Example Technology Performance
Assessment Task
|
Task #2 |
Presentation of Individual Research |
|
Grade |
5 |
|
Content Area(s) |
Science and Health |
|
Unit Title/Theme |
Human Body: Keeping the Systems Healthy |
|
Task Developer/Author |
Laura Grant |
1.
Setting the Context
The health of our nation’s children is declining due to poor eating habits and the sedentary nature of our current culture. Students will become involved in designing informational presentations to halt the trend toward obesity and diabetes. This task will be as a culminating project for the last two weeks of a six week Human Body unit. Students will have been participating in learning activities such as experiments, content reading and discussion, interviewing guest speakers, etc. Forty minute Science classes and one hour Writing classes daily will be devoted to this work and students will then present to peers from another team as well as their parents during an open house.
2.
Grade Expectations/Standards
Technology
IT1 - Basic
Operations & Concepts
Not assessed in this task
IT2 - Social, Ethical
& Human Issues
·
Demonstrating an understanding of copyright and fair use guidelines for
educational purposes.
·
Articulating and providing examples of relevant, reliable and
unreliable Internet resources.
IT3 - Productivity
Tools
·
Illustrating a
concept with topic and sub-topics, selecting different shapes and
colors to differentiate various levels or processes ( e.g., concept map,
web, bubble, flow chart).
IT4 – Communication
·
Creating a linear
or non-linear presentation including title slide, graphics, text, voice,
sound related to topic, scanned or digital photo, animation, bibliography
and table of contents.
IT5 - Research,
Problem Solving & Decision Making
·
Locating information that is accurate, relevant and appropriate, using
a variety of electronic resources including digital encyclopedias, specialized
CDs and the Internet.
·
Preparing a search off-line without using a teacher-prepared
form/strategy.
·
Implementing a search strategy using Boolean logic (e.g., and, or, not).
·
Bookmarking
sites relevant to their research and organizing sites into categories.
·
Identifying
and justifying decisions made, (e.g. representing data, formatting,
setting up formula, selecting criteria for search, visual organizer)
Example: What
key words did you make and why? Are
there other words that might have worked better?
Health
HE5-6:4 Students demonstrate the
ability to access valid information and/or resources about health issues,
services and products by …..
·b. Identifying resources from school and
community that provide valid health information and services for individuals,
families, and communities.
Science - Body Systems
S5-6:41 Students demonstrate
their understanding of Human Body Systems by…
·Investigating circumstances that affect more
than one body system and explaining the interconnected relationship between the
body systems (e.g., the
effects of exercise on several interdependent body systems, such as
respiratory, circulatory, digestive, nervous, skeletal systems).
Science Concepts:
b. A change in one system can have
an effect on other systems. (e.g., exercise changing heart rate and breathing
rate).
3. The Performance Task
Students
will research two body systems and create a multimedia presentation that demonstrates
their understanding of those systems and how exercise impacts them
Goal: By learning about the functioning of body systems through hands-on experiments and then researching the interdependence of two body systems, students will design informational presentations to halt the trend toward obesity and diabetes.
Role:
The student is a special reporter
Audience: Classmates, peers from other classrooms, teacher, and parents, could also be published on the web.
Situation: The student
is a special reporter for a major news network and must “sell” the story
to the producer (teacher). After initial
approval the student must then conduct the research and present the multimedia
show to various audiences.
To build background knowledge students keep a Science notebook throughout the unit where notes from the guest speakers and general information about each body system are recorded. For the performance task, students develop an off-line search strategy to research the functions and roles of two of the seven body systems studied and research how diet or exercise impacts the two systems. After storyboarding their research for a 6-8 card multimedia presentation, students will create the presentation and then present it to their classmates, to peers from another team, and to parents at an open house.
One class period: Select two body systems with teacher approval, Develop researchable questions, for example: What are the organs of the immune system? How does the Immune System work? How does the Immune System work with the Respiratory System? How does exercise keep both systems healthy?
One class period: Design an off-line search strategy on paper or using concept mapping software, see the checklist that guides students through this process
Two to Four class periods: Research the two body systems, their functions, and the impact exercise and/or diet has on them
One class period: Use provided checklist to check that all requirements and editing have been completed
One class period: Present to classmates and complete editing
One class period: Present to peers and revise contents based on feedback
One class period: Present to parents at open house
5.
Materials and Resources
Information found on-line as well as gained through interviewing guest speakers
Other print resources available in library
Paper concept mapping software for creating off-line search strategy or
Access to computers with word processing software with spell check, thesaurus, grammar check
6.
Criteria/Rubric
|
Grade Expectation |
Introduced |
With Assistance |
Met the Standard |
|
Basic Operations |
|||
|
Not Assessed |
|
|
|
|
Social, Ethical & Human Issues |
|||
|
Demonstrating
an understanding of copyright and fair use guidelines for educational
purposes. |
|
|
|
|
Articulating
and providing examples of relevant, reliable and unreliable Internet
resources. |
|
|
|
|
Productivity Tools |
|||
|
Illustrating
a concept with topic and sub-topics, selecting different shapes and colors to
differentiate various levels or processes ( e.g., concept map, web, bubble,
flow chart). |
|
|
|
|
Modifying a digital image
using flip; rotate, resize, crop |
|
|
|
|
Communication |
|||
|
Creating a linear or non-linear presentation including title slide, graphics, text, voice, sound related to topic, scanned or digital photo, animation, bibliography and table of contents. |
|
|
|
|
Research, Problem Solving & Decision Making |
|||
|
Locating information that
is accurate, relevant and appropriate, using a variety of electronic
resources including digital encyclopedias, specialized CDs and the Internet. |
|
|
|
|
Preparing a search off-line
without using a teacher-prepared form/strategy. |
|
|
|
|
Implementing a search
strategy using Boolean logic (e.g.,
and, or, not). |
|
|
|
|
Bookmarking sites
relevant to their research and organizing sites into categories. |
|
|
|
|
Identifying and justifying
decisions made, (e.g. representing data, formatting, setting up
formula, selecting criteria for
search, visual organizer) |
|
|
|
Offline
Search Strategy Checklist
o Does my concept map show my topic clearly?
o Does my concept map show my questions and subtopics?
o Does my concept map show the steps I will use to do my research (because I have arrows and lines)?
o Does my concept map use colors or shapes to organize categories?
o Can I explain why I think this search strategy will answer my questions?
o Can I explain what I will do if my strategy doesn’t work?
o Can I explain copyright and fair use?
o Can I explain which Internet resources are reliable for this project and why?
Sources
Checklist
Did I:
o use Boolean logic to narrow my search? (“and”, “or”, “not”)
o use digital encyclopedias?
o use Internet Sites?
o use CDs?
o list all the books and sources I used?
o keep bookmarks of sites I used?
o organize my bookmarks into categories?
Multimedia
Presentation Checklist
Did I:
o
Make a title slide?
o
Include a Table
of Contents?
o
Include a digital
or scanned image
o
Change a digital
image using flip, rotate, resize, or crop?
o
Include graphics?
o
Include text?
o
Include voice
recordings?
o
Include a sound
related to my topic?
o
Include
animation?
o
Include a bibliography
of all of my sources(books, digital encyclopedias, and web sites)?