S2+McLaughlin,Linda+Vanna

=Stage 2 - Determine Acceptable Evidence.=

• Collaboration: a discussion board to further exemplify their understanding. • Comic Life: Show how molecular properties depend on different arrangements and numbers of atoms. • Wikispaces: create a lab report and post it on a wiki so other students can see it and make feedback comments to help imporve it. • Podcast: create a podcast in which they teach a lesson on how to distinguish properties of matter. • Glogster: design a poster using glogster that demonstrates the structures of atoms. || • Discussion board: students are able to help each other learn and understand on a different, informal, level. • Pre-assessment: informal survey that asks questions on the content to see where my students are in their understanding of the material. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** your goal is to design a new atom and introduce its structure and how it's useful for use in new military technology.
 * Role:** you are a young research scientist.
 * Audience:** your audience is the board of directors of Scientific Research Corporation.
 * Situation:** you are competing with one hundred other applicants for this exciting job.
 * Product/Presentation:** a comic life that illustrates the design of your atom; oral presentation.
 * Standards (Criteria from both rubrics - product and presentation):** Product**:** graphics (25%), rough draft (20%), content (25%), originality/creativity (15%), requirements (10%), organization (5%) Presentation: content (25%), enthusiasm (10%), volume (15%), stays on topic (20%), preparedness/attire (15%), posture and eye contact (15%). ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Blog: use a blog throughout the semester to keep an ongoing record of examples you encounter on a daily basis of kinetic and potential energy.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Blog: it informs me as a teacher of what the student is learning in their perspective.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * • Students will understand that matter is the building blocks in which the universe was created. || • MLR; Science and Technology; D. The Physical Setting ||

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 are a young, new, excited research scientist. You've been accepted as an applicant for the Scientific Research Corporation, and you're competing against one hundred other applicants. Your goal is to design a new kind of atom that will be useful in creating new military technology. The board of directors has asked you to create a Comic Life that introduces your atom, its structure, and why it will be beneficial. Use all your knowledge and apply it with everything you have; if hired on, you will receive a $20,000 bonus. Show them you're their next engineer in research! ||

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

//**By what criteria will student products/performances be evaluated?**// • Rough Draft (20%) • Content (25%) • Originality/Creativity (15%) • Requirements (10%) • Organization (5%) || • Content (25%) • Enthusiasm (10%) • Volume (15%) • Stays on Topic (20%) • Preparedness/Attire (15%) • Posture and Eye Contact (15%) ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Graphics (25%)
 * 2004 ASCD and Grant Wiggins and Jay McTighe**