S2+Collins,Karen+Sue

=Stage 2 - Determine Acceptable Evidence.=

1) Written proposal of a research project. It must be approximately 2 pages in length and include an introduction, description of the disease, the symptoms, genetic mechanisms and causes, current research and a proposal for a research project based on this information. 50% 2) A glogster describing the project and why the student should be chosen. 40%, 3) Presentation of the project to the class 10% . || • Illustrate the structure of DNA using Discovery Studio Visualizer 2.5.5 • Compare and contrast the structures of DNA and RNA using Comic Life • Consider the consequences of dominant and recessive genes in disease control by researching a genetic disease and present the information as part of the WebQuest making use of at least 1 type II technology in conjunction with the Glogster.in lesson 6 • Become aware of the moral and ethical questions involved in genetic engineering by contributing to a blog thread based on a question of the week. •Graffiti wall: students will contribute to a compilation of what they know about the DNA. They will compile information on a large piece of paper and post it in the room to be added to as we go along. || //•Rubric for Performance Task to see if all things were considered.// //•Blog entries allow reflection of ethical issues regarding genetics.// //•Graffiti wall: students will contribute to a compilation of what they know about the DNA. They will compile information on a large piece of paper and post it in the room to be added to as we go along.// || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** The student will submit a proposal for a genetic research project.and a Glogster to present the project to the Education Program Director and the mentors.
 * Role:** The student is a high school student applying for an internship at Jackson Laboratory in Bar Harbor, Maine.
 * Audience:** The Education Program Director and the desired mentor at Jackson Laboratory in Bar Harbor, Maine.
 * Situation:** The student is applying for a summer internship at Jackson Laboratory. Competition is fierce and the student will want to present a research idea that will catch the attention of a mentor.
 * Product/Presentation:**
 * Standards (Criteria from both rubrics - product and presentation): Paper:** Organization 10%, Content 30%, Mechanics 10%, Graphic Organizer 10%, Proposal 30%, and References 10% **Glogster:** Originality 35%, Content 30%, Storyboard 10%, Sound and Video Quality 10%, Layout 10%, and Sources 5% **Presentation:** Preparedness 20%, Content 40%, Posture and Eye Contact 10%, Answers Question Well 10%, Speaks Clearly 10%, Enthusiasm 10%
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Predicting the likelihood of a genetic combination using a Punnet Square Calculator
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * //•////Checklist for Performance Task items//

//**What understandings/goals will be assessed through this task?**// **(G)** • New organisms come from the recombination of genetic material. • DNA changes over time through mutation and genetic engineering, resulting in new traits, disease and evolving species. || •Maine Learning Results: Science, and Technology - E. The Living Environment E4: Heredity and Reproduction Grade 9-Diploma - Genetics Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species ||
 * **Understanding** || **Goal (MLR)** ||
 * • DNA controls the expression of traits in differentiating cells.

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** ||
 * •Genetics || •Disease ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * [|The Jackson Laboratory]in Bar Harbor, on Mt. Desert Island is a world class genetic research center and the only real supplier of mice bred for scientific experiments in the world. They have a [|summer education program] for high school students. It is a nine week program in which the student gets to spend the summer working in the lab, and designing their own genetic research as well as helping their mentor with their research. The students will have the role of a student applying for this program. Their task is to research a disease that has a genetic component (cancer, heart disease, Down's Syndrome),  focusing on the symptoms, causes, treatments, and genetic connections of the disease. They will then prepare a research paper including all of this information. The paper will include a proposal for a genetic experiment that they would like to perform if they are chosen for a position as a summer intern They will then create a glogster designed to persuade a mentor to choose them for the program, which they will present this to the class. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * • Persuasive presentation using Glogster || •Written proposal ||

//**By what criteria will student products/performances be evaluated?**// • Content 30% •Mechanics 10% •Graphic Organizer 10% •Proposal 30% • References 10% || •Originality 35% • Content 30% •Storyboard 10% •Sound and Video Quality 10% •Layout 10% •Sources 5% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Organization 10%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**