expectations of the task and refine strategies to be used during task facilitation.
Before the task:
1. Complete the TCT as a learner – compare understanding of task through the lens of success criteria (identified in the task) in order to understand expectations. Success criteria include:
▪ What is this task designed to get evidence of? ▪ What is the task asking the students to do? ▪ What might a student response look like?
2. Identify the phenomenon within the task. Consult resources to assure teacher teams have a deep understanding of associated science concepts.
3. Collaborate to generate, review and refine feedback questions during facilitation. 4. Identify potential “trouble spots” and plan for possible misconceptions.
During the task:
5. Collect defensible evidence of each student’s competencies in 3-dimensional sense-making for the task.
6. Ask appropriate feedback questions to support student access and engagement with the task in order to elicit accurate evidence of student capacities.
After the task:
7. Reflect on the task as a collaborative team. 8. Review student work samples to identify areas of strength and areas of need. 9. Determine/plan next steps to move 3-D sense making forward through the
strengthening of the use of SEPs and CCCs.
Using the materials included in this packet:
● Task Annotation: ○ The task annotation is a teacher guide for using the task in the classroom. Additionally,
the annotation gives insight into the thinking of developers and the task overall.
○ Each task has science and engineering practices, disciplinary core ideas, and crosscutting concepts designated with both color and text style:
● experience reading diagrams - small grain detail are important in the corresponding diagram (i.e. birds flying, dog in one yard,
info related to normal wind direction)
● ability to make comparisons
● experience providing explanations based on scientific reasoning (very basic scientific explanations at this grade)
● prior experience identifying cause and effect relationships
Ideas for setting up the task with students
Prior to engagement in this task, teachers could provide experiences for students so that they would have some information on how
a seed moves away from the parent plant to survive, such as the optional card sort. Students worked in small groups to sort seed
picture cards according to the way that particular seed may travel in the natural world. Students were given multiple copies of the
seed pictures because some seeds fit in more than one category. After working in groups, students came together whole group to
create a 3-column organizer to record findings. Misconceptions related to seed structure and dispersal methods were clarified at this
point through group discussion and research. One misconception was that birds eat sunflower seeds that are then deposited
through their droppings. Although a sunflower seed could very likely be dropped from a bird's beak, if it were to be eaten by the
bird, the 'poop' would contain the remains of the hull and any fiber left from the embryo. The carbohydrates and fat in the
cotyledon would have been digested for energy and the embryo certainly crushed. The same is not true for blackberries. Their seeds
can survive through the digestive system.
It is recommended that students are provided opportunities to observe real seeds. Students should be made aware that all seeds
may not take root even though they travel to a new location. Seed structure does not ensure seed germination or plant growth. Not
all seeds will behave the same under different environmental conditions.
Even though the pictures provided will help students visualize different seed structures, it would benefit students to go on a “Sock
Walk” or collect seeds from previously “Sock Walks” to observe seeds from the real world.
Sock Walk Activity Students are asked to bring socks from home. Athletic tube socks work best. It’s a good idea to have extra socks for students who do not
have or forget to bring socks. Students will put a sock on over their shoe and go on a nature walk around the schoolyard or through a