S2+Stevenson,Elizabeth+Kate

=Stage 2 - Determine Acceptable Evidence.=

**// Product: Spelling and grammar (5%), Content (50%), Copyright (15%), Layout and Navigation (10%), Images and Interactive (5%), Learning the Material (15%). Presentation: Comprehension (15%), Preparedness (20%), Content (20%), Stays on topic (15%), Speaks Clearly (15%), Enthusiasm (15%). //** || •Using Google earth, relate structural and behavioral adaptations of an organism to its survival in the environment. •Create a poster using glogster that recognizes evidence from the fossil record and evidence based on observation of similarities •Create a podcast using garage band that analyses concepts of natural selection of evolution. •Create a short film that describes biological evolution. •Create a newspaper/ magazine article that evaluates why some organisms have characteristics that are beneficial and passed from generation to generation. || •Self Assessment- Students will grade themselves according to rubric that is provided for the final product. •Presentation- Students will present their finished product to the board of directors to show what they have learned. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** To create a wiki that demonstrates your knowledge of evolution.
 * Role:** A hired consultant for WWF.
 * Audience:** WWF directors.
 * Situation:** Presenting information in a real life scenario.
 * Product/Presentation:** create a wiki site that demonstrates knowledge of evolution and the relationship between the environment and species. Present your evolution wiki to the class as if they were borad members for WWF.
 * Standards (Criteria from both rubrics - product and presentation):**
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Create a wiki page that shows knowledge of the origins of life and other theories of evolution.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Pre Assessment- Students will do a non-graded quiz before the unit to help gauge understanding.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * •All life as we know it jhas evolved through genetic transfer and natural selection. || •MLR:Science -E The Living Environment ||

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** ||
 * •Evolution || •Natural selection, environment ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * The WWF is starting a new research project to best predict ways of preventing extinction rates to continue at such a high rate. You are hired to join a team of consultants to examine different scenarios of endangered species. Using the knowlegde that you learned in this unit you and your team must create a branched wiki page that shows the different scenarios that could happen if specific events took place. Your team will pick an animal that is currently on the endangered species list and follow their life style. Keep in mind changes that will happen in the animal's environment and the effects of Earth's ever changing climate. Your wiki should include at least two branches or scenarios that leads to a change in the population of the species. Be sure to include links, pictures and/or videos to aid your cause. ||

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

//**By what criteria will student products/performances be evaluated?**// •content- 20% • copyright-15% • layout/ navagation- 15% •images/ interactive- 15% •learning of material- 15% || •preparedness- 20% •content- 20% •stays on topic- 15% •speaks clearly- 15% •comprehension- 15% •enthusiam- 15% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •spelling and grammar- 20%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**