S2+Hartford+Rhonda

=Stage 2 Determine Acceptable Evidence.=

Role: You will become a scientist, observer, and landscape artist. Audience: PTA members, Building Committee, Mrs. Williams, Mr Zundel Situation: You need to convince Mrs. Williams that the caterpillars found on the playground are not harmful to Mallett School student. Then you will need to meet with the Mallett School PTA members to request money for a Butterfly Garden for our new school. Product/Presentation: You will provide evidence to Mrs. Williams that shows these caterpillars are not harmful. You will need to prepare a research paper explaining the information you have learned about the caterpillars found on the playground. Your research paper will need to include the type of caterpillar, its' life cycle, and the food it needs to survive. Then you will need to create a Butterfly Garden that will be used to help the butterflies survive after their release. In order to create the Butterfly Garden, you will design a frame for the class IMovie, which will be presented at a PTA meeting. The class IMovie will include information learned and a design for the garden. Standards (criteria from both rubrics): Imovie-Presentation: Collaboration with peers, Content, Speaks clearly,Listen to other presentation, Stays on topic and Enthusiasm. Product Criteria: Classifying life forms, Continuity and change D3, Continuity and change D4,Observations,and Informational text. || • Interviewing the students -(how living organisms are similar and different). First grade assessment with rubric. • Completion of a life cycle poster that includes pictures and labels. First grade assessment with rubric. || • Explain life cycle poster. •Photograph download from the Internet or from digital camera || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: Your goal is to research the caterpillars found on the playground and design a habitat for them.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Journal entry rubric based on observations of living organisms.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • KWL graphic organizer-comparing (K) with the (L)

//**What understandings/goals will be assessed through this task?**// **(G)** Students will understand that Scientific Inquiry is used to acquire information. Students will conduct simple investigations to provide answer to questions. Students will learn that living organisms' life cycle are similar and different. || • A3- Students apply the principles of system, model, constancy and change, and scale in science and technology. B1- Students plan, conduct, and analyze data from and communicate results of in depth scientific investigations. C1- Students will understand the history and nature of scientific knowledge and technology, the process of inquiry and technological design, and the impacts science and technology have on the environment. ||
 * Understanding || Goal (MLR) ||
 * •Students will understand that every living organism changes throughout their life cycle.

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 Idea || Big Idea ||
 * • Butterflies || • Life Cycle ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)**During recess time on the Mallett School playground, some students noticed several caterpillars crawling on milkweed leaves. One of the students broke off some leaves with the caterpillars on them and brought them to the duty teacher. The duty teacher could not identify the caterpillars and did not know if they were harmful to the students. Therefore, the duty teacher expressed her concerns to Mrs.Willams, the principal. The principal needed to determine if the caterpillars were harmful to the Mallett School students. Mrs. Williams came to our class asking for our assistance in researching information about caterpillars.Then the class designed a presentation for the PTA to help fund a Butterfly Garden for the new school. ||

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

//**By what criteria will student products/performances be evaluated?**// •Continuity and Change-define life cycle •Continuity and Change-alike and different •Expository Writing-observations •Informational Text •Exploring Scientific Tools || •Collaboration with peers •Content •Speaks Clearly •Listen to other presentation •Stays on Topic •Enthusiasm ||
 * Product Criteria || Presentation Criteria ||
 * •Classifying Life Forms
 * 2004 ASCD and Grant Wiggins and Jay McTighe**