S2+Hollingsworth+Tracey

=Stage 2 Determine Acceptable Evidence.=


 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * **G**oal: Figure out which city to land your plane.


 * R**ole: As a pilot, you have made a quick decision where to land your plane based on your angle of depression.


 * A**udience: The Federal Aviation Administration (FAA).


 * S**ituation: You are a pilot who successfully navigated an emergency landing and need to prove to the FAA why your city was the best choice to land in.


 * P**roduct/Presentation: Oral/Professional presentation to the FAA and comic using Comic Life.

• Product - content, mathematical concepts, creativity, cooperation, clarity & neatness, and spelling & grammar. • Presentation - subject knowledge, organization, elocution, peer respect & review, body language, and enthusiasm. ||
 * S**tandards (criteria from both rubrics):

• Dialogues - class discussions and cooperative work stations throughout the unit. • Paper - a minimum of 2 pages on Pythagoras or another famous mathematician that worked with the Pythagorean Theorem, their contributions to math, and the proof of the Pythagorean Theorem. • Oral - voice thread discussions and interaction. • Webquest - students will participate in 2 WebQuests throughout the unit. • 3 Quizzes - • Test - a cumulation of the quizzes. || • Students will take a Likert scale survey to reflect on their understandings. • Students will answer questions at the beginning of every class reflecting on the previous class and their completed homework. || =Assessment Task Blue Print=
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Homework - observe the completion of homework and participation in homework reviews.
 * 1) Define and prove the Pythagorean Theorem.
 * 2) Define and apply trigonometric ratios.
 * 3) Applications of inverse trigonometric ratios.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Pre-assessment - students will complete an anonymous pretest that allows for an evaluation of the current status of the class and allows for lesson adaptations. Students will blog about how they felt about the pretest and their level of comfort regarding the material.

//**What understandings/goals will be assessed through this task?**// **(G)** • Trigonometry has real world applications. || Maine Learning Result Mathematics C. Geometry - Geometric Figures ||
 * Understanding || Goal (MLR) ||
 * • The relationships among angles, lengths, and sides of right triangles.

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 ||
 * • Pythagorean Theorem || • Trigonometric Ratios ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * You are a pilot who successfully navigated an emergency landing. You were awarded by the National Safety Council for saving the lives of all the passengers; however, in the air, you had a disagreement with air traffic control about which city to land in. When you informed air traffic control that you needed to perform an emergency landing, you were flying at an altitude of 25,000 feet. You had looked out your window and found that the angle of depression to a city on the horizon was 24°. Air traffic control had calculated your angle of decent to be 28° and told you to land 500 miles from the city that you spotted. Now you have to prove to the FAA why your city was the best choice. You will create a digital comic to depict what happened while you were flying, showing why you landed in the city that you did. You and your co-pilot will use mathematical reasoning and show proof mathematically either in the comic or during your oral presentation to the FAA. ||

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

//**By what criteria will student products/performances be evaluated?**// • MATH CONCEPTS - 20% • CREATIVITY - 15% • COOPERATION - 15% • CLARITY & NEATNESS - 5% • SPELLING & GRAMMAR - 5% || • SUBJECT KNOWLEDGE - 35% • ORGANIZATION - 20% • ELOCUTION - 20% • PEER RESPECT & REVIEW - 15% • BODY LANGUAGE - 5% • ENTHUSIASM - 5% ||
 * Product Criteria || Presentation Criteria ||
 * • CONTENT - 40%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**