S2+Stoutamyer,+Bianca

=Stage 2 - Determine Acceptable Evidence.=

•**Checking for Understanding:** Thumbs up/down, Flag it, Onion Ring, Slap it, Four Corners and Quick Writes. •**Timely Feedback:** Self (Students will do Checklists), Peer (Share quick writes and peers help each other understand concepts), Teacher Feedback (Written and oral feedback given after project or while peer feedback occurs). || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Each Astronomer is vying to get their planet on the Discovery Channels new special on extraterrestrial life and extra-solar planets.
 * Role:** Each student is a NASA employed Astronomer investigating extra-solar planets.
 * Audience:** The executive producers of the Discovery Channel hosting the contest for the most unique, life sustaining planet that is different than our own Earth.
 * Situation:** Each Astronomer is submitting their extra-solar planet to hopefully be featured on the new Discovery Channel special.
 * Product/Presentation:** Each Astronomer will create a 3D extra-solar planet created in Google Sketchup on their computer.
 * Standards (Criteria from both rubrics - product and presentation): //Presentation://** Enthusiasm 15%, Speaks Clearly 10%, Comprehension 25%, Preparedness 25%, Time-Limit 10%, Posture and Eye Contact 15%
 * //​Product://** ​Attractiveness 15%, Content 25%, Originality 20%, Sources 10%, Proposal 15%, Organization 15% ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * **•Blog-** Journal about the affects the Sun and Moon have on Earth.
 * •Glogster-** Create a poster about the phases of the Moon.
 * •Sketchup-** Draw a solar or lunar eclipse.
 * •Fakebook-** Class discusses how the Universe, Stars, and Planets can be destroyed as historical/modern Astronomers.
 * •Googledoc-** Class conversation on what another Solar System/planet with life could be like.
 * •Prezi-** Write a story about traveling to another star or planet and include how long it takes to get there and what the object is like. ||
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •**Pre-Assessment:** The students will take a pre-quiz to assess their current knowledge of the Universe and Solar System.

//**What understandings/goals will be assessed through this task?**// **(G)** D1 The Universe and Solar System Grade 6-8 ||
 * **Understanding** || **Goal (MLR)** ||
 * •There are more Galaxies and Solar Systems than just our own. || •D The Physical Setting

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** ||
 * •Universe || •Solar System ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * The Discovery Channel is taking applications for creations of a planet that can support life outside of our Solar System and Galaxy for a special on extraterrestrial life and extra-solar planets. As a NASA employed Astronomer investigating extra-solar planets you decide to take your knowledge and enter an application. Like any contest there are stipulations. The Discovery Channel executives are looking for planets that are unique, can sustain life, and do not look like Earth. In order to be selected for the televised broadcast you must first submit a proposal of what you would include on your planet and how your planet can support life. If your proposal is selected as a finalist you must then create a visual of your planet and give a presentation to the Discovery Channel Executives. The Astronomer selected will have their planet featured on the Discovery Channel special and will be an expert featured on the special as well. ||

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

//**By what criteria will student products/performances be evaluated?**// •Content 25% •Originality 20% •Sources 10% •Proposal 15% •Organization 15% || •Enthusiasm 15% •Speaks Clearly 10% •Comprehension 25% •Preparedness 25% •Time Limit 10% •Posture and Eye Contact 15% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Attractiveness 15%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**