S2+Tingley,Erika+Joy

=Stage 2 - Determine Acceptable Evidence.=

•Interactive Diagram- Showing the transformation that occurs with energy. •Blog Entry- Telling the life of a molecule as it bonds in various ways. •Comic Life- Displaying information on colligative properties of solutions. •imovie- Video that talks about the structure of atoms and atomic structure in chemical properties. •Inspiration- Create a concept web showing all the factors that play a role in chemical reactions. || •An ongoing journal that can be submitted periodically •Weekly (non-graded) quizes || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: Your task is to explain the relationship between matter and energy as well as interactions at the atomic level through the medium of a website.**
 * Role: You are high school students who have been chosen along with other high school students across the country.**
 * Audience: The Disney innovations team is looking for high school students to create an interactive website that presents the ideas of matter and energy to other high school students and the public at large.**
 * Situation: The website that is created will be a part of an Epcot Innovations exhibit that allows students to explore using computers.**
 * Product/Presentation: The teams of students will develop a website that explains matter and energy relationships so that others can learn in an interactive way.**
 * Standards (Criteria from both rubrics - product and presentation): Website -Content 30%, Content Accuracy 20%, Interest 20%, Graphics 10%, Copyright 10%, Spelling and Grammar 10%, Oral Presentation - Content 40%, Comprehension 20%, Preparedness 10%, Enthusiasm 10%, Time 10%, Vocabulary 10%** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Song- Created using garage band to explain fusion and fission.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Responses at the end of each class

//**What understandings/goals will be assessed through this task?**// **(G)** • Matter has a structure and behaves a certain way || • Maine Learning Results: Science and Technology- D. Physical Science D3. Matter and Energy Grades 9 - Diploma ||
 * **Understanding** || **Goal (MLR)** ||
 * • There is a relationship between matter and energy

What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
 * **Big Ideas** || **Big Ideas** ||
 * •Matter || •Energy ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * You're high school has been selected, along with other schools across the country, to create a website for Disney's Epcot Innovations. The Innovations team is looking for an interactive website that can be displayed at Innovations for other high school students and the general public. The material must be accurate and clearly convey the interactions between matter and energy as well as show various aspects of matter at the atomic level. The website must be interesting in order to capture the attention of the Innovations team. At least one video as well as another interactive medium needs to be included. The best website will be selected and used at Innovations in Epcot, and the winning team will be flown to Disney world to present their product. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * •Website || •Oral Presentation ||

//**By what criteria will student products/performances be evaluated?**// •Content Accuracy 20% •Interest 20% •Graphics 10% •Copyright 10% •Spelling and Grammar 10% || •Content 40% •Comprehension 20% •Preparedness 10% •Enthusiasm 10% •Time 10% •Vocabulary 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Content 30%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**