S2+Wagg,+Jasmyn

=Stage 2 - Determine Acceptable Evidence.=

presentation: comprehension (25%), preparedness (20%), answers questions (20%), presentation of introduction (10%), stays on topic (15%), listens to others presentations (10%) || •Comic Life: create presentation illustrating disease prevention •Imovie: create skit exhibiting ways of disease prevention •Glogster: to show examples of personal growth and development •Ahead: present choices that will increase health status •Blogger: blog on 2 different diseases || •Self-assessment: write a seven day journal with diet, exercise and other habits •Reflection: blog about changes since KWL chart and journal with a short podcast || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** provide the editors of //Weekly Reader// with a 3 page comic life product
 * Role:** create a motivating and entertaining display of healthy behaviors
 * Audience:** editors at the //Weekly Reader// and appropriate for adolescence
 * Situation:** this will be the new health issue of //The Weekly Reader//
 * Product/Presentation:** will provide a three page digital and paper form of healthy behaviors
 * Standards (Criteria from both rubrics - product and presentation):** Comic Life: team work (10%), originality (10%), attractiveness (10%), content (40%), permissions (15%), sources (15%)
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Prezi: to describe characteristics of growth and development
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Pre-assessment: KWL chart

//**What understandings/goals will be assessed through this task?**// **(G)** Health Education and Physical Education A5 Growth and Development ||
 * **Understanding** || **Goal (MLR)** ||
 * •There are multiple ways to prevent disease that are age appropriate || •Maine Learning Results

What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
 * **Big Ideas** || **Big Ideas** ||
 * • Health Behaviors || • Ways of disease prevention ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * //Weekly Reader// has run out of ideas. They are creating the new health issue that will illustrate healthy behaviors of adolescence. Your job is to create a three page product through Comic Life that will not only entertain, but motivate. This comic will need to display an understanding of why these healthy behaviors will reduce the risks of disease. The editors will be judging your comic based on attractiveness, originality, and content. The winning group will be published in the magazine and each member will receive 200$ worth of sports and exercise equipment. Good luck, and remember that this magazine company prides itself on factual information, so the editors will be considering the sources where you found your information. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * •Comic Life || • Oral presentation ||

//**By what criteria will student products/performances be evaluated?**// •originality (10%) •attractiveness (10%) •content (40%) •permission (15%) •sources (15%) || •comprehension (25%) •preparedness (20%) •answers questions (20%) •presentation of introduction (10%) •stays on topic (15%) •listens to others presentations (10%) ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •team work (10%)
 * 2004 ASCD and Grant Wiggins and Jay McTighe**