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Performance tasks:

After  learning about the function and structure of congress students will be able to understand the key components of a bill, the progression through the system that it takes to become a law, and the effects that the new law will have on society

Reflection/analysis of assignments and  the class activity and its successes and problems, and what impact the bills they passed would have

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Danielle- 9th grade Photosynthesis and cellular respiration

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Danielle- 9th grade Photosynthesis and cellular respiration

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- Create a press, flow chart, recorded skit, etc.. to demonstrate the process of either photosynthesis or cellular respiration.
-Choose a new presentation method and individually create a press, powerpoint, narrative, etc to follow a carbon atom from the atmosphere through photosynthesis, cellular respiration, and subsequent return to the atmosphere.
-Reflect on the differences in air quality around the world and how that may affect cellular respiration and photosynthesis. What effects does pollution have on plants in these environments have? the people?

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Propose a law that could have been passed in place of the Dawes Act of 1887 or the Indian Removal Act of 1830 that would better allow Native Americans to gain or maintain power within American society and preserve lands and cultural practices they want to keep.

To do so, you need to weigh the pros and cons of each law from the perspectives of both Native Americans and Whites--chart them on the provided form with documented evidence from primary sources--then write a 500-600 word position paper arguing the benefits and potential drawbacks of the new law you create.

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At the end of the unit, students will be given the freedom to choose how they plan on being assessed to defend their portfolio. This allows each student to take control of his/her education. They will be given choice of a standard type of test, writing a detailed paper covering content, creating a powerpoint presentation, delivering a formal class presentation, creating a movie or pod cast, or any other media that can clearly relay that they understand the standards. While students will control the process that they are assessed, I will control the content in the assessment. A detailed rubric will be provided to each student describing what exactly needs to be relayed to earn a grade of not yet (1), progressing (2), Meets expectations (3), and exceeds expectations (4). Students will be given a deadline to complete their assessment and accommodations will be made to help them.

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Historical Fiction Unit:
Presentation of Learning Museum & Response Paper/Video/Audio/Visual

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Weekly: bring examples of ethical business communications in business resources:  Evaluation criteria/discussion weekly with class- participation and identification of examples; communications that use - do you feel the company is accurately portraying product and or assessing the consumer-

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After learning about the elements of resumes and job applications students will prepare a resume and complete a job application

Success criteria:
-Proficient resume includes contact info, job history, skills; exemplary resume also includes mission statement
-Resume is written with a specific company or position in mind
-Final draft should include a mission statement and be free of spelling and grammar mistakes
-Job application will have correct spelling and grammar and will be legible if hand-written

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Prove beyond a shadow of a doubt that you always and forever love puppies. Perhaps sacrifice a cat

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7th Grade English- Evaluating Sources for Credibility (precedes unit on writing a research paper)

Students will be split into (ex: 5) groups. Each group will be given a news article (teacher finds and chooses these) with the source redacted, all on the same topic. Each group will be asked to create a newscast on the topic, based on the info in their source. After each group presents their newscast, students will be asked to write a reflection on the experience. There will also be a whole class discussion on the experience. This is not a high-stakes performance task (only worth 10% of the final grade or so)

Checklist/Rubric:

Newscast (peer-graded):

Individual contributed to project

Individual listened and respected others’ ideas

One thing I think this person did well:

One thing I think this person could work on:

Reflection:

Shows a progression of thought/ideas/understanding on topic (I used to think...now I think)

Shows an action plan (In order to access credible news/be an informed consumer of information I will…)

Shows how this new information can be used in different classes/ outside of class (how has this information impacted my life?)

My favorite part of this activity

How I think this activity could be improved

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Students will create and design two diagrams of plant and an animal cells that resembles a factory. They will be given different resources  mysterious to them and will report how efficient these resources are, how they are connected between their two diagrams, and where in their cell diagram they’d be utilizedMust display proper knowledge of the cell and its organellesMust explain and show proper understanding of how the precursors to cellular respiration and photosynthesis are cycled through each processMust display knowledge of how photosynthesis and cellular respiration are interconnected 

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Students will create and design two diagrams of plant and an animal cells that resembles a factory. They will be given different resources  mysterious to them and will report how efficient these resources are, how they are connected between their two diagrams, and where in their cell diagram they’d be utilizedMust display proper knowledge of the cell and its organellesMust explain and show proper understanding of how the precursors to cellular respiration and photosynthesis are cycled through each processMust display knowledge of how photosynthesis and cellular respiration are interconnected 

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Jacob high school Biology

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Write your memoir in a graphic novel format.

Alternative: If you’re not comfortable writing about your own life, you can write a memoir from the perspective of a literary character. i.e. Harry Potter

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PT #1 - Role-playing “Alliances” Project:

One of three main topics in the unit is the historical development of the alliances prior to the start of World War I.  The class will cover this topic through a combination of guided readings, varied discussions, short lectures, and student journaling/writing.

Students will demonstrate their understanding of alliance systems, why they are formed, the purposes they serve, and the potential ramifications of such through their creation of a “position paper” for President Woodrow Wilson.

The Scenario:  In early 1914, serving as an aide to the U.S. president, you are tasked with composing a report that explains why Britain, France, and Russia - long-time enemies in European affairs and in the contest for empire - have now agreed to work together in the Triple Entente.

Project Expectations:

Students will choose how they will present their “position paper” to the president (the teaching in this case!).  A typed report, an oral presentation, a poster presentation, a powerpoint slideshow, or other method (with instructor approval) can be used for this project.

Project grading criteria:

Must be clearly organized

Must demonstrate critical thinking, sound reasoning, and knowledge of the topic in it explanatory sections

Must utilize textual, visual, or oral evidence to support explanations when appropriate

Must include a list of any non-class sources used in research for this project

Must be submitted or presented on the due date

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Ben R. "Westward Expansion 19th century U.S."

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Ben R. "Westward Expansion 19th century U.S."

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Performance Tasks:

My primary summative assessment will be a group presentation (4-6 students per group)/discussion. The students will pretend to be members of a committee that are planning a new “Westward Expansion during the 19th century” museum. The goal of the committee members is to decide what the top 3 exhibits will be, and then “pitch” their idea to the rest of the committee (rest of the class) in a pamphlet, poster, video, or speech (student’s choice). After presentations, students will give feedback between the groups via discussion, and then finally work as one large group to synthesize a final product (this may require a final “vote”).

My secondary summative assessment will be a completed “portfolio” of journal entries over the unit. Journal entries will be daily (prompting daily “whip arounds” and discussion), yet only the completed product will be assessed formally. The prompts for the entries will vary throughout the unit, and will become more challenging as we near the end. The final journal entry will be a longer argumentative response that utilizes a minimum of 2 citations from textual sources used throughout the unit. Students will have a choice between 3 possible final prompts, along with extra time to complete the final entry.

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Formative assessment of students writing a paper (1-2 pages) on a policy ( domestic, international, historical or contemporary) that affects them.

Students will engage in the scenario exercise([small table groups-4-5 students] examining the morality of using force to maintain cohesion ( examining the US/Warsaw Pact response to Prague Spring/ Hungarian Revolution, Berlin Wall)

Summative assessment :Students will write a  policy brief on one of ten scenarios (4 pages) and cite primary sources.

1. 1954 Guatemalan coup d’ etat

2. Bay of Pigs

3. Congo Crisis

4. Hungarian Revolution

5. Prague Spring

6. Nicaraguan Revolution

7. 1958 Lebanon Crisis

8. Cuban Missile Crisis

9. Iran coup d’etat(1953)

10. Berlin Blockade

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Debate and reflection on:

(1) Biological Control - Is it safe/good to introduce non-native natural enemies of non-native undesired organisms?

(2) Saving Endangered Species - Given that species do evolve and go extinct, is it the place of humans to save them (i.e. is the giant panda an evolutionary dead end? Did we do the right thing “saving” the cougar population in Florida?)

(3) Are modern humans subject to natural selection?

Divide students into 3 groups - one for each topic. Stage formal debate for and against. (½ class period per debate)

After each debate everyone write reflection (½ page personal reflection per debate)

Debate Criteria: Do students include (one role assigned to each student): Intro/ Defense/ Acknowledgement of other side/ Rebuttal/ Conclusion. Demonstrate knowledge of vocab and topics.

Essay Criteria: Acknowledge both sides/ state own opinion and provide support. Use at least three vocab terms correctly.

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Design a plan, with a partner or two, to take action in the community that will address an environmental issue dealing directly with human intervention.

What is the issue?

Why is it important to them?

What part of the ecosystem is being affected?

Why should I care?

What are you going to do?

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Clint & Tyler: Statistical Analysis of the Effects of the Reconstruction Era

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Clint & Tyler: Statistical Analysis of the Effects of the Reconstruction Era

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Write a 900 word paper in which you create a hypothesis concerning the reconstruction era and use statistical data to test whether it is valid.  Explain the socio-economic factors that contributed to that result.

Include the histograms, secondary sources, and any other statistical data used.

Students should consider the concepts of continuity and change and cause and effect when constructing their arguments.

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After researching the three different types of businesses, annual reports, and financial statements, create a three business webquest and group presentation over your choice of a business, how and why it is organized, and its financial reportings.

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Jeff and Molly: High School US History: Civil Rights/Women's Rights Movements

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Jeff and Molly: High School US History: Civil Rights/Women's Rights Movements

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Performance Tasks:

From the perspective of a civil/women’s rights activist, student will write a letter to their congressperson about a policy or practice from the era that you would feel was discriminatory and support your view with historical evidence.

Assessment criteria: Is the policy a real policy?

Include the words of an activist who pushed for that reform.

Include one example of the hardships that arise from this policy.

Utilize at least one primary source.

Students will write an analytical essay that compares and contrasts the excerpts of Gloria Steinem’s “Living the Revolution” and Malcolm X’s “Message to the Grassroots.”

Assessment criteria:

Direct citations from the speeches.

Includes both similarities and differences.

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9th or 10th Grade History/Math hybrid

Combine skills from geometry with land navigation activity to optimally position WWII artillery on the map given performance parameters

Prepare a presentation or written work. Students are expected to research a World War II technology that interests them and explain its significance in military history and/or its present day applications outside of the military

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“Adopt an Atom” Pick an element that is interesting to you. You will be researching and creating a 3-D model of the element. There will be a worksheet to fill out details and interesting facts about your element which will help write a small written piece to introduce your element.
Accurately model your element
Fill out the worksheet completely
Written work flows and includes all of the facts on the worksheet

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jordan, 10th Grade Business Ed. Career Skills Portfolio

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jordan, 10th Grade Business Ed. Career Skills Portfolio

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Performance Task: Participate in school-organized job fair using application elements (resume, cover letter, etc.) Complete industry feedback form at each booth. Following event, submit portfolio including reflection assignment that addresses how desired jobs were selected, which elements of application were strong and which were weak, and clear plan for refinement.
Success criteria:

All work must be professional and attractive.

Reasoning must be consistent and show self-conscience.

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Joy Decker, 6th Grade English Personal Narrative Podcast Unit

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Joy Decker, 6th Grade English Personal Narrative Podcast Unit

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Performance Task: After listening to a variety of NPR’s #WhoWeAre Podcast episodes and investigating elements of personal narrative storytelling, create a script and audio version of a short podcast episode about a moment in your life, your reaction to it, and a reflection of why it mattered.