S2+Damboise+Kelley

=Stage 2 Determine Acceptable Evidence.=

Role: Your group works for the National Health Association in the advertisement department. Audience: The board of directors, and the boss. Situation: The challenge is there are five other advertisement associates that want their infomercial broadcast. Your group must win this assignment in order for the infomercial to be published. Standards (criteria from both rubrics): Oral presentation: preparedness, comprehension, content, speaks clearly, time-limit, and listens to other presentations. Product (imovie): script, equipment preparation, research, concept, teamwork, and sound setup. || • Garage Band: Students will have to use their understanding of macro/micronutrients to create a rap or a song that explains why they are important to the body. • Short answer quiz: Students will take a quiz that focuses or factors that trigger hunger. || • Questionnaire: Students will use their knowledge to develop a questionnaire that will help a person to assess the signs of hunger. They will upload to the class wiki for other students to take. • Learning log: Hunger scale, first recording of food intake, assessment plan, and second recording of food intake. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * Goal: Create an infomercial that explains the difference between appetite and hunger, what stimulates our appetite, and how do micro/macronutrients help in satisfying our bodies needs when hungry.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • iMovie: Students will research what constitutes as a healthy diet, and create an infomercial advertisement depicting what they have learned.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Venn Diagram: This is used to assess whether students can differentiate between the signs of hunger and appetite.

//**What understandings/goals will be assessed through this task?**// **(G)** C. Health Promotion and Risk Reduction C1. Health Practices and Behaviors ||
 * Understanding || Goal (MLR) ||
 * • Students will understand that there are steps they need to take in order to achieve and maintain a healthy diet || • Maine Learning Result

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 ||
 * • Healthy eating || • Macro/micronutrition ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * Your group, which consists of a textile personal, graphic designer, a researcher, a producer, and actors and actresses, works for the National Health Association advertisement department. You have all just left a board meeting where your boss has informed all six advertisement associates that he wants a creative infomercial that stresses the importance of healthy eating. Your group's task is to create an exciting infomercial that explains the differences between appetite and hunger, what stimulates appetite, and how does micro/macronutrients help in satisfying our body's needs when hungry. The infomercial is not going to be used to sell a product; it is being used to relay the message about healthy eating habits. The challenge is there are five other advertisement associates that want their work broadcast and only one infomercial will be published. Your group must win the advertisement infomercial design assignment in order for your group's product (iMovie) to be broadcast. The target audience is the boss and the board of directors; the group will create an iMovie for the product. ||

//**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?**// • Equipment preparation 15% • Research 20% • Concept 25% • Teamwork 15% • Sound setup 10% || • Preparedness 25% • Enthusiasm 10% • Comprehension 25% • Speaks clearly 15% • Time-limit 15% • Listen to others presentations 10% ||
 * Product Criteria || Presentation Criteria ||
 * • Script 15%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**