AlisonS2

=Stage 2 Determine Acceptable Evidence.=

CIVICS AND GOVERNMENT B.1 Civic and Government Knowledge, Concepts, Themes and Patterns Students identify community workers and volunteers and the roles they play in promoting the common good. ECONOMICS C.1 Economic Knowledge, Concepts, Themes and Patterns Students describe economics as how people make choices about how to use resources to meet wants and needs.
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * **Goal:**

GEOGRAPHY D.1 Geographic Knowledge, Concepts, Themes and Patterns Students will explain that geography is the study of the Earth's surface and peoples. Students will create visual representations of immediate neighborhoods and community.

GEOGRAPHY D.2 Individual, Cultural, International and Global Connections in Geography Students will identify the impacts of geographic features on individuals, families, and communities including Maine, the United States and other nations.
 * Role**: Film maker
 * Audience**: Bureau of Tourism and the visitors to the Information Center
 * Situation:** The Bureau of Tourism has hired you to create a short informational movie about an important plant product of that area, which will then be streamed into the Information Center.

Product/Presentation: Informational movie (Mac i-movie) that will be streamed to a screen in the area Information Center.

Standards (criteria from both rubrics): Your informational movie needs to include =Assessment Task Blue Print= //**What understandings/goals will be assessed through this task?**// **(G)**
 * Accurate facts about a plant product, community member, and geography/climate of area
 * Graphics that contain material clearly related to the information being presented.
 * Group functioned well including listening to one another, sharing and supporting ideas, and staying on task.
 * Group researched the needed information on their area and added three additional tidbits of information
 * Students comprehension of their area is accurate and can answer most questions asked by classmates.
 * The volume of the video was loud enough to be heard by all audience members.
 * Words are spoken clearly.
 * Presentation lasted 3-5 minutes. ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * * Venn diagram comparing geography of their chosen community and Maine
 * Venn diagram comparing "services in a city" vs. "services in a country"
 * Two quizzes on what is a product and what is a service
 * Observations/conferences with teacher ||
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * * Self assessment rubric on their final performance task
 * Written reflection of "What they want to be" and how this unit has helped them ||
 * Understanding || Goal (MLR) ||
 * * Students will understand that different places around Maine can have different kinds of community workers just by the fact of where they are located.
 * Students will understand that goods and services are determined by the community and it's needs and location.
 * Students will understand by studying maps, that the location of a community and the resources around it, determine what products and services will be important to that community. || * CIVICS AND GOVERNMENT B.1 - Knowledge, Concepts, Themes and Pattern


 * ECONOMICS C.1 - Knowledge,Concepts, Themes and Patterns


 * GEOGRAPHY D.1 AND D.2 - Knowledge, Concepts, Themes and Patterns AND Individual, Cultural, International, and Global Connections ||

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? //**Through what authentic performance task will students demonstrate understandings?**// //**What student products/performances will provide evidence of desired understandings?**// //**By what criteria will student products/performances be evaluated?**//
 * Big Idea ||
 * * A valid plant product for the area of choice
 * Valid community worker/s related to the product of choice
 * Valid geographical information about the area of choice and how it relates to the product of choice ||
 * //**Task Description:**// **(T)** ||
 * Since we have been studying our community (including geography, products, and services) you have been asked by the National Bureau of Tourism to design a film about an important product/service in that area. This film will be streamed into a new “Information Centers” that are being built in several areas around the United States and abroad. Visitors will be able to access the film at any time, day or night. Using the knowledge you have gained about the importance of products, services, and location, you will choose an area (other than Maine) to research. The Bureau of Tourism from the area of your choice will expect your film to contain an accurate product/service and information on geography and climate. ||
 * Type II Product ||
 * * Student will create a movie that shows information about an important product of the area of their choice . They will take pictures, use voice over, and scan designs to put into the movie. ||
 * Presentation ||
 * * Students will introduce their Mac" i-movie" to invited members of the Bureau of Tourism for Maine
 * Students will answer questions about their product and how they made their film.
 * Students will show the movie during conference meetings with their parents. ||


 * ~ Product Criteria ||~  ||
 * * Accuracy of facts
 * Graphics
 * Enthusiasm for topic
 * Group work ||

** Presentation Criteria**

 * * Speaks clearly
 * Comprehension
 * Volume
 * Duration of presentation ||
 * 2004 ASCD and Grant Wiggins and Jay McTighe**