Example Technology Performance
Assessment Task
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Task #4 |
A Report Containing Text and Visual Representation |
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Grade |
6 |
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Content Area(s) |
Science |
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Unit Title/Theme |
Circulatory System, “Healthy Heart” |
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Task Developer/Author |
Laura Botte |
1.
Setting the Context
This activity would be the second activity in a Healthy
Heart Unit. The first activity might involve a cow or pig heart dissection.
This dissection would serve as the jump off point for a discussion of the parts
of the heart and how each part worked together to pump blood. Students have
some intuitive notions about the function of the blood and heart because of
their experiences. These experiences serve as the basis for this activity. Using heart monitors, students are able to
challenge their views of how the heart reacts to exercise. After these activities are complete, students
will role-play blood cells in their path through the heart. This role-play will
lead into a discussion of cells and an opportunity to see cheek and blood cells
under a microscope. The unit is tied together with a variety of activities
using blood pressure monitors to investigate blood pressure. The impact of high
blood pressure and lifestyle choices have upon health are discussed as a
conclusion to the unit. Students will be given instruction on proper use of the
heart rate or pulse monitors.
This activity is the conclusion of the
investigation of the impact of exercise has on heart rate. This activity should
take three or four forty-five minute class periods. Students will have an
opportunity to practice using and reading the heart rate or pulse monitors
before the activity. Students will be asked to collect heart rate data using
digital heart rate or pulse monitors while they are in different body positions
and at different levels of activity.
Students will create a lab report using a standard format in which they
include their hypothesis on the change in heart rate during activity, data
spreadsheets and graphs, an analysis of their hypothesis and conclusions based
on their data and analysis.
2.
Grade Expectations/Standards
Technology
IT1 - Basic Operations & Concepts
IT3
- Productivity Tools
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Creating
a graphical representation of multiple series of numerical data.
Content
7.1 Scientific method – Students use scientific method to explain describe and investigate phenomena.
7.2 Investigation – Students conduct a variety of their own investigations and projects
7.14 Human Body – Circulatory system
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).
3. The Performance Task
Students will
understand the function and changes of heart rate and be able to graph and
analyze the data.
Goals for this activity are for students to
understand:
1. there are a multitude of factors that impact heart rate;
2. technologies vary in their usefulness;
3. good science relies on logical conclusions drawn from dependable data.
4. Assess student understanding and competency with basic computer operations, report writing containing text and visual representations, spreadsheets graphing and word processing.
Role: The student will be in the role of
researcher.
Audience: fellow
researchers in their classroom who will also be conducting heart rate research.
Situation: The
classroom researchers will be collecting data on heart rate. They will use
digital heart rate monitors or digital pulse monitors to measure heart rate
while their subjects are lying down, sitting, standing and jogging in place.
Product/Performance:
A typed lab report that incorporates text, visual representations, spreadsheets
and graphs.
4.
Activities
This task has been written assuming teachers have
enough heart rate monitors and enough computers so that students can work in
pairs. Teachers will need to adjust the amount of time the assessment takes to
fit the technology available to them.
Day 1 – 45 minutes.
Students will form hypothesis of what they predict will occur during the heart rate measurements and record this hypothesis on their data records sheet.
Students will gather data on heart rate during exercise and at rest in four different positions (lying down, sitting, standing and running); Students will collect the data on heart rate for one minute in each body position. They should do four trials for each body position.
Students will collect data which will be entered on to spreadsheets where it will be manipulated and calculated. (Calculations can be on any information teacher needs; averages, gender differences, etc.)
Day 2- 45 minute period
Students will enter data
on spreadsheets.
Students will graph data within the spreadsheets, compute male and female averages for each different heart rate and graph each average.
Day 3 and 4– 45 minute periods
Students will begin writing their lab report where
they will:
§ draw conclusions based upon the data about the heart rate differences of males vs. females;
§ draw conclusions about the impact of exercise on heart rate and the relative body positions on heart rate;
§ discuss the accuracy of the technology used;
§ propose some alternative ways to check the technology.
5.
Materials and Resources
Digital heart rate or pulse monitors
Computers with USB connections
Word processing, spreadsheet and graphing software
Data collection worksheet
6.
