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Two Level 4 Responses to a prompt/synthesis of concepts related to "the Tragedy of the Commons" (AP Environmental Science)

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Two Level 4 Responses to a prompt/synthesis of concepts related to "the Tragedy of the Commons" (AP Environmental Science)

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by Margi Shaw

Students were asked to conduct research on the Colorado River Compact and compose a short essay (three [3] paragraph minimum) that synthesizes the economic, environmental, and social/cultural impacts of overusing freshwater in the Colorado River Basin (watershed). They needed to provide cited evidence for their claims and reasoning for the following criteria:

Describe the availability of water in the Colorado River Basin (watershed) [i.e., groundwater versus surface water].

Explain how humans use and divert water for many competing purposes in the Colorado River Basin (watershed).

Include your own perspective on how people should use water in the southwestern U.S. moving forward.

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Students were encouraged to use their previous work under under the topic to inform their responses. They were also encouraged to look for and use supplemental sources.

Here is the rubric used for scoring: https://docs.google.com/document/d/13CW5TiateeAahdm8HEtOGVgVsrvjRjFOm1rwWWB1O3s/edit?usp=drive_web&authuser=0

Two examples of Level 4 work for this project are included here:

By Debanny Cota https://docs.google.com/document/d/1yhgO_s4ikjvzfIu5BoBsBRNOdVuKDsLypNFKEz-8-FY/edit?usp=sharing

By Francisco Murrieta Rios https://docs.google.com/document/d/1h7HHnyMLAjm3LWMS5tm6SaMoM95eIDRoiCLDTeLH8jg/edit?usp=sharing

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Example 1
For checks for understanding, students are able to pick the level of difficulty or the level of support.  If a student can answer a more challenging question that requires application of learning without any additional supports, then they earn a 4.  If a student cannot, then they are guided to a proficient-level question, or even a basics-level question.  If a student needs support, I allow them to use their notes, lowering their possible score to a 2, or if they need hints from the teacher, it lowers their score to a 1.

Example 2
On exams, if students can successfully answer 80% of the level 4 questions, they earn a 4.  These questions usually encompass level 3 and level 2 criteria, so students don't also have to answer those questions.  For example, a combo problem in physics requires students to break down a scenario into distinct parts, then identify the physics principle of each part, set up the problem for each part, then solve.  A level two problem would be to either set up a problem, or solve a problem that is already set-up.  A level three problem would be solving problems that consist of just one physics principle.

Example 3
Cumulative projects. Students must apply a deep level of understanding to create a model of transfer of energy, then use that model to explain an analogous example of transfer of energy. Students should have audience in mind - K-12 students and their families at the district STEAM Night. They will make their projects engaging and interactive. Students also create success criteria for their projects so their work measures up to their own standards.

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Vaishali Shukla

Pre-Ap Algebra, Lesson: Introducing Quadratic Functions

For level 3, my students are exploring through the group discussion and activities and developing formulas.

In the first part of this lesson, students examine an image of a staircase built a  LEGO bricks and explore the resulting quadratic sequence. This part of the lesson establishes for students the definition of a quadratic sequence. To begin, display the following figure for the whole class, and ask students to observe the image and look for patterns. Then, present them with the scenario.

In the second part of this lesson for Level 4, students work with a partner on the Snake problem. See Handout 3.1.A: Playing Snake for the student task. I have been asked to design round 3. To make this the most challenging round, I asked students, what would you tell the snake to do every time it eats?

In the third part, Summary and Practice Students have an opportunity to explore several more sequences to determine if they are arithmetic, quadratic, or neither.

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At this time, US History in the planning phases of our level 4 exams based on the work we have completed with TLA.

However, we have decided that we be giving two types of exams next year in which students can earn a level 4.  We will offer a multiple choice assessment and a writing assessment.

In the case of the multiple choice test, a student must get a minimum of 19 out of 20 in order to reach a level 4.

As for the written assessment.  In order for a student to demonstrate a level 4, the assessment must be taken without notes (notes are permitted otherwise).

This is in the planning phases, but this is what we are focusing on.

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by Nely Martinez
In one of the lessons in Algebra, we were working on exponential growth. An example of exponetial growth would be compound interest, where saved money earns interest at different rates, depending on the bank and other factors. Then we made the connection to credit cards and how this is the same but the company is the one making the money, not the people.
For a level 4 task on this lesson, I would have students pick one of the following:
1. The challenge questions that is included in the book.
2. Online research for students to compare and contrast different credit cards. Students also get to choose how to present the information gathered.
3. The enrichment activities from our curriculum that includes interesting problems and activities that extend the concepts on the lesson.

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Final Project (Exam) Choices with rubrics.

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Example of Level 4- Use proficiency scale

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Example of Level 4- Use proficiency scale

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By Meg Padilla
In this example, I have used the proficiency scale for a 7th grade ELA standard (7.RI.1) to help plan the lesson content and activities students will use to learn and demonstrate their learning. To do this, I made a copy of the proficiency scale and inserted a column to the right to detail the student lessons and activities that students will use to learn and/or demonstrate their learning. This would be shared with students. The assessment, which is in the Level 3 row, includes a rubric that will be used to evaluate student proficiency. The rubric has a description of what students need to do to demonstrate level 4.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Two examples of Level 4 work from a choice novel project in AP English Literature and Composition:

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Two examples of Level 4 work from a choice novel project in AP English Literature and Composition:

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by Loree Johnson
My students completed two projects of their choice when they read their choice novels. Here is the link to the assignment: Choice Novel Projects.

The two examples of student work I included here are examples of level 4 work for this proficiency scale: Skill Category 1: Explain the function of character.

Here is the proficiency scale:

AP English 4 SCV35 Proficiency Scale Skill Category 1

Here are the two examples of what I consider level 4 work:

This group (Ivanna Garcia, Ilian Islava, Erick Ramirez, Danitza Mendoza, and Moises Fonseca) chose the novel The Hate U Give by Angie Thomas and the project “What would the character do?” I thought they did a very sophisticated job of imagining what Starr, the main character, would do in a variety of situations.

Here is their project:

What would Starr do?

Another group (Lluvia Suarez, Aiden Roquet, Bryan Clark, and Hannah Munoz) chose the novel The Joy Luck Club by Amy Tan and the character Instagram project. I thought this was a very creative representation of An-Mei Hsu, one of the main characters in the novel.

An-mei Hsu Instagram Page

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by Wendy Noriega
I'll make this easy for you. Big Ideas has many questions entitled "Digging Deeper". The questions show higher level thinking skills. I think if students can answer 2 out of 3 of the Digging Deeper questions, they are showing an extended understanding of the standard.

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Hey Wendy, Thanks for reminding us that our resources can be very helpful. No need to reinvent the wheel!