S2+Hodge,+Spencer

=Stage 2 - Determine Acceptable Evidence.=


 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: To create a functioning government for the new civilization NASA started on Mars.**


 * Role: Political Scientist**


 * Audience: The panel of NASA's transition to Mars team**


 * Situation: Our world is ending soon; we need to create a civilization on Mars ASAP. The political scientist with the best prospective government will become the leader their government on Mars.**


 * Product/Presentation: A promotional video to explain all of the components of their government. This will also persuade the panel of** **NASA's transition to Mars team that their government is the best option.**

• Comic Life - Students create a comic with interacting characters; citizens and their roles in government. • Glogster - Each student uses this tool to express current political issues. • Inspiration - Use to compare and contrast different types of government around the world, past and present. • iMovie - Students will create their own political and use this tool to present them. • Prezi - Use to show how the U.S. government interacts with the world. || • __Checking for Understanding__ - Thumbs up thumbs down, fist to five, quick writes, slap it, word sort, hand print. • __Timely feedback__ - Self assesment, peer review, teacher feedback through a checklist or a rubric for each lesson. || =Assessment Task Blue Print=
 * Standards (Criteria from both rubrics - product and presentation):**
 * Oral Presentation Rubric - Pitch 25%, Content 20%, Stays on Topic 15%, Collaboration 15%, Speaks Clearly 15%, Time Limit 10%**
 * iMovie Rubric - Intro 15%, Content 20%, Delivery 20%, Graphic and Music Enhancement 20%, Technical Production 10%, Originality 15%** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Xtranormal - Students create characters, one representing state government, the other representing federal government.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • __Pre Assessment__ - KW, of the KWL

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * • (U2) There are other forms of governments in the world. || • MLR - Social Studies, B. Civics and Government B1 ||

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** ||
 * • Forms of governments || • Roles of citizens in government ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Knowing the earth is coming to an end, NASA has created a team to start a new civilization on the planet Mars. As part of the construction, NASA needs someone to develop a new structure of government for Mars. NASA is looking for the three following things in this government system: General structure, Laws and rules, and the citizens roles in the government. Students will take the role as a political scientist eager to develop this new government. Participants will be presenting in front of NASA's transition to Mars team to pitch their new creative government system through oral presentation and a persuasive promotional video. If chosen, they will be guaranteed a spot as leader of their newly designed government on Mars. ||

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

//**By what criteria will student products/performances be evaluated?**// • Content 20% • Delivery 20% • Graphic and Music Enhancement 20% • Technical Production 10% • Originality 15% || • Pitch 25% • Content 20% • Stays on Topic 15% • Collaboration 15% • Speaks Clearly 15% • Time Limit 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Introduction 15%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**