S2+Lamblin,+Rachel

=Stage 2 - Determine Acceptable Evidence.=

Product: Will be judged on Knowledge and Research (25%), Planning and Preparation (20%), Use of iMovie (25%), Script (15%), Clarity (5%), and Creativity (10%). Presentation: Will be judged on Persuasiveness (15%), Preparation (35%), Clarity (5%), Interest and Enthusiasm (20%), Team Collaboration (20%), and Eye Contact (5%). || •Wikispace: In small groups, students will research the affects of a specific culture on health and post to a class wiki along with information on how this .influence is relevant to their own lives. •Microsoft Word: Students will create a brochure for parents with techniques on instilling positive health habits in their children. •Pre-assessment: Students will fill out a KWL chart on this unit. At the beginning, they will write down what they know about influences on health and what they want to know. At the end of the unit, they will add what they learned about health influences. •Self Assessment: Students will use the same rubrics used to score their web quest projects to score their own work. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Create a five minute news broadcast encouraging T.V. viewers to live healthier lives
 * Role:** A team of famous chefs, athletes, and/or athletic trainers competing for the job
 * Audience:** A panel comprised of health experts from the United States Department of Agriculture and executive producers for ABC television
 * Situation:** The United States Department of Agriculture is concerned about the general decline of peoples health in America. They want to air an hour-long news broadcast with the purpose of improving health in two main areas: exercise and nutrition. Teams need to create a five minute mini broadcast highlighting all the main information. This broadcast also has to include how family, peers, and culture affects these two areas.
 * Product/Presentation:** An informative news broadcast created with iMovie
 * Standards (Criteria from both rubrics - product and presentation):**
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Blog: Students will keep a blog about influences on their health throughout the unit to encourage the to find examples of these influences in their own lives.
 * Comic life: Students will use comic life to create a 5-10 page comic about their personal view of health at the beginning of the unit and illustrate how it has changed (or stayed the same) by the end of the unit. Must include specific examples of how each influence on health does (or does not) influence them.
 * Web cam: Students create a 30 second commercial selling a health product (real or imaginary) that aims at improving one aspect of health in a big way. Commercial must be very convincing.
 * Glogster: Students create a poster illustrating the affects that their peers have on their health. They must clearly differentiate between positive and negative influences. ||
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Blog: Students will reflect on various factors that influence their health from day to day and blog about these on a regular basis throughout the unit.
 * • Blog: Students will reflect on various factors that influence their health from day to day and blog about these on a regular basis throughout the unit.

//**What understandings/goals will be assessed through this task?**// **(G)** D1. Influences on Health Practices/Behaviors ||
 * **Understanding** || **Goal (MLR)** ||
 * • Health is affected by many factors, such as peers, family, culture, and the media. || D. Influences on Health

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** ||
 * • Influences on Health || • How these influences affect our own health and the health of others ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * The United States Department of Agriculture is becoming more and more concerned with the state of health in the United States. Knowing the influence that media has on health, board members decide to team up with ABC television to put out a special news broadcast with the purpose of improving health in two main areas: exercise and nutrition. In order to reach as many people as possible, ABC executive producers suggest that this news special would be far more effective if the main reporters were a team of famous chefs, athletes, and fitness experts. Because there is so much interest among these three groups, ABC decides to turn the whole project into a contest. Teams of three must present a 5 minute video to a panel of board members from the United States Department of Agriculture and executive producers from ABC television that encourages people eat better and based on family, cultural, and peer influences. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * • iMove News Broadcast || • Presentation ||

//**By what criteria will student products/performances be evaluated?**// • Planning/Preparation (20%) • Use of iMovie (25%) • Script (15%) • Clarity (5%) • Creativity (10%) || • Persuasiveness (15%) • Preparation (35%) • Clarity (5%) • Interest/Enthusiasm (20%) • Team Collaboration (20%) • Eye contact (5%) ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Knowledge/Research (25%)
 * 2004 ASCD and Grant Wiggins and Jay McTighe**