Linnea+M.+Stage+2

=Stage 2 Determine Acceptable Evidence.=

Role: Natural resource management consultant Audience: Town planning board Situation:You have been hired to determine the resilience of the ecosystem within the town. Design an experiment investigating relationships in a small ecosystem. First, identify your system. Second, perturb the system (in a reversible manner). Third, perform an in-depth analysis of your data. Finally, create a report in a form suitable for presentation to the town's Planning Board. Product/Presentation: Wiki presentation Standards: Product criteria: contact information, content accuracy, links (content), layout, navigation, interest Presentation Criteria: vocabulary, stays on topic, comprehension, enthusiasm, posture and eye contact, collaboration with peers ||
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal:Examine dynamic equilibrium and resilience of an ecosystem

• Online spreadsheet of inventory of ecosystem, including census of components • Lab notebook of completed experiment ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Inspiration concept map - visual depiction of components of the ecosystem

• Blog entries - What is challenging you right now? Why? What are your ideas for overcoming it? (http://educate.intel.com/en/AssessingProjects/AssessmentStrategies/CheckingUnderstanding/ap_journal_prompts.htm) • Inspiration concept map with connections/relationships among components of the ecosystem. || =Assessment Task Blue Print=
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Blog entries - What is your opinion about the inventory of the components of the ecosystem? Why do you feel that way?

//**What understandings/goals will be assessed through this task?**// **(G)**
 * Understanding || Goal (MLR) ||
 * • components of an ecosystem interact to form a dynamic equilibrium. || • **Science and Technology //- E. The Living Environment//** //**E2 Ecosytems**// ||

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 ||
 * • ecological interrelationships || • data analysis ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * Seth Wescott has won his second gold medal in Snowcross. People around the world are increasingly drawn to the Sugarloaf area, Seth’s home base, to become part of this growing sport and industry. Franklin County is now on the map! The town Planning Board members have realized that the population will likely triple in the next ten years, because it is located halfway between the mountain and the interstate. It is also a sweet place to live in its own right, because it is beautiful, with clear streams, farms and forests. The area has great schools, a super hospital and Reny’s. The development of the town will have permanent effects. You have been hired as a natural resource management consultant to inventory the local ecosystem, and analyze and predict the effects of development. What might be changed? What might be gained or lost? What is your best recommendation to the planning board? ||

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

//**By what criteria will student products/performances be evaluated?**// • content accuracy • links (content) • layout • navigation • interest || • vocabulary • stays on topic • enthusiasm • comprehension • posture and eye contact • collaboration with peers ||
 * Product Criteria || Presentation Criteria ||
 * • content information


 * 2004 ASCD and Grant Wiggins and Jay McTighe**