S2+Shorey,Andrew+Francis

=**Stage 2 - Determine Acceptable Evidence.** =

• Blog: A journal entry explaining the relationship between area and volume. • Wiki: Create a game about the different types of triangles and post the rules and what it is on the Class Wiki. • Podcast: about what area and volume are and explain how to find them for different shapes • Smartboard: Have students do examples on the smartboard and post on the class wiki. • Prezi: Using Prezi to do examples of the Pythagorean Theorem and present it to the class. || • They will be given rubrics for each task and can keep track of what they are doing • They will take small ungraded quizzes every class so they can see their progress || =**Assessment Task Blue Print** =
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: For students to find out different area, lengths and spaces of different shapes**
 * Role: You are an Architect who is designing a house.**
 * Audience: You are selling a house to a family who are considered a bunch of hoarders. So they have specific things that they want done inside of their home they want certain sized rooms and certain shape rooms.**
 * Situation: As an architect the student needs to design a house to fit the demands of the hoarders. The only way that the hoarders with purchase the house is if it is up to their qualifications on certain lengths, area's, and specific spaces.**
 * Product/Presentation: The student will need to develop a presentation on the computer using either glogster, mybrainshark, or something approved by me to show the different area's volumes and lengths inside of the house.**
 * Standards (Criteria from both rubrics - product and presentation): Product- Content 40%, Terms 10%, Explanation 10%, Working with partners !0%, Design 15%, Reflection 15%. Presentation- Time limit 10%, Poster Design 15%, Content 30%, Listening to others 15%, Preparedness 20%, Creativity 10%.** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Glogster: Describe the different types of triangles and given a right triangle explain how to use the Pythagorean Theorem
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Students will keep a journal of what they learned in each class by posting on a blog.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * • Students will understand Area/Volume and triangle calculations || • MLR C Geometry ||

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** ||
 * • Area/Volume || • Triangle Calculations (Pythagorean Theorem) ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * As a high ranking architect in your firm a family from the show hoarders has approached you, and because they keep everything they need the house to be large and have a weird design. It is your job to create a house in which they will be comfortable living and that can hold all of their things inside the house or garage. These people are very interested in weird shapes and design so the crazier the better. However before they buy the house they would like to hear your pitch about the area in the house and specific spaces in the house. If you are not specific enough in your explanation they will not buy the house. You need to design a house using as many objects as you possibly can and using your knowledge of triangles, and area/volume. It is important to complete this task in a timely manner as there are other firms that have been approached about this same job! ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * • mybrainshark/glogster or another approved product || • Oral Presentation ||

//**By what criteria will student products/performances be evaluated?**// • Terms 10% • Explanation 10% • Working well with Parters 10% • Design 15% • Reflection 15% || • Time Limit 10% • Content 30% • Poster design 15% • Listening to others 15% • Preparedness 20% • Creativity 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Content 40%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**