Performance Task- is the performance of a child to act in a situation
-you will make a problem and then you will make a solution for your problem
example: there is a flood and you will think of your hypothesis and you will try to solve the problem and after that,you will do a conclusion about your problem. Purpose: For this portfolio you will have to create several artifacts that demonstrate your understanding of various topics related to the study of Geography. For each part you will have specific artifacts to create. You are expected to follow all directions provided, and create a high quality product that demonstrates your skills and knowledge in Geography.

Directions: For this part of your portfolio you will be required to create 3 artifacts from the options below, analyze them using content knowledge, and draw conclusions about each artifact. You may only select one option per topic. Make sure to identify which artifact you will be creating by providing the option number and topic, as well as a 1-2 sentence description of what the artifact will be entailing. All artifacts must be created by you unless otherwise specified, while all writing and analysis must be typed.

Topic #1—Population Density
For this artifact you need to choose one of the following options:
  1. Create a qualitative map that shows population density for a country of your choosing. You must then write a one-paragraph analysis which explains and interprets the information provided on the map.
  2. Create a cartogram map of the world showing population by country. You must then write a one-paragraph analysis which explains and interprets the information provided on the map.

Topic #2—Demographic Transition Model
For this artifact you need to create all of the following:
  1. A graph that shows what the Demographic Transition Model looks like
  2. Create a chart, using bullet point statements, describing the basics of each stage of the Demographic Transition Model
  3. Write one-paragraph of what the unnamed 5th stage would look like and describe what would cause it to occur.

Topic #3—Population Pyramids
For this artifact you need to complete one of the follow:
  1. Select a country that has had a dramatic shift in its population since 1960. You then need to find three population pyramids. 1 that shows the population 10 years before the event, 1 that shows the population during the event, and 1 that shows the population 10 years after the event. You must then write a one-page analysis which summarizes what the historical event was and explain how the population pyramids demonstrate the events of that country.
  2. Find 3 population pyramids, 1 that represents stage 2, 1 that represents stage 3, and 1 that represents stage 4 on the demographic transition model (must be different countries than those used as examples in the textbook). You then need write a one-paragraph analysis for each pyramid and explain how the pyramid represents that stage, and why the country is in that particular stage.

Topic #4—Migration
For this artifact you need to complete one of the following:
  1. Look at pages 90-95 of your textbook, and write 3 separate paragraphs that describe immigration patterns in the United States since 1820 from Europe, Asia, and Latin America, using graph 3-4 (pg. 92) as the basis for your discussion. You need to recreate the graph on a sheet of graph paper and include it at the end of your writing.
  2. Look at pages 95-98 and write a 5 paragraph essay that details the impact immigration has had on the United States. Focus your attention on the legacy of European migration, the role of undocumented immigrants today, and where immigrants settle. You must include an introductory paragraph which outlines what you will be writing about, and a concluding paragraph that summarizes what you have discussed, but also draws some sort of conclusion based on the information presented.

Topic #5—Urban Patterns
For this artifact you need to complete one the following:
  1. Create a six picture storyboard representing the problems faced in inner cities. All pictures must used significant detail, and though you will not be graded on artistic ability, you will be graded on quality of how you represent the information. All pictures should have a title, and be in color. For this artifact you must cover the following topics: Process of Deterioration, Urban Renewal, Underclass, Culture of Poverty: Crime, Culture of Poverty: Segregation, and Annexation.
  2. Research how states have used the idea of “Smart Growth” as a way of planning for the future. Make sure to identify what the basic philosophy or idea is of that state, and the specific ways they have implemented their plan. This is not a 5 paragraph essay, but should be 2-3 paragraphs in length.

Addresses both standards from 9th Grade Geography Unit:
1. Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions
2. The interconnected nature of the world and its people and places

Levi B

ESL 3 Memoir Unit

I decided to use the GRASPs model to construct my assessment

GOAL:
To tell the story of how you or a loved one made the journey to Colorado or to the United States

ROLE:
You are a high school senior and hope to gain admittance into the college of your choice maybe it's Harvard or Yale!

Audience:

The target audience will be college professors.

Situation:
You need to convince bored college professors that your story is the most intriguing and that deserve the scholarship more than any of the other applicants.

Product:

You will need to describe the decisions that lead your family or loved one to make the move to the United States or Colorado. What motivations did they have? What circumstances did they endure?
Did anything interesting happen?
Was it a hardship? Was it funny later?

Standards and Criteria for Success:

Your memoir should:
-evoke a strong emotion (you get to decide what kind of emotion)
-use strong sensory details
- use one page or less

Natalie K.

I used GRASPS to design my authentic activity finding it easy to use.

Authentic Activity for This I believe

Goal:
To create a Presidential speech of what is important to you.
Role:
You are running for President and will present your three most important issues that you have researched.
Audience:
Citizens of the United States
Situation:
You must determine what are the three most important issues that you perceive facing the country today.
You will be given four minutes to state your issues to the citizens of the U.S. in a commercial.
There will be “pundits” that review you issues and your research.
Product Performance and Purpose:
You will need to isolate three issues that face Americans today.
These three topics will need to be fact based, so you will need to reference where you got your information.
You will want to show the information that reaches the biggest audience.
You will need to keep the language appropriate for the common man.
You will need to make your presentation four minutes long.
Standards and Criteria for Success:
Your speech should address topics that are also important to a large proportion of citizens.
Your will want citizens to agree with your point of view and see you as a worthy candidate.

Kristina M.


Christi W-G
9th Grade Algebra
Goal : To create a business plan for a new small business (example mowing lawns, walking dogs, etc)
Role: You will be the business owner who is trying to gain customers and investors.
Audience: Customers and Investors
Situation: You have decided to create your own business based on something you enjoy doing. To begin your business you will need to create a business plan order to gain the support of investors and new customers.
Product, Performance and Purpose
The product will be a business plan that includes tables, graphs and equations of projected profit and start-up cost. You will present your business plan to potential customers and investors (your peers). The purpose of the plan is to gain customers or investors so that you may begin your new business.
Standards
Standard 2, GLE 1: Functions model situations where one quantity determines another and can be represented algebraically, graphically, and using tables.

Understandings
  • Equations, graphs, tables, and words are used to model various situations.
Essential Question
  • How can multiple representations be used to express relationships?

Criteria for Success: A rubric will be created including how well the student used the relationships between the table, graph and equation as well as knowing when to use the different representations to promote his or her business idea.
6th grade UNIT Lesson Plan: Introduction to Copyright and Creative Commons
Students are introduced to Copyright and Creative Commons issues, meaning and concerns through creating a Logo Design using the word ‘Learn” for a specific client—the student’ artist then makes a choice based on learning about Copyright and Creative Commons about their own works and licensing their design.
Assessment:
Write About Art-Address the issues of licensing one’s own work either through Creative Commons or Copyright
Talk about art-Share in cooperative learning model Address the issues of licensing one’s own work either through Creative Commons or Copyright
Make Art-Utilize Principals of Design and elements of Art in creating a Logo about Learning for a specific ’client’.
Read about art-Reflection of decisions made about Copyright
Creating Thinking Maps that identify/classify Copyright and Creative Commons notes and discussions.
Elizabeth B.

This is for an 8th grade US History class:
Essential Questions:
  1. Should historians be completely impartial when writing about history? Why or why not? Why might it be important to examine multiples sides of an issue?
  2. How can there be different explanations for the same historical event? Why might different people or groups interpret historical in more than one way?
  3. How primary and secondary sources differ in their abilities to help us explain historical processes and analyze patterns of continuity and change?

Goal:
  • Use, analyze and interpret documents and other relevant primary and secondary sources pertaining to a controversial event in early US History from multiple perspectives, from multiple sources--including those with conflicting accounts.
  • Critique data for point of view, historical context, distortion, or propaganda and relevance to historical inquiry.
  • Construct a written historical argument on the use or understanding of primary and secondary sources.
  • Evaluate different points of view on an inssue and take a position.

Role:
You are a governor of an American colony charged with making tough decisions on colonial matters.

Audience:
The target audience is King George I of England

Situation:
Since his reign began, King George has been dealing with an increasing number of problems in the American colonies. You need to convince King George you’ve made a sound decision on a matter of colonial importance so he can present your findings to the British Parliament and keep the peace in the colonies by showing his governors make sound and fair decisions regarding the colonists.

Product Performance and Purpose:
King George of England urgently awaits a written document of your decision on a controversial colonial matter. Your job is to read and analyze documents from an account of a controversial event in the colony, make a ruling on the situation, and justify your reasoning.

Standards and Criteria for Success:
In your case summary you must:

  1. Consider multiple perpectives--at least two conflicting accounts of the event
  2. Use, analyze and interpret at least one primary and one secondary source
  3. When analyzing