Example Technology Performance Assessment Task

 

 

Task #4

Electronic Graph

Grade:

4

Content Area(s)

Science

Unit Title/Theme

Weather

Task Developer/Author

Ellen Ferro

 

 

 

 

1.                 Setting the Context

 

 

As students learn about the different variables that affect weather, they will choose a state to track weather data for a two to three week period of time. Students will collect weather data from the 50 states. Each student is responsible for one state and the results will be gathered, sorted, graphed and discussed.

The students will enter weather data into a teacher made form that could be either web based or on a work station basis. That data can then be manipulated, sorted, graphed, compared, discussed and used.  Students will then be able to make some predictions on the weather from information learned.

 

 

 

2.     Grade Expectations

 

Technology Grade Expectations

 

IT1 - Basic Operations & Concepts

·        Navigating between open windows

·        Locating files and folders using the Find command.

 

IT3 - Productivity Tools

·        Entering data into and manipulating an existing data base by browsing, sorting and searching/ finding/querying.

  • Entering data into a spreadsheet template.
  • Explaining the relationship between data and visual representation (graph).
  • Creating a graphical representation of numerical data (e.g., bar line, and pie).

 

 

 

 

Content Grade Expectations

 

Atmosphere, Water Cycle, Weather, Seasons

S3-4:48

Students demonstrate  their understanding of Processes and Change over Time within Earth Systems by...

 

· Observing, recording and analyzing local weather data and making predictions based on that data.          

 

Science Concepts: 

·   Weather changes from day to day and over the seasons.

·   Weather can be described by measurable quantities (such as temperature, wind direction and speed, precipitation and air pressure.

 

 

 

 

3. The Performance Task

 

 

Students will understand national weather trends and enter weather data collected into a database for manipulation and comparison.

 

Goal(s):  Students will be able to predict weather from data collection.

 

Role:  Future Meteorologist (student)

 

Audience: Teacher, Classmates

 

Situation: What should you wear tomorrow?  Do you need umbrellas?  Snow boots?  Hats or Sunglasses?  Let’s see, what should you wear tomorrow based on the weather and forecasting information you now know?  Getting ready for school, you want to dress properly.  You, as a future meteorologist, are going to help people from different parts of the country to make good decisions.

 

Product/Performance: Electronic graph made from survey results

 

4. Activities

The actual activity of collecting data can take place over a couple of weeks.  This entails logging into a computer, getting to the correct weather site, opening a new window with the database and entering data.  The graphing and comparison activities occur over 2-3 45 minute classes.

 

Collecting Data Procedure—(web based) (Assessed)

  • Students find weather database on computer
  • Open a new window and log into weather site (can be a bookmarked site)
  • Students fill in the fields with weather data
  • Students close both windows

 

 

Once the data has been collected over a 2-3 week period students are now ready to use a spreadsheet and graph. This can be done by exporting the field choices and opening a spreadsheet document.  Another way to do this is to pose queries about the data and enter numerical results into a spreadsheet.  For example: What was everyone’s highest temperature for a particular day?  That information is then entered into a spreadsheet which can then be graphed and discussed. “What if” questions are then posed…What if the highest temperature changed?  What would happen to the graph? Different questions and manipulations can vary according to teacher (assessed).

 

With the data in a spreadsheet format, the graphs can be created.  Students will label the x and y axis accordingly and make two graphs to be compared with other students’ information. (Assessed) If the numbers change in the spreadsheet, the students will recognize the change in the graph and will give reasons for that change.

 

 

The graphs then show data that can be written about.  Students will write a paragraph describing their findings shown on the graphs.  This will include actual data found.  Students will then share information with at least one other person for comparison purposes and write another paragraph comparing the data collected. (assessed)

 

Finally, students will then predict what clothing will be needed the next day, in their state, based on the data collected.  This is a prediction paragraph.  They can do this on the computer with a drawing or on paper. (Drawing—not assessed)

 

 

 

 

 

 

5. Materials and Resources

Teacher made database to collect weather data.  

Map of the United States.

Computers with Internet to locate weather data.

Spreadsheet and Database Software.

 

6. Criteria/Rubric

List the Criteria/Rubric you will use to determine successful completion of the task. Include Content and Technology. (Note:  The technology rubric can be copied from the Instructional Guides.)

 

Grade Expectation

Introduced

With Assistance

Met the Standard

Basic Operations

Navigating between open windows

 

 

 

Locating files and folders using the Find command.

 

 

 

Social, Ethical & Human Issues

Not Assessed

 

 

 

Productivity Tools

Entering data into and manipulating an existing data base by browsing, sorting and searching/ finding/querying.

 

 

 

Entering data into a spreadsheet template.

 

 

 

Explaining the relationship between data and visual representation (graph).

 

 

 

Creating a graphical representation of numerical data (e.g., bar line, and pie).

 

 

 

Communication

Not Assessed

 

 

 

Research, Problem Solving & Decision Making

Not Assessed

 

 

 

 

 

 

 

Weather Paragraphs Rubric

 

Criteria

Super

OK

Needs Work

First Paragraph about graphs

3-5 sentences describing graph with no errors in GUM

3-5 sentences about graphs with 2-4 errors in GUM

Less than 3 sentences with more than 4 errors in GUM

Interpreting graphs

Understanding and accurately describing both graphs-the numbers on the graph match the numbers in the spreadsheet

Understanding and accurately describing only 1 graph-the numbers in the spreadsheet only match one graph

Not accurate in understanding the graph-the numbers in the spreadsheet do not match the graph

Manipulating Information

Changes the numbers and creates a graph according to new information. Verbally explains reasons for change.

Changes the numbers but can not interpret new information. Verbally explains reasons for change.

Unable to change graph. Cannot explain reasons for changes.

Second Paragraph about graphs –comparing/contrasting

Accurately read all graphs using correct numbers and write 3-5 sentences both comparing and contrasting information found with no GUM errors

Accurately read all graphs using correct numbers and write 3-5 sentences comparing and contrasting information found with 2-4 GUM errors

Accurately read all graphs using correct numbers and write 2-3 sentences. Not clear about comparing data. More than 4 GUM errors.

 

 

 

 

Third Paragraph about graphs- prediction

3-5 sentences predicting clothing to be worn based on weather data. Accurate information using correct numbers with no GUM errors.

2-4 sentences predicting clothing to be worn based on weather data. Accurate information using correct numbers with 2-4 GUM errors.

2-4 sentences predicting clothing to be worn based on weather data. Prediction doesn’t match information on graphs.  More than 4 GUM errors.