S2+Darnell,Kasey+Jane

=Stage 2 - Determine Acceptable Evidence.=


 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * Goal:** to explain various nutritional needs and convince the president of the USDA not to abolish the guidelines for nutrition and healthy living.
 * Role:** an expert on nutrition and health (ie-nutritionist, trainer)
 * Audience:** USDA president and the world listening to the radio broadcast.
 * Situation:** You are on a radio show with the USDA president as a nutrition expert. You are trying to convince the USDA not to get rid of the guidelines for healthy eating. You must show how nutritional needs can vary and how the guidelines help people.
 * Product/Presentation:** Set up a radio show using Garage Band or Audacity
 * Standards (Criteria from both rubrics - product and presentation): Product:** Research (20%) Speaks clearly (20%) Stays on topic (15%) Time limit (10%) Creativity (15%) Content(20%) **Presentation:** Group work (15%) Stays on topic(20%)Preparedness(20%) Attire(15%) Time limit(15%) Posture and Eye Contact(15%)
 * Standards (Criteria from both rubrics - product and presentation): Product:** Research (20%) Speaks clearly (20%) Stays on topic (15%) Time limit (10%) Creativity (15%) Content(20%) **Presentation:** Group work (15%) Stays on topic(20%)Preparedness(20%) Attire(15%) Time limit(15%) Posture and Eye Contact(15%)

// • Video- Students will make a video about making nutritional choices (good &bad) and outcomes/consequences(focus on lifestyle related diseases) // // •Comic life- Students will design a story in comic life about their habits and ways to incorporate healthy habits. // // •Blog-Students will journal throughout the semester about their food choices and reflect upon changes. // //•Glogster- Students will redesign a food label so that its easier for students to understand.// ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * // •Blog-Students will make an make advertisement/wanted ad for a proper diet. //

// • Pre-assessment- Students will be given a survey about nutrition and healthy habits at the beginning of the unit to assess prior knowledge.// // •Self-assessment- Through their blog journal, students will continually self assess their habits and choices surrounding nutrition. // // •Final Paper- At the end of the unit, students will write a final reflective paper that analyzes changes in their habits and choices and present a plan for the future. //
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * **Self-Assessment** **(SA)** ||

=Assessment Task Blue Print=

//**What understandings/goals will be assessed through this task?**// **(G)** //A. Health Concepts// //6. Basic Health Concepts-nutrition// ||
 * **Understanding** || **Goal (MLR)** ||
 * //•Nutritional needs differ for each individual// || //• Health Education//

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** ||
 * //• Caloric Intake & Expenditure// || • //Nutrients// ||

//**Through what authentic performance task will students demonstrate understandings?**// //Due to recent budget cuts, the new president of the USDA has decided to get rid of the nutritional guidelines and support tools found on the USDA website. He claims that the guidelines are useless and everyone should just "eat healthfully". To make things simple, he suggests that ALL people should eat 1800 calories. As a nutrition expert, you know that nutritional needs can vary greatly for individuals. You have agreed to go on a radio show to talk some sense into the president of the USDA and will convince him that the guidelines are useful and necessary. You must be very clear about how nutritional needs can differ, and how the current nutritional guidelines help people make healthy choices.//
 * **Task Description:** **(T)** ||

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

//**By what criteria will student products/performances be evaluated?**// //•Speaks clearly (20%)// //•Stays on topic (15%)// //• Time limit (10%)// //• Creativity (15%)// //• Content(20%)// || •//Group work (15%)// //•Stays on topic(20%)// //•Preparedness(20%)// //•Attire(15%)// //•Time limit(15%)// //• Posture and Eye Contact(15%)// ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • //Research (20%)//
 * 2004 ASCD and Grant Wiggins and Jay McTighe**