S2+Pelletier,Ryan+Adam

=Stage 2 - Determine Acceptable Evidence.=

• Comic life: tell a story about a hero that uses all 8 concepts of health to overcome a challenge. • Google Earth: locate and map out local resources in the community that are meant to help you with personal health. • Glogster: create a globster that tells about a local organization that exists to help people with physical and mental health. • Garageband: create a podcast that promotes healthy behaviors. • Wiki: reflect on what you learned in class that day by relating the material to your personal life. || • pre-assessment: check list survey that lets me find the classes K-W-L. • self-assessment: rubrics of the unit that students will core themselves, reflect, and explain why they deserve the grade. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: educate people about the benefits of living healthy.**
 * Role: will be to make a commercial to be played during the next World Cup.**
 * Audience: A panel of members in the Fédération Internationale de Football Association (FIFA) organization will pick the top 5 commercials.**
 * Situation: How can you demonstrate 3 part of living healthy?**
 * Product/Presentation: an oral presentation of the commercial they made.**
 * Standards (Criteria from both rubrics - product and presentation): Presentation: content, stays on task, preparedness, speaks clearly, collaboration with peers, and time-limit. Product: Use of iMovie (25%), storyboard (25%), concept (20%), research (10%), teamwork (10%), lighting and sound set up (10%).** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • imovie: act out a scenario that demonstrates how to overcome the pressures of drugs and alcohol amongst their peers.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Wiki: reflect on their personal lifestyle and health habits.

//**What understandings/goals will be assessed through this task?**// **(G)** A1: Health Concepts ||
 * **Understanding** || **Goal (MLR)** ||
 * • students will understand that personal health has many concepts and resources to help benefit their lives. || • Health education and physical 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** ||
 * • nutrition and physical activity || • community resources and peer advice ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * As health educators you have been asked by the Fédération Internationale de Football Association (FIFA) to participate in a competition for a commercial in the 2014 World Cup! We have discussed the power of unhealthy commercials and advertisements. This is your chance to turn these popular negative commercials towards a more positive direction. FIFA is trying to eliminate fast food and drinking advertisements, and replace them with your new ideas. The top five commercials will get professionally filmed and edited in Hollywood, and will be featured in the 2014 World Cup. Your commercials must have three healthy tips, and they must be demonstrated. Explain how these tips are a important component of health, and you must demonstrate how each are a component of being healthy, and that not just one of them will make you healthy. Resources and statistics are also a great tool to help bring more meaning to your commercial. The FIFA organization looks forward to your new innovative ideas, and wishes you all the best of luck. ||

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

//**By what criteria will student products/performances be evaluated?**// •storyboard 25% •concept 20% •research 10% •teamwork 10% •lighting and sound set up 10% || •content 25% •stays on topic 25% •preparedness 20% •speaks clearly 10% •collaboration with peers 10% •time-limit 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •use of equipment 25%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**