S2+Bragg,+Jason

=Stage 2 - Determine Acceptable Evidence.=

Product: Content 30%, Sequence of info 20%, Originality 10%, Spelling and Grammar 10%, Use of Graphics 10%, Effectiveness 20% Presentation: Preparedness 25%, Enthusiasm 15%, Stays on Topic 20%, Evaluates Peers 10%, Posture and eye contact 20%, Time 10% || •Prezi: Student will create a prezi representing characters using equations to solve real problems. •Instructables: Student will post steps on instructables on how to build a graph. •Blogs: Student will be given a graph and will blog about the graph and its relationship to equations. •Podcasts: Students will create a podcast that considers the relationship between two variables and what that relationship means. •iMovie: Student will make a movie about real world equations. || •Checking for understanding: Thumbs, Entrance/Exit Ticket, 4-3-2-1, Circle Triangle Square, ABCD Whisper, Human Graph. •Timely Feedback: Students will have a rubric so that they can check off what they have done and self-assess. Students will also be given a rubric that was graded by the teacher by the next class period. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Create linear relationships between amount of people on boat and amount of food/supplies will be needed
 * Role:** A voyager who is going to sail around the world
 * Audience:** The Annapolis Sailboat show
 * Situation:** Sail around the world with as little supply as possible
 * Product:** Students will create a Comic Life.
 * Standards (Criteria from both rubrics - product and presentation):**
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Glogster: Student will create an online poster to design relationships.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Preassessment: 10 minute survey to the students

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * •Linear equations create relationships between two variables || •CCSS, Algebra, Equations, 1,2 ||

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** ||
 * •Algebra, variables || •Equations ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * The Annapolis Sailboat Show is looking to give away a free sailboat to voyagers who want to travel the world. You are a voyager who is entering a race to see who can sail around the world first. You are allowed to choose four other people in order to have a total of five people on your boat. In order to do this race, each team of five will need to figure out what size boat they will need. They will need to calculate the amount of food based on their team’s food consumption, medical and emergency supplies, storage space, and the amount of room needed for sleeping and create a linear equation for each relationship. Each team will need to graph each linear relationship and then create a Comic Life of the information. Each team will then present the comic to the Annapolis Sailboat Show. The team who uses their space in the most efficient way will win the sailboat. ||

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

//**By what criteria will student products/performances be evaluated?**// •Sequence of info 20% •Originality 10% •Spelling and Grammar 10% •Use of Graphics 10% •Effectiveness 20% || •Preparedness 25% •Enthusiasm 15% •Stays on Topic 20% •Evaluates Peers 10% •Posture and eye contact 20% •Time 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Content 30%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**