Carole Aktines, Cheryl Conoly, Carol Villanueva, Leslie Thomas
Grade Levels (select all grade levels applicable)7th
The task asks students to show their “know how” on something important and challenging, not just their knowledge. (Students develop the focus of the task by building on their own experiences to determine the problem and to look for possible solutions.) Essential Question/s or Engaging Questions 1) Do you have what it takes to be a fighter pilot? 2) What is the definition of dexterity? 3) Are you competitive? 4) How competitive is this math class compared to the other 7th grade math classes? 5) Can you beat me (the teacher) in "Escapa"?
Feasibility
The task is worthy of the time and effort required to complete it. (The amount of time devoted to completing the task is very consistent with the complexity of the task or the embedded content standards)
Time Frame: Two or three class periods.
High Level Processes
The task requires complex thinking skills (critical/ creative thinking, decision- making, problem solving). (Students are operating at the synthesis/ evaluation levels involving one or more complex thinking strategies (e.g., problem-solving, decision-making, scientific inquiry) involving integrated concepts and big ideas.) Bloom's Taxonomy:
List or describe activities that support the selected Bloom's Level(s): Knowledge - Knowing the definitions of mean, median, mode, and range. Comprehension - Knowing how to find the mean, median, mode, and range. Application - Actually finding the mean, median, mode, and range of the student data received from students playing "Escapa". Analysis - Students having to determine which measure of data makes their class look the best and being able to justify the choice made. Synthesis - Determining if and what effect playing this game before or practicing it would have on the statistics. Evaluation - Determining whether "Escapa" would be a good test for fighter pilots with justification. Process Skills
Reliability
The assessment is likely to elicit consistent scores over time. The scores on the task will reflect true achievement of the content standard not variance in testing conditions. (The criteria are explained clearly with measurable expectations. Criteria are consistent across all dimensions, and lend themselves to self-monitoring)
Assessment(s): Rubric for “How Long Can You Survive?” Statistical Sheet Part I: Arranging times in ascending order 0 Did not complete 1 Did complete Part II: Basic questions 0 Missed all basic questions 1 One basic question correct 2 Two basic questions correct 3 All three basic questions correct Part III: Finding statistical measures 0 Missed all statistical questions 1 One statistical question correct 2 Two statistical questions correct 3 Three statistical questions correct 4 Four statistical questions correct 5 Five statistical questions correct 6 All six statistical questions correct Part IV: Evaluation 0 No justification given 5 Minimal justification given 10 Thorough justification given Based on a total of 20 points Create a rubric (click here). You may enter the complete URL above
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The task incorporates the content standard and the big ideas and essential concepts of the discipline. (The culminating task is directly related to a well- defined and articulated set of content standards and essential concepts.)
Concepts/Topics: The student will be able to find the mean, median, mode, and range of data that was generated by the students through a web-based game. They will also realize how factors can influence statistics.
The task reflects what people might actually do in the real world- real life issues, themes, problems. (The culminating task is relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students.)
Activities When students come into the classroom, sounds of the Gulf War along with jet fighters will be playing. When it is time to start class, students will be asked the following engaging questions: 1) Do you have what it takes to be a fighter pilot? 2) What is the definition of dexterity? 3) Are you competitive? 4) How competitive is this math class compared to the other 7th grade math classes? Once the questions have been answered and excitement is created, the students will be told that they are going to be generating some data by playing a web-based game and will find the central tendency and range of the data (statistics). ***This point until culminating activity, everything will be projected for students to see.*** A short video clip will be shown that reviews over the three measures of central tendency (mean, median, mode) and range. Once the video clip is over, there will be a brief class discussion/review over what the video covered. The students will then be introduced to "Escapa". (Keep the red box from bumping into the blue boxes or the side walls using the stylus) The message from the game board will be read to the students (U.S. Air Force fighter pilots supposedly use "Escapa" for training purposes and they are expected to go for at least 2 minutes). The teacher will then try his/her hand at the game. (Practice must occur before hand). Have the students estimate their time after seeing the teacher take a shot. Each student will get two practice tries to get a feel for the game. Each student will then have two turns at the game (not consecutive turns - as to keep the excitement going) All times will be kept track of by all students on a spreadsheet with all students names (supplied to students by teacher). Times will need to be rounded to the nearest tenth of a second. Once all times have been recorded, the slower of the two times for each student will be marked out. This spreadsheet will be used for the culminating activity. At this point the culminating activity will be handed out along with four-function calculators. Each student will then complete the culminating activity (can be done individually or as small groups). Once the activity has been completed for each class, the four seventh grade math teachers will share individual class statistics and beginning class warm-up will be made. From this, students can determine what class had the best mean. The competitive nature of middle school students is phenomenal.
Clarity of Task and Assessment Criteria
It is clear from reading the task that the student will know exactly what they are to do to complete it, including required products and scoring criteria. (The culminating task is clearly defined; the assessment criteria are given so that students understand the expectation of excellence throughout the process.)
Culminating Performance Task: Each student will be asked to follow certain instructions and answer questions based on the data collected from the web-based game "Escapa". This will be done on the "How Long Can You Survive" Statistical Sheet. Part I: Arrange each students' best time in ascending order (least to greatest). Part II: Basic Questions 1) Who had the slowest time? 2) Who had the fastest time? 3) How could you get better at "Escapa"? Part III: Finding Statistical Measures 1) What is the mean time? 2) What is the median time? 3) Is there a mode time? If so, what is it? (can be more than one) 4) What is the range of times? 5) Which measure of data mades this class look the best? Why did you pick the answer that you picked? 6) If each of you had played this game before, or if you had time to practice, would the statistics be affected? If so, how? Part IV: Evaluation 1) Do you think "Escapa" would be a good test for fighter pilots? Justify (at least a half page) Items to consider when justifying: a) Pros and Cons b) Could the speed of your computer/browser have an impact on the game?
Technology Use
Technology (computers, handhelds, software applications, peripherals, Internet) is used in a seamless fashion to promote student learning. (Technology use is directly connected and needed for task completion involving a broad variety of applications.) Technology Applications /How is technology integrated into your lesson? www.unitedstreaming.com to get the video segment entitled "Center and Spread" and the sounds of the Gulf War and jets Internet http://ufopsi.project-ufo-intl.com/Escapa.html - Escapa Web-Game Tablet/Computer and Stylus 4-function calculator for each student
Technology Applications Network Click here to find many technology resources
Differentiated Instruction
Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profile of the students
(Differentiation is clearly articulated and involves significant adjustments or alterations to the culminating task and surrounding activities based on the interests, readiness, and learner profiles of the students.) Differentiation:
Describe your method of differentiation: Anchor Activities: For the more advanced students, they will gather the data from the different class periods and make some type of graph comparing the results. Flexible Grouping: If group work is chosen for the culminating activity, students of varying abilities can be grouped together. Differentiation Power Point
Description of activities that support the Bloom's level Knowledge--Students will define the meaning of responsibility. Comprehension--Students will explain one reason why that candidate received his vote. Application--Students will keep a journal about their activities and write about what they have learned. Analysis--Students will compare and contrast the results from the school election to the results from the public election. Synthesis--Students will create at least two original slogans for his candidate. Students will also construct personal voting booths to be used the day of the election. Evaluation--Students will evaluate, combine, and organize the information from both elections, and create a graph to display the results.
Resources Books about voting, computer, online resources, projector, video camera, digital camera, newspapers Technology Applications Internet research, web projects, web page creation, internet graphing, internet voting, video photography, digital photography
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