S2+Roy,+Matthew

=Stage 2 - Determine Acceptable Evidence.=

Presentation: Content (35%), Attire (10%), Presentation (20%), Preparation (15%), Delivery (10%), Time Limit (10%) Product: Content (35%), Creativity (15%), Required Elements (15%), Grammar (10%), Relevance (20%), Fun (5%) ||
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Your task is to discover a new element on a meteorite that has recently hit Earth and discover a use for this element.
 * Role:** You are two experts in the field of astrochemistry, contracted by the United States government to examine the meteorite.
 * Audience:** The target audience is the Director of Area 51, you have discovered a great use for this alien element and you must convince him to let you use it.
 * Situation:** The context you find yourself in is trying to convince the Director of Area 51 to have a formal meeting with you to discuss the release of this element.
 * Product/Presentation:** You will create a digital poster outlining the atomic structure, electron configuration, placement on our Earthly Periodic Table along with a short (30second-1minute) video embedded into the poster describing the usefulness of this element.
 * Standards (Criteria from both rubrics - product and presentation):**
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Blog: Students will create a blog to explain their knowledge of electrons and their purpose.

• Comic: Students will create a comic to document the creation/history of the periodic table.

• Digital Poster: Students will create a digital poster to introduce valence electrons and bonding.

• Pod Cast: Students will perform a mock interview to explain basics of atomic structure.

• Educational Video: Students will create a documentary introducing atomic structure to children.

• Movie: Students will create a movie to explain keys aspects of the periodic table. || • Formative Assessment Part 1 (During Instruction, Checking for Understanding): "What's Still Confusing Me", "Wait A Minute" and "Let's Compare Notes" are three effective tools to assess student understanding during the unit. • Formative Assessment Part 2 (Timely Feedback on Product): Self Assessment Checklists and Reflection Journals, Peer Exit Tickets along with Teacher Rubrics will provide useful feedback to the students regarding their product. Reflection: Students will be asked to keep a journal to reflect on their learning throughout the assignment and it will be turned in for review at the end of the assignment. || =Assessment Task Blue Print=
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-Assessment: Students will complete a matched pairs/multiple choice questionnaire to assess initial understanding

//**What understandings/goals will be assessed through this task?**// **(G)** tool to be read and used to aid our understanding of the physical world. || • Maine Learning Results Science and Technology D: The Physical Setting D3: Matter and Energy ||
 * **Understanding** || **Goal (MLR)** ||
 * • The Periodic Table is a

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** ||
 * • Matter || • Energy ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Earth has been struck by a mysterious meteorite, you and your partner are leaders in the field of Astrochemistry and have been contracted by the US Government to examine the impact site. In your examination you have discovered a new alien element that simply must be shared with the people of Earth, however, the Director of Area 51 is demanding that all of your research be kept a military secret. You must design a presentation outlining the atomic structure, electron configuration, placement on the Periodic Table and practical uses (and safety) of this element in order to convince the Director to release your research. ||

//**What student products/performances will provide evidence of desired understandings?**// embedded iMovie || • Presentation ||
 * **Type II Product** || **Type of Presentation** ||
 * • Digital Poster w/

//**By what criteria will student products/performances be evaluated?**// •Creativity 15% •Required Elements 15% •Grammar 10% •Relevance 20% •Fun 5% || •Content 35% •Attire 10% •Presentation 20% •Preparation 15% •Delivery 10% •Time Limit 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Content 35%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**