S2+Christensen,+Melaine

=Stage 2 - Determine Acceptable Evidence.=

__Product:__ Research (20%), Accuracy of Facts (20%), Point of View-Purpose (20%), Interviews (15%), Graphics (10%), Awareness of Audience (15%) __Presentation:__ Comprehension (20%), Collaboration (15%), Vocabulary (20%), Posture and Eye Contact (20%), On Topic (15%), Preparedness (10%) || • Digital Collage: Create a collage to represent a particular rock type by compiling pictures which represent its mineral components. • Google Doc: Add observations of mineral samples to the class database in the Google Docs spreadsheet. • Wordle: Create a Wordle representing the uses of a mineral. • Prezi: Prezi describing three ways in which you used or interacted with minerals in one day. • Persuasion Map: Create a persuasion map explaining your position on the use of mineral resources. || • Checking for understanding: Thumbs-up, circle/triangle/square, text in responses, fly swatter, exit tickets, write answers on the board • Timely Feedback: Rubric or checklist for self assessment, graphic organizer for peer review, conferences or feedback portfolio for upgrades and teacher feedback || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Evaluate the environmental, economic, political, and moral (or other) factors relating to the acquisition and use of a specific mineral resource.
 * Role:** Students will become journalists investigating the story from all sides to compile a podcast for National Public Radio (NPR).
 * Audience:** The audience will be a team of editors, producers, and programming staff who will be judging whether the story is ready to air.
 * Situation:** The team from NPR will be evaluating if your story is thorough, clear, and factual to determine if it is ready to be broadcast.
 * Product/Presentation:** The product will be a podcast version of the radio segment with graphics.
 * Standards (Criteria from both rubrics - product and presentation):**
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Blog Post: Create a creative blog post that tells the story of the rock cycle.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-assessment: Survey

//**What understandings/goals will be assessed through this task?**// **(G)** Grade 6-8 Earth Systems P.I. - b,d ||
 * **Understanding** || **Goal (MLR)** ||
 * • Humans rely on Earth cycles, processes, and resources || • D Science - D2 The Earth

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** ||
 * • Earth Systems || • Natural Resources ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Students will take on the role of journalists investigating a range of factors (including but not limited to: environmental, economic, political, and moral) influencing the acquisition and use of a specific mineral resource. Each group of journalists is expected to do research on the issue and gain an understanding of the positions of any opposing interest groups regarding their resource. The story should discuss the source of the resource, how it is mined or acquired, how it is used, how rapidly the resource is being used, and if it is in danger of being depleted. Each team of journalists will compile a radio segment for National Public Radio (NPR) that tells the story of human interactions with the chosen mineral resource. Journalists must back up their claims with factual evidence, primary sources, or interviews. Mock interviews based on accurate and factual information or real interviews are also acceptable. A podcast edition of each segment with graphics must be submitted to a team of NPR editors, producers, and programming staff for final review before the segment can air. The NPR team will be looking for segments that tell a cohesive story and artfully integrate interviews and factual evidence to back up any claims made in the segment. Graphics for the podcast should be synced with the audio and enhance the listeners understanding of the topic by presenting illustrations, photos, graphs, or diagrams that relate to the material being discussed. ||

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

//**By what criteria will student products/performances be evaluated?**// • Accuracy of Facts 20% • Point of View-Purpose 20% • Interviews 15% • Awareness of Audience 15% • Graphics 10% || • Comprehension 20% • Vocabulary 20% • Posture and Eye Contact 20% • Collaboration 15% • Stays on Topic 15% • Preparedness 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Research 20%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**