StaceyS2

=Stage 2 Determine Acceptable Evidence.=


 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: The goal is to create an anniversary documentary radio special on the Exxon Valdez Oil Spill so students will be able to explain interactions, cause and effect situations in our environment. The basis of the documentary will include and interview of a recap of the event, how to save the wildlife (plants and animals), how the spill was cleaned up and/or the lasting effects of an oil spill twenty years later.

Role: You are specialized researchers who work for Radio Disney. Groups of two will select a concentration for research out of the following choices: Marine Biologists, Botonists, Oceanographers, Environmental Protection specialist.

Audience: You are creating a documentary for the producers of Radio Disney and its listeners.

Situation: You work for Radio Disney and have been approached by its producers to do an anniversary radio special of the Exxon Valdez Oil Spill. The basis of the radio documentary needs to include a recap of the event, how to save the wildlife (plants and animals), how the spill was cleaned up and the lasting effects of oil spill twenty years later.

Product/Presentation: * Enhanced Podcast Radio Documentary with board from Radio Disney about their role in the clean-up process. The class will be members of the board and ask questions as each small group shares their role.

Standards (criteria from both rubrics): || Presentation Criteria
 * < Product Criteria
 * Planning/Use of class time
 * Collaboration
 * Content
 * Organization Sources
 * Presentation
 * Eye Contact and Voice
 * Questions and Answers
 * Audience Member ||<  ||<   ||<   ||<   ||<   ||<   ||<   ||<   ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Write a skit to explain what caused the Exxon Valdez oil spill and what your job was in this disaster efforts in dialogue form for a radio interview to be aired on Radio Disney.
 * Other Evidence **(OE)** ||
 * • Write a skit to explain what caused the Exxon Valdez oil spill and what your job was in this disaster efforts in dialogue form for a radio interview to be aired on Radio Disney.

• Read non-fiction article on Exxon Valdez oil spill and complete the Anticipation Guide to interpret information before and after reading article.

• Use stuffed animals and salad oil to simulate what happens when wildlife gets covered with oil from spill. Devise the most efficient way to clean them.Through the simulation, students will keep an observation log of their findings in trying to clean up the oil from the "animals" and will present their findings to the class. As a second piece of evidence students will conduct a debate that represents the concerns of the people of organizations that are affected by an oil spill like the Exxon Valdez. || What did I do well today? What do I need to work on the next time I meet with my group? How did I contribute to my group project today?
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Exit Slips- What did you accomplish today? What do you need to start with tomorrow?

• Complete planning guide- Setting Goals, Designing a Plan, Monitoring Progress, Reflecting

• Interview with Radio Disney director (teacher) to assess students ability to reflect and "think about their thinking" (Before, During and After) || =Assessment Task Blue Print=

//**What understandings/goals will be assessed through this task?**// **(G)**
 * Understanding || Goal (MLR) ||
 * * Students will demonstrate their speaking by taking on the role of a specific scientist and will need to answer questions asked by the Radio Disney board.


 * Students will create a map of the oceans in the world, label and understand the similarities and differences of them to learn how animals and bird species would not be able to survive in just any ocean.


 * Students will do research on their specific animal, plant, bird or environmental clean-up effected by the Exxon Valdez oil spill and write a research paper.


 * Students create a simulation of what happens when wildlife gets covered with oil from a spill and will complete an observation journal of their findings in the clean-up. || •ELA-E2 - Speaking: Students use active speaking skills to communicate effectively in a variety of contexts.


 * Geography- Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States and the world.


 * Social Studies- C1-Research: Students create, identify, and answer research questions by gathering information from print and non-print sources and documenting sources and communication findings.


 * Science- E2-Ecosystems: Students describe ways organisms depend upon, interact within, and change the living and non-living environment as well as ways the environment affects organisms. ||

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 Idea || Big Idea ||
 * • Students will recap events of the Exxon Valdez oil spill through research, paper and Radio Disney interview. || • Students will decide how to clean-up the water, land, animals and birds affected by the Exxon Valdez oil spill. ||

//**Through what authentic performance task will students demonstrate understandings?**// it continues to have on the environment 20 years later. ||
 * //**Task Description:**// **(T)** ||
 * Students will create an iMovie Documentary about the Exxon Valdez Oil Spill and the effects

//**What student products/performances will provide evidence of desired understandings?**// Students will share with board from Radio Disney about their role in the clean-up process. The class will be members of the board and ask questions as each small group shares their role. ||
 * Type II Product || Type of Presentation ||
 * • Enhanced Podcast || • Students will present the Podcast.

//**By what criteria will student products/performances be evaluated?**// • Collaboration • Content • Organization • Sources || • Presentation • Eye Contact and Voice • Questions and Answers • Audience Member • • ||
 * Product Criteria || Presentation Criteria ||
 * • Planning/ Use of Class time
 * 2004 ASCD and Grant Wiggins and Jay McTighe**