S2+Dionne,+Christina

=Stage 2 - Determine Acceptable Evidence.=

angles, area, and perimeter. •ComicLife: create a story that depicts the similarities and differences of two or more polygons. •GoogleEarth: use the ruler in GoogleEarth to find the surface area of buildings at certain locations. •Garageband: create a short news bulletin about perimeter, regular and irregular polygons, and circles. •iMovie: create a short video of where units of measurement are found in real life, and what happens when the units are not the same when finding area and perimeter. || •Students will receive checklists for each benchmark to ensure they know what is being asked of them, therefore allowing students to self-assess. •Students will complete a blog entry in which they will discuss the difficulties they are having, areas they have mastered or feel comfortable with, and other questions or concerns. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Redesign a bedroom by choosing flooring, paint, and trim.
 * Role:** You are competing for a spot on the Discovery Kids show Trading Spaces: Boys vs. Girls.
 * Audience:** You must convince the host, Chuck Cureau, that your team has the skills.
 * Situation:** Choose a room, draw out a floor plan, and design on a budget.
 * Product/Presentation:** Your team will create a glogster poster which the team will then present.
 * Standards (Criteria from both rubrics - product and presentation):** Glogster rubric: Required Elements 20%, Content Accuracy 20%, Knowledge Gained 20%, Use of Class Time 10%, Participation 10%, and Graphics - Originality 20%. Presentation rubric: Preparedness 20%, Content 20%, Stays on Topic 20%, Posture and Eye Contact 10%, Volume 10%, Listens to Other Presentations 20%. ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Glogster: shows the breakdown of several polygons with measurements. Explains corresponding
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •The students will play an area and perimeter game that will assess how much they know.

//**What understandings/goals will be assessed through this task?**// **(G)** Mathematics C. Geometry || •Solving problems involves the perimeter and area of polygons and circles. ||
 * **Understanding** || **Goal (MLR)** ||
 * •Maine Learning Results

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** ||
 * •Geometric Measurement || •2D space ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Discovery's hit show, Trading Spaces: Boys vs. Girls, is looking for new kids your age to be on their show. In order to get cast in an episode next month, you must show the host, Chuck Cureau, that you and your partner have the skills. To convince Chuck, you will need to show him your design skills by presenting a Glogster of a room your team has redesigned. However, Chuck wants the best of the best, so you will need to stay on a budget of $1000 when you redesign the room with new floors, paint, and trim. ||

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

//**By what criteria will student products/performances be evaluated?**// •Content Accuracy 20% •Knowledge Gained 20% •Use of Class Time 10% •Participation 10% •Graphics - Originality 20% || •Preparedness 20% •Content 20% •Stays on Topic 20% •Posture and Eye Contact 10% •Volume 10% •Listens to Other Presentations 20% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Required Elements 20%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**