RoxanneS2

=Stage 2 Determine Acceptable Evidence.=

-food -school, education -government -jobs -geographic area -language -culture, family, traditions, religion -historical events -currency -past and present
 * Performance Task (Summary in G.R.A.S.P.S. form): (T) A three slip Power Point Presentation with a video clip from Photobooth on a specific topic of Canada/Mexico ||
 * Goal:To become an expert in a particular area of your country you are learning about. With your team your goal is to convince people to visit your country. Areas could be


 * Role:** An employee of the Chamber of Commerce


 * Audience:** People at the National Tourism Conference of America who are looking for a new place to visit. We need to convince them to visit our country.


 * Situation:** You are a member of the Chamber of Commerce and your country needs you to help the economical situation they are facing. Your mission is to convince more people to visit into Canada/Mexico. You need to learn about the country, plan and present a special topic to share at the National Tourism Conference of America.


 * Product/Presentation:** You will become an expert on an area of Canada/Mexico and will design a three clip Power Point presentation with a 1 minute photobooth video clip. This must be ready for the International Touring Show. All experts will be present at the International Touring Show for questions and comments. Your job is to convince people to visit your country to increase the economy.

Students will = = =Assessment Task Blue Print=
 * Standards (criteria from both rubrics):**
 * create a clear organized and detailed storyboard for their topic.
 * Power Point/Photobooth presentation complete
 * meet all requirements of the clip and presentation
 * speak clearly with a strong comprehension of their topic.
 * be able to answer questions
 * stand up straight and establish eye contact with people.
 * listen intently to other speaker. ||
 * Other Evidence** (quizzes, test, prompts, observations, dialogues, work sample, etc.):
 * Other Evidence (OE) ||
 * *Completion of a time line of production
 * observations
 * Rubric (storyboard and presentation)
 * Conference with teacher ||
 * Student Self-Assessment and Reflection**
 * Self-Assessment (SA) ||
 * *time line sheet to keep on task
 * journaling of experience, questions and ideas
 * explain to class their topic for feedback ||

//What understandings/goals will be assessed through this task?// (G) B1 Knowledge, Concepts, Themes, and Patterns of Civics/Government Grade 3-5 Students understand the basic ideals, purposes, principles, structures, and processes of democratic government in Maine and the United States. D1. Geographic Knowledge, Concepts, Themes, and Patterns Grade 3-5 Students understand the geography of the community, Maine, the United States, and various regions of the world. D2. Individual, Cultural, International, and Global Connections in Geography Grade 3-5 Students understand geographic aspects of unity and diversity in the community, Maine, and regions of the United States and the world, including Maine Native American communities. ||
 * The relationship between Canada/Mexico and the United States
 * That geographic area and weather and how it reflect culture and the way of living
 * Culture and differences between them
 * Understanding/Goals || Goal (MLR) ||
 * *Interconnectedness of the United States and Canada/Mexico
 * Certain geographical features lend themselves well to the growth of communities
 * Unique values, languages, political systems, and belief systems of Canada/Mexico as compared to our area. || //**Establish Goals: (G)**//
 * Maine Learning Results: Social Studies-B. Civics and Government**
 * Maine Learning Results: Social Studies-D. Geography**
 * Maine Learning Results: Social Studies-D. Geography**


 * 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 ||
 * We are all connected but different || Understanding the ways of others brings a bigger understanding of our world. ||

//Through what authentic performance task will students demonstrate understandings?// Step 1 - So research on a particular topic of your country and become an expert. Step 1 - Fill in the Storyboard Plan Step 2 - Fill out the Script for the Movie using at least 5 facts and not exceeding 60 minutes of information Step 3 - Practice and record storyboard script into Photobooth Step 4- Using Power Point complete 3 slides importing the Photobooth movie into one. Step 5 - Share information to other students and then give a presentation to parents. ||
 * //Task Description:// (T) ||
 * Technology - Power Point with a 1 minute Video made in Photobooth
 * 1) 1 slide - Opening
 * 2) 2 slide - Movie
 * 3) 3 slide - Closing

//What student products/performances will provide evidence of desired understandings?//
 * Type II Product || Type of Presentation ||
 * •Technology - Power Point Presentation with a Move from Photobooth || •Presenting the Product to the National Tourism Conference of America ||

//By what criteria will student products/performances be evaluated?// •Completed Script •Clip Requirements Meet •Clear, Practiced Recording || •Speaks Clearly •Knows Information •Posture and Eye Contact •Listens to Speakers || 2004 ASCD and Grant Wiggins and Jay McTighe**
 * Product Criteria || Presentation Criteria ||
 * •Completed Storyboard