Criteria/Rubric
Assessment will occur with the teacher evaluating student responses on the activity sheet, evaluating their performance during the activity. Their completed lab report will assess the students’ learning. Technology proficiency will be assessed by the technology rubric attached.
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CATEGORY |
Exceeds expectations |
Meets expectations |
Almost meets expectations |
Does not meet expectations |
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Experimental Hypothesis |
Hypothesized
relationship between the variables and the predicted results is clear and
reasonable based on what has been studied. |
Hypothesized
relationship between the variables and the predicted results is reasonable
based on general knowledge and observations. |
Hypothesized
relationship between the variables and the predicted results has been stated,
but appears to be based on flawed logic. |
No
hypothesis has been stated. |
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Question/Purpose |
The
purpose of the lab or the question to be answered during the lab is clearly
identified and stated. |
The
purpose of the lab or the question to be answered during the lab is
identified, but is stated in a somewhat unclear manner. |
The
purpose of the lab or the question to be answered during the lab is partially
identified, and is stated in a somewhat unclear manner. |
The
purpose of the lab or the question to be
answered during the lab is erroneous or Irrelevant.
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Drawings/Diagrams |
Clear,
accurate diagrams are included and make the experiment easier to understand.
Diagrams are labeled neatly and accurately. |
Diagrams
are included and are labeled neatly and accurately. |
Diagrams
are included and are labeled. |
Needed
diagrams are missing OR are missing important labels. |
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Data |
Professional
looking and accurate representation of the data in tables and/or graphs.
Graphs and tables are labeled and titled. |
Accurate
representation of the data in tables and/or graphs. Graphs and tables are
labeled and titled. |
Accurate
representation of the data in written form, but no graphs or tables are
presented. |
Data
are not shown OR are inaccurate. |
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Conclusion |
Conclusion
includes whether the findings supported the hypothesis, possible sources of
error, and what was learned from the experiment. |
Conclusion
includes whether the findings supported the hypothesis and what was learned
from the experiment. |
Conclusion
includes what was learned from the experiment. |
No
conclusion was included in the report OR shows
little effort and reflection. |
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Appearance/ Organization |
Lab
report is typed and uses headings and subheadings to visually organize the
material. |
Lab
report is neatly handwritten and uses headings and subheadings to visually
organize the material. |
Lab
report is neatly written or typed, but formatting does not help visually
organize the material. |
Lab
report is handwritten and looks sloppy
with cross-outs, multiple erasures and/or
tears and creases. |
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Spelling,
Punctuation and Grammar |
One or fewer
errors in spelling, punctuation and grammar in the report. |
Two or
three errors in spelling, punctuation and grammar in the report. |
Four
errors in spelling, punctuation and grammar in the report. |
More
than 4 errors in spelling, punctuation and grammar in the report. |
Technology
Rubric
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Grade Expectation |
Introduced |
With Assistance |
Met the Standard |
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Basic Operations |
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Navigating
between open windows and applications. |
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Using
digital tools to capture images and other information (e.g.
temperature, light, sound, etc.) and import them into a computer. |
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Social, Ethical & Human Issues |
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Not
Assessed |
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Productivity Tools |
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Manipulating
styles and formats (e.g. header, footer, borders, page breaks, lists). |
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Using spell check, and thesaurus. |
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Creating
a table |
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Creating
a spreadsheet from a blank page, including simple formulas and simple
functions (SUM and AVG ). |
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Creating a
graphical representation of multiple series of numerical data. |
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Manipulating format (e.g., resizing rows and
columns, font, colors, hiding grid) |
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Communication |
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Not
Assessed |
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Research, Problem Solving & Decision Making |
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Not
Assessed |
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7.
Checklist |
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Name________________________
Measuring Heartbeat Activity worksheet
Develop your hypothesis – What changes do you think will occur to your partners heart beat when you measure it when they are lying down, sitting, standing and jogging in place?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
In this activity you will use hear rate monitors to measure the number of times your partners heart beats each minute. You will do four trials for each body position. Use the table to record your data.
Number of Heartbeats per minute
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Lying Down |
Sitting |
Standing |
Jogging in Place |
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Trial 1 |
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Trial 2 |
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Trial 3 |
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Trial 4 |
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