S2+Mowatt+Nicholas

=Stage 2 Determine Acceptable Evidence.=

Role: You are a professional health researcher working for the Centers for Disease Control & Prevention (CDC). Audience: You are going to present your research to the U.S. Department of Health and Human Services. Situation: You are trying to convince the U.S. Department of Health and Human Services that your health epidemic is worthy of the grant money needed to save the people suffering from your epidemic. You need to present some solid facts and positive solutions in order to win the support of the U.S. Department of Health and Human Services. Be sure to make the Department well aware of the problem and what is currently being done to slow this epidemic. You are part of a five person team. Each of you specialize in one of the five aspects of health. Product/Presentation: The product that you will need to show to the U.S. Department of Health and Human Services is an iMovie. The presentation of your product will be in the form of a newscast. Standards (criteria from both rubrics): Health newscast and iMovie health newscast rubrics. || • A lesson will be created that really demonstrates understanding of the five aspects of health. • The brochure will be the visual used to depict each of the five aspects of health. || • The blogs will be used as another way students can analyze their personal health while sharing it with others. • The discussion will help students learn how their personal health is similar or different with that of their classmates. || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: You are working hard to recieve a grant from the U.S. government.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • An essay will be written on describing health as a whole. Really try and give the "big picture".
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • The journal will give all students a chance to reflect on how the five aspects of health impact the students' personal health.

//**What understandings/goals will be assessed through this task?**// **(G)** physical, mental/intellectual, emotional, spiritual, and social health are all interdependent to one another. || • Maine Learning Results: Health Education and Physical Education- A. Health Concepts A2. Dimensions of Health Grades 9-12 Health Students comprehend concepts related to health promotion and disease prevention to enhance health. Students analyze the interrelationship of physical, mental/intellectual, emotional, and social health. ||
 * Understanding || Goal (MLR) ||
 * • Students understand that

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? of health and how they are interrelated. || • Relating it to epidemics happening right now. ||
 * Big Idea || Big Idea ||
 * • The five aspects

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * As a professional health researcher working for the Centers for Disease Control & Prevention you are working hard to try and recieve a grant from the U.S. Department of Health and Human Services. You are one of five team members researching a current and very serious health epidemic. Each one of you specializes in one of the five aspects of health. You are all working together in order to convince the U.S. Department of Health and Human Services that your epidemic is far most deserving of the grant money than that of the other epidemics that will be presented by other professional researchers. You will need to have solid facts and positive solutions presented to the Department in order to really win their support. You also need to be sure that the Department is aware of the problem and what is currently being done to slow this devastating epidemic. You have dedicated the last decade full of time and energy into your research and it is now riding on this one moment and opportunity. Be sure to create a great product to present for the Department because it is not just your job at stake, but thousands upon thousands of human lives are depending on your performance. ||

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

//**By what criteria will student products/performances be evaluated?**// •Voice- Clarity 15% •Soundtrack 10% •Content 20% •Economy 30% •Grammer 15% || •Accuracy of facts 25% •Point of view-Purpose 20% •Attire 5% •Enthusiasm 15% •Research 15% •Group work 20% ||
 * Product Criteria || Presentation Criteria ||
 * •Duration of Presentation 10%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**