S2+McGee,+Emily

=Stage 2 - Determine Acceptable Evidence.=

//**Role:** You are a scientific journalist writing for Smithsonian Magazine's digital article competition, which is searching for hot, new journalists of the technological age to hire full time.// //**Audience:** You need to convince Smithsonian Magazine's panel of judges that you are their new digital journalist- No questions asked.// //**Situation:** This competition requires that you create a movie presenting leading scientists' new theory of structural hierarchy in organisms. Your product will be viewed by a panel of judges, including your potential new bosses and editors, and added to YouTube for colleagues to review. You will be challenged to present information for the educated scientific community and a general audience alike, so it must be both clear and informative.// //**Product/Presentation:**You will create an iMovie production using, Type 2 technology, that is original, creative, and analyzes the importance of structural hierarchy and cellular components. A quick blurb about your movie will accompany the production to intrigue people using the web to click your link and watch your movie. Your product must show the judges that you are hard working, dedicated, passionate, self-motivated, and have multiple skills.// //**Standards (Criteria from both rubrics - product and presentation):**// //__Presentation Criteria:__ Preparedness-30%, Speaks Clearly-20%, Volume and Enthusiasm-15%, Posture and Eye Contact-15%, Uses Complete Sentences-10%, Time Limit- 10%// //__Digital Product Rubric:__ Content-30%, Required Elements-20%, Collaboration with Peers-20%, Layout-15%, Creativity-10%, Grammatically Correct-5%// || //•Students will use Comic Life software to show protein synthesis and demonstrate its importance in the body.// //•Students will produce a PowerPoint presentation, including audio components, to demonstrate cellular hierarchy by illuminating the relationships between molecules, macromolecules, organelles, cells, tissues, organs, and organisms.// //•Students will create a poster to compare and contrast specified cellular components' on structure and function.// //•Students will form analogies relating the functions of organelles to components of a larger system (i.e. body, city, ecosystem, world, etc.) in a word document.// //•Students will record an audio talk show using Garage Band software describing how essential molecules can be seen in everyday life.// || //•Students will self-assess throughout the unit using various checklists, rubrics, and journal entries. They will critically attest to their own learning, understanding, and progress.// //•Formative assessments in the form of several exit tickets, Venn diagram, Changes in the Wind, 3-2-1 reflection, the Microscope, and Wait a Minute.// //•Students will be asked to reflect on their work, knowledge, understanding, and progress throughout the unit. They will reflect on what they feel they have learned, where they can see themselves using the information in the future, what they feel they could have done better, and what they feel I could have done better for them. These reflections will be added to their portfolios.// || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * //**Goal:** The goal is to creatively demonstrate a deep understanding of cellular hierarchy using knowledge of cellular components.//
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * //•Students will be asked to create a digital poster, using Glogster software, to illuminate what it means to be alive on both the organismic and cellular level.//
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * //•Pre-assessment- Students will be pre-assed. A pre-assessment test will be handed out to students before the start of the unit in order to gain important insight into what student may already know and any misconceptions they might have. This assessment will focus on the three essential questions for the unit. The same test will be given at the end of the unit.//

//**What understandings/goals will be assessed through this task?**// **(G)** //•Content Area: Science and Technology// //•Standard Label: E. The Living Environment// //•Standard: E3. Cells// //•Grade Level Span: Grade 9- Diploma// //•Students describe structure and function of cells at the intracellular and molecular level, including differentiation to form systems, interactions between cells and their environment, and impact of cellular processes and changes on individuals.// ||
 * **Understanding** || **Goal (MLR)** ||
 * //•Students will understand that there exists a structural hierarchy within organisms that dictates function among and within cells.// || //•Maine Learning Result//

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** ||
 * //•Structural Hierarchy of Organisms// || //•Cells// ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * //You are a scientific journalist writing for Smithsonian Magazine's digital article competition, which is searching for hot, new journalists of the technological age to hire full time. This competition requires that you create a movie presenting leading scientists' new theory of structural hierarchy in organisms. Your product will be viewed by a panel of judges, including your potential new bosses and editors, and added to YouTube for colleagues to review. You will be challenged to present information for the educated scientific community and a general audience alike, so it must be both clear and informative.You will create an iMovie production using, Type 2 technology, that is original, creative, and analyzes the importance of structural hierarchy and cellular components. A quick blurb about your movie will accompany the production to intrigue people using the web to click your link and watch your movie. Your product must show the judges that you are hard working, dedicated, passionate, self-motivated, and have multiple skills.You need to convince Smithsonian Magazine's panel of judges that you are their new digital journalist- No questions asked.// ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * //•iMovie// || //•Audio-visual Presentation// ||

//**By what criteria will student products/performances be evaluated?**// //•Required Elements 20%// //•Collaboration with Peers 20%// //•Layout 15%// //•Creativity 10%// //•Grammatically Correct%// || //•Preparedness 30%// //•Speaks Clearly 20%// //•Voice and Enthusiasm 15%// //•Posture and Eye Contact 15%// //•Uses Complete Sentences 10%// //•Time Limit 10%// ||
 * **Product Criteria** || **Presentation Criteria** ||
 * //•Content 30%//
 * 2004 ASCD and Grant Wiggins and Jay McTighe**