S2+Blouin,+Cameron

=Stage 2 - Determine Acceptable Evidence.=

the world's changing seasons! •Podcast: Recording of students explaining why there are different climates and how this effects plants and animals. •Inspiration: Design a food-web of en ecosystem with pictures. •Blogger: Make a journal of day by day excursions in an assigned ecosystem. •iMovie: A video that shows what makes each organism necessary for an ecosystem to thrive. •Google Doc: An essay breaking down what makes ecosystems unique and how all ecosystems are similar and different. || •**Checking for Understanding:** Thumbs up/down, exit ticket, question box, class questions, index cards summary, journals •**Timely Feedback:** Rubrics, self-assessment, peer review, review tests in class •**Reflection:** Exit ticket, hand print, blog entries, grading themselves on a rubric || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** To have your timeline published in Orion Magazine.
 * Role:**Students will be ecologists doing observations in an assigned location somewhere in the world!
 * Audience:**The publishers of Orion Magazine (Emerson Blake, Andrew Blechman, Scott Gast)
 * Situation:**Orion Magazine is looking for someone to record their observations and photos for their latest issue on
 * Product/Presentation:**An interactive timeline with photos and voice recording explaining the observations they made.
 * Standards (Criteria from both rubrics - product and presentation):**
 * Oral Presentation:**
 * Speaks clearly 15%
 * Content 35%
 * Passionate 15%
 * Time-Limit 10%
 * Preparedness 15%
 * Listened to others 10%
 * Time-Line:**
 * Content 30%
 * Preparation 20%
 * Clarity 10%
 * Grammar 10%
 * Dates 10%
 * Sources 20% ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Glogster: Students design an interactive poster displaying key details on various ecosystems.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •**Pre-Assessment:** Students will take a pre-assessment prior to the lesson with questions on climates.

//**What understandings/goals will be assessed through this task?**// **(G)** such as plants and animals. || •Maine Learning Results E. The Living Environment E2 Ecosystems ||
 * **Understanding** || **Goal (MLR)** ||
 * •Each ecosystem has unique properties

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** ||
 * •Ecosystems || •Climate/Seasons ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Orion Magazine executive director Emerson Blake is looking for electronic timelines of the changing seasons of areas all around the world.You are all successful ecologists and will be doing studies on how the changing of seasons effects the plants/animals on areas around the planet.Working with another ecologist, you will be assigned an area in the world and will do research to see how the changing of seasons effects the wildlife. This can be studying the growth of plants, the migration of animals, and even insects. The area can be dealing with the blistering heat of the Sahara desert in Africa, or the bone chilling air of the tundra in Greenland. The amount of climates to study are endless and is up to you to decide! This is your chance to become published ecologists in a nationwide magazine showing the unique qualities to each part of the world! But not only are you published, but you all have the chance to win $1,000 or a brand new iPad! ||

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

//**By what criteria will student products/performances be evaluated?**// •Preparation 20% •Clarity 15% •Grammar 15% •Dates 10% •Sources 20% || •Speaks Clearly 15% •Content 35% •Passionate 15% •Time-Limit 10% •Preparedness 15% •Listened to others 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Content 30%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**