Example Technology Performance
Assessment Task
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Task # 2 |
Presentation of Research Project |
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Grade |
5 |
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Content Area |
Social Studies |
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Unit Title/Theme |
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Task Developer/Author |
Claire Reczek / Cindi Roberts |
1.
Setting the context
During this three week unit on New World Explorers students will
investigate and evaluate how events, people, and ideas (democracy, for example)
have shaped the United
States and the world. After reading the social studies text, selecting a New World Explorer of their own, reading three books about their explorer at their reading level, students will create a brochure about their explorer including text , map, and pictures that demonstrates how their explorer ‘s actions and ideas impacted the Americas (North and South America.)
2. Grade Expectations/Standards
Technology
IT5-6:5 Students demonstrate use of technology for
research by...
Digital Resources
·Locating information that is accurate, relevant and
appropriate, using a variety of electronic resources including digital encyclopedias, specialized CDs and
the Internet.
Browser
Searching & Search Engines
·Preparing a search off-line without using a teacher- prepared form/strategy.
·Implementing a search strategy using Boolean logic (e.g.,
and, or, not).
IT5-6:4 Students
demonstrate the use a variety of media and formats to communicate information
and ideas effectively to multiple audiences by...
Multi-Media
·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 con- tents.
Content
H&SS3-4:7
Students communicate their findings by...
Giving an oral, written, or visual
presentation that summarizes their
findings.
Students
communicate their findings by...
Developing and giving oral, written, or
visual presentations for various audiences.
H&SS7-8:8
Students
connect the past with the present by...
· Investigating and evaluating how events, people, and ideas (democracy, for example) have shaped the United States and the world, and hypothesizing how different influences could have led to different consequences (e.g., How did the ideals of Greek democracy impact the world? How has European colonialism influenced race relations
3. The Performance Task
Student will show,
through use of a multi-media presentation, what impact Christopher Columbus had
on the indigenous people of the
GOAL: Develop a multi-media presentation to communicate
Christopher Columbus’ impact on indigenous people.
ROLE: Expert-collecting, explaining, and presenting
evidence through use of multi-media presentation on
AUDIENCE: School
Board
SITUATION: The school board is trying to
decide on next year’s school calendar.
They are having trouble deciding to take Columbus Day off or not. They are asking for help in making this
decision. Our class will create
multi-media presentations to aid in their decision. Each student will contribute by creating a
multi-media presentation. Then a
consensus of the best parts of the students’ projects will be voted on by the
class and the teacher. A collaborative
presentation or the best presentation can then be chosen to present to the board.
PRODUCT: Presentation of Research Project
4. Activities
These activities are
part of a three week 5th grade
Social Studies Unit On New World Explorers.
Other projects will be going on during this time period. The multi-media presentation is a culminating
project.
·
Teacher
selected resource on
Columbus’ impact on the indigenous people of the Americas (North and South
America) After reading the article Surviving Columbus the student will
prepare a search question using Boolean logic- using the words AND and BUT.
·
Research
information on
·
Using
this information, students will locate
evidence including text, pictures, and excerpts from primary sources and save
all data in a teacher identified project folder.
·
Students
will use a visual organizer to create a storyboard to organize all data that justifies their
viewpoint.
·
Students
will prepare a multi-media presentation including title slide, graphics,
sound/voice, text, scanned or digital photo, bibliography and table of
contents.
5. Materials and Resources
Hidden History
Columbus & the Colonial
Legacy http://www.newint.org/issue226/keynote.htm
Surviving
http: //www.runningdeerslonghouse.com/webdoc28.htm
Columbus and other
http://www2.worldbook.com/wc/popup?path=features/explorers&page=html/newworld.html&direct=yes
Computers, scanner,
digital camera, internet access
Classroom library
including picture books and non-fiction books on Columbus and New World
Explorers
Digital Encyclopedias
Specialized CDS
Examples of visual storyboards
(Visual Organizer)
6. Criteria/Rubric
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Grade
Expectation Technology |
Not
Met |
Meets |
Exceeds |
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Social, Ethical
& Human Issues |
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Demonstrating an understanding of copyright and
fair use guidelines for educational purposes. |
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Articulating and providing examples of relevant,
reliable and unreliable Internet resources. |
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Productivity Tools |
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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). |
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Modifying
a digital image using flip; rotate, resize, crop |
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Communication |
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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. |
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Research, Problem
Solving & Decision Making |
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Locating
information that is accurate, relevant and appropriate, using a variety of
electronic resources including digital encyclopedias, specialized CDs and the
Internet. |
|
|
|
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Preparing
a search off-line without using a teacher-prepared form/strategy. |
|
|
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Implementing
a search strategy using Boolean logic (e.g., and, or, not). |
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Bookmarking
sites relevant to their research and organizing sites into categories. |
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Identifying
and justifying decisions made, (e.g. representing data, formatting,
setting up formula, selecting
criteria for search, visual organizer) |
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Content
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Grade
Expectation History |
Not
Met |
Meets
|
Exceeds
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H&SS7-8:8 Students connect the past with the present
by investigating and evaluating
how events, people, and ideas (democracy, for example) have shaped the |
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Documentation of how events have shaped the |
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Documentation of how ideas have shaped the |
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Documentation of how people have shaped the |
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Make the connection between past and
present |
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H&SS3-4:7 Students communicate their
findings by... (Assessed in
Technology Rubric Above) Giving
an oral, written, or visual presentation that
summarizes H&SS5-6:7 Students communicate their
findings by... Developing
and giving oral, written, or visual presentations
for various audiences |
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7. Checklist
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Students have been provided an introduction and practice in the
following areas: |
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Reading teacher preselected site/artcle and
preparing a search question using Boolean Logic. |
YES / NO |
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Comparing and contrasting information found
on the internet for relevancy, accuracy, and reliability |
YES / NO |
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Selecting 3 appropriate , reliable, and
relevant resources from the internet |
YES / NO |
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Selecting
1 resource from a specialized CD |
YES / NO |
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Planning and creating a storyboard using a
visual organizer. |
YES / NO |
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Soliciting teacher feedback. |
YES / NO |
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Creating a multimedia presentation including title
slide, graphics, sound/voice, text, scanned or digital photo, bibliography
and table of contents. |
YES / NO |