Example Technology Performance Assessment Task

 

 

Task # 1

A Research Presentation 

Grade

3

Content Area(s)

Social Studies

Unit Title/Theme

Colonial Life

Task Developer/Author

Erica Goodrich

 

 

 

 

1.                 Setting the Context

 

The theme of the unit leading up to the Performance Task is life during the Colonial era.  Throughout a four week period of study students will be exposed to a variety of activities that will help them to examine how their lives compare and contrast to the life of someone who lived in Colonial America.  An emphasis will be put on finding similarities and differences from the past and present in the following areas:  occupations, clothing, shelter, recreation, tools, and food.

This unit is differentiated as the students will have choices as to the focus of their presentation and the type of multimedia they will use. 

 

 

2.                 Grade Expectations/Standards

 

Technology

 

IT1 – Basic Operations and Concepts

  • Launching a program from the desktop

IT4 – Communication

  • Creating a slide presentation including title slide, graphics, text, voice, sound related to topic and documentation of sources

IT5 – Research, Problem Solving and Decision Making

  • Using multiple resources including:
    • Library catalog
    • Electronic resources
    • Internet web pages
  • Navigating to various websites by typing a URL into a browser or using a list of links identified by the teacher.
  • Navigating using forward, back, home, and refresh.
  • Using hyperlinks to navigate the world wide web.

 

 

Content

 

H&SS3-4:8 – Students connect the past with the present by

  • Explaining differences between historic and present day objects in Vermont, and identifying how the use of the object itself has changed over time.
  • Describing ways that life and the community of Vermont has both changed and stayed the same over time.

H&SS3-4:10 – Students demonstrate understanding of the past, present, and future time by

  • Making predictions and/or decisions based on an understanding of the past, present and future.

H&SS3-4:13 – Students analyze how and why cultures continue and change over time by

  • Identifying expressions of culture in Vermont and the U.S, such as language, social institutions, beliefs and customs, economic activities, behaviors, material goods, food, clothing, buildings, tools, and machines.
  • Identifying ways in which culture in Vermont has changed.

 

 

3. The Performance Task

 

 

Students will understand the similarities and differences between colonial life and life in the present day by creating a multimedia presentation that compares and contrast objects and occupations from the past and present.

 

Goal:  To understand the relationship between past and present through the study of artifacts and occupations.

 

Role:  The student will play two roles.  First, they will be researchers as they gather information about the past and present. Then they will be the authors and presenters of a multimedia presentation.

 

Audience:  Instructor, peers, newspaper editor

 

Situation:  Students are working in the advertising department of the local newspaper.  The paper is running a special edition that is focused around sharing with its readers how items and occupations have changed over time. 

 

Product/Performance:  A multimedia presentation as a tool for the students to present their contributions to the special edition of the newspaper.

 

 

 

 

 

4. Activities

Students will be given the task of creating advertisements from newspaper flyers from three different time periods: past (colonial times), present, and future.  Each student will be responsible for representing one object in three different ads that will be displayed in a multimedia presentation.  The ad will focus on the object/occupation as it would be seen in each of the time periods.  Each ad should describe the following attributes of the object in each time period:  uses/responsibilities, approximate cost/wage, potential buyers/candidates, what it is made from/skills required, and a digital image.  The presentation should also include how and why the object has changed over time.

1.        Research

·        Students will select an object/occupation that they will create an ad to represent in their multimedia presentation.  Possible choices include:

Objects: male clothing item, female clothing item, vehicle, farm equipment, medicine, sewing instrument, writing instrument, food item, school supplies, shelter, church, furniture, games

Occupations: cobbler, barber, tailor, mailperson, tanner, cabinetmaker, silversmith, miller, farmer, wheelwright, teacher, doctor

·        Students will conduct research in text resources and online resources – some of the online resources could be pre-selected by the teacher.  Use research pad below.  Students will need to record their sources on the pad.

2.     Storyboard

·        After completing their research, students will begin to prepare their multimedia presentation by creating a storyboard as a rough draft of the presentation. 

3.     Multimedia

·        Students will use their storyboard to create a multimedia presentation using a software application of their choice.

 

5. Materials and Resources

·        Access to multiple computers (can be done in a variety of settings with a range of accessibility to computers – 4 computers in a class with a stations approach or in a computer lab situation)

·        Digital camera

·        Internet – some sights would be pre-selected by the teacher

·        Research pad  

·        Multimedia storyboard for multimedia presentation

·        Multimedia software (HyperStudio, PowerPoint, iMovie)

·        Content specific resource books

·        Task rubrics and checklists

·        Projector

·        List of objects and occupations

 

6. Criteria/Rubric

IT3-4:1Students demonstrate proficiency in the effective use of technology by launching a program from the desktop

IT3-4:4 Students demonstrate the use of a variety of media and formats to communicate information and ideas effectively to multiple audiences by creating a multimedia presentation.

IT3-4:5 Students demonstrate use of technology for research by using multiple resources, navigating to various websites, navigating using forward, back, home, and refresh, and using hyperlinks to navigate the world wide web.

 

Getting Started

Almost There

Got It

WOW

Basic Operations

I do not know how to locate programs on the desktop.

I need help to launch a program from the desktop.

I can launch a multimedia program from the desktop.

I can manipulate between two open windows.

Multimedia Presentation

I can create a multimedia presentation with 3 or less of the required pieces.

I can create a multimedia presentation with 4 or 5 of the required pieces.

I can create a multimedia presentation including:

__ title slide   __ text

__ graphics     __ voice

__ sound

__ documentation of sources

I can also insert a digital photo or animation without assistance.

Multiple Resources

I used 1 of the required resources.

I used 2 of the required resources.

My resources include:

__  library catalog

__  electronic resources

__  internet web pages

I also interviewed someone as a source of information.

 

 

 

 

 

 

 

 

 

 

 

Identifying ways in which culture in Vermont has changed.

H&SS3-4:8 – Students connect the past with the present by

  • Explaining differences between historic and present day objects in Vermont, and identifying how the use of the object itself has changed over time.
  • Describing ways that life and the community of Vermont has both changed and stayed the same over time.

H&SS3-4:10 – Students demonstrate understanding of the past, present, and future time by

  • Making predictions and/or decisions based on an understanding of the past and present.

H&SS3-4:13 – Students analyze how and why cultures continue and change over time by

  • Identifying expressions of culture in Vermont and the U.S, such as language, social institutions, beliefs and customs, economic activities, behaviors, material goods, food, clothing, buildings, tools, and machines.

 

 

Getting Started

Almost There

Got It

Then and Now

I only included description of the object/occupation in either the past or present.

I could list only 2 or 3 of the descriptions in the past and present.

I can describe the following about my object/occupation in the past and present:

__ uses/responsibilities

__ approximate cost/wage

__ potential buyers/candidates

__ from what it is made/skills required

Explaining Change

I had no evidence of how my object/item has changed over time.

I attempted to make an observation about how and why my object/occupation has changed over time.

I can explain how and why my object/occupation has changed over time.

Future

I did not predict what my object/occupation would look like in the future.

I could list only 2 or 3 of the descriptions in the future.

I can describe the following about my object/occupation in the future:

__ uses/responsibilities

__ approximate cost/wage

__ potential buyers/candidates

__ from what it is made/skills required

 

 

 

7. Checklist

Name:_____________________________               Date: ____________

Research Pad

Topic: __________________

 

Then

Now

Future

uses/

responsibilities

Source:

Source:

 

approximate cost/

wage

Source:

Source:

 

potential buyers/

potential employers

Source:

Source:

 

what it is made from/

skills required

Source:

Source:

 

other

Source:

Source: