Peggy+B.+Stage+2

upd =Stage 2 Determine Acceptable Evidence.=

//Role: You are an student who loves animals and wants to protect the environment. Audience: Your target audience is the editorial board of Ranger Rick magazine. Situation: You have been asked by the editor of Ranger Rick magazine to show other students how one// //animal is designed to live in its environment, how it interacts with and depends on other living and non-living things, and describe a current change or problem the animal is experiencing in its environment and consider a possible solution.// //Your product should include knowledge of this animal's adaptations, environment and human influence. Product/Presentation: ComicLife: You will create and present an informational comic strip. Standards (criteria from both rubrics): Comic Life Presentation Rubric: content, enthusiasm, speaks clearly, volume, posture and eye contact, and preparedness. Comic Life Product Rubric: content, media application, requirements, organization, effort, spelling and punctuation// || • Glogster: Poster of an animal with adaptations// //• iMovie: How change affects living things// //• Graphic organizers// //•// //Unit Test// || • Venn Diagram: Adaptations of two animals • Persuasive advertisement: Role of decomposers in an ecosystem// || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * //Goal: Your task is to educate other students about a Maine species from an animal's point of view.//
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * //Other Evidence **(OE)**// ||
 * //•// //Kidspiration: Model of a food web
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • //Blog: Reflection of human impact and student involvement in an ecosystem

//**What understandings/goals will be assessed through this task?**// **(G)**
 * Understanding || Goal (MLR) ||
 * •//Students will understand that there are interdependent relationships between living things and their environment// || •//Maine Learning Results: Science and Technology - E The Living Environment, Grades 3-5// ||

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 ||
 * //•Interdependence// || •//Adaptation// ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * //Attention all third grade animal experts! You have learned about different kinds of animals, how they are designed to live in their environment, and how change can affect them. Animals are often able to adapt to these changes, but other changes can cause a problem for them. Ranger Rick magazine is looking for student experts who have been studying Maine animals to educate other young readers by creating a comic strip. Quality comic strips will be published in an upcoming special edition of Ranger Rick magazine.Your task is to create a comic strip from an animal's point of view that tells other students about an animal's environment, adaptations, a change or problem that it is currently experiencing, and how humans may be involved. Your comic strip needs to really show that you are// //knowledgeable about// //how this animal interacts with and depends on living and non-living things in the environment.// ||

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

//**By what criteria will student products/performances be evaluated?**// • Media Application • Task Requirements • Organization • Effort • Spelling and Punctuation// || //•Content •Enthusiasm •Speaks Clearly •Volume •Posture and Eye Contact •Preparedness// ||
 * Product Criteria || Presentation Criteria ||
 * //•Content
 * 2004 ASCD and Grant Wiggins and Jay McTighe**
 * 2004 ASCD and Grant Wiggins and Jay McTighe**