Jen+F.+Stage+2

=Stage 2 Determine Acceptable Evidence.=

Role:We are gardeners Audience: Parents Situation: Scientific gardeners that are tracking the growth of their plants. Product/Presentation:We will create a digital recording with digital photographs, using Garage band to record our plant growth. Standards (criteria from both rubrics):Classifies objects, compares and measures, using numbers and counting, observes objects and events with curiosity, approaches problems flexibly, shows persistence in approaching tasks, explores cause and effect, applies knowledge and experience to a new context. || Self-Assessment **(SA)**
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal:We will grow live plants and learn how to measure them as they grow.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * •class graph of flower colors or heights.
 * written document with numerals describing the height of the plant at varying stages. ||
 * Student Self-Assessment and Reflection**
 * observation of children measuring plants with non-traditional measuring tools.
 * observation of children verbally describing the height of the plant.
 * observation of children using a variety of non-traditional measurement tools to measure the plant

=Assessment Task Blue Print=

//**What understandings/goals will be assessed through this task?**// **(G)** A) Numbers and Number Sense Pre-K The early learning environment should provide young children with rich opportunities to discover fundamental mathematical concepts and math's relevance to daily life.// ||
 * Understanding || Goal (MLR) ||
 * • Numbers represent quantity || •//State of Maine Early Childhood Learning Guidelines: Mathematics

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 ||
 * •Quantity || •Relationships ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * We are going to be scientific gardeners! We are going to grow flowers together. We will learn what plants need to grow and that they are alive. We will measure the plants every week and take pictures of them. Then we will record your voices on the computer and you can tell your parents what you are learning and how big your plant is getting. When we are done we will show this to your parents. ||

//**What student products/performances will provide evidence of desired understandings?**// Digital photos || •Audio recording with digital pictures on Garage Band ||
 * Type II Product || Type of Presentation ||
 * •Garage Band

//**By what criteria will student products/performances be evaluated?**// I Sorts objects by one property such as size, shape, color, or use II Sorts a group of objects by one property and then by another III Sorts objects into groups/subgroups and can state reason •Compares/Measures I Notices similarities and differences II Uses comparative words related to number, size, shape, texture, weight, color, speed, volume III Understands/uses measurement words and some standard measurement tools •Uses numbers and counting I Imitates counting behavior using number names (may not always say one number per item or get the sequence right) II Counts correctly up to 5 or so using one number for each object (may not always keep track of what has or has not been counted) III Counts to 10 or so connecting number words and symbols to the objects counted and knows that the last number describes the total. || *Observes objects and events with curiosity I Examines with attention to detail, noticing attributes of objects II Notices and/or asks questions about similarities and differences III Observes attentively and seeks relevant information I Finds multiple uses for classroom objects II Experiments with materials in new ways when first way doesn't work III Finds alternative solutions to problems I Sees simple tasks through to completion II Continues to work on task even when encountering difficulties III Works on task over time, leaving and returning to complete it I Notices and comments on effect II Wonders "what will happen if" and tests out possibilites III Explains plans for testing cause and effect, and tries out ideas I Draws on everyday experiences and applies this knowledge to similar situations II Applies new information or vocabulary to an activity or interaction III Generates a rule, strategy, or idea from one learning experience and applies it in a new context. ||
 * Product Criteria || Presentation Criteria ||
 * •Classifies objects
 * Approaches problems flexibly
 * Shows persistence in approaching tasks
 * Explores cause and effect
 * Applies knowledge or experience to a new context
 * 2004 ASCD and Grant Wiggins and Jay McTighe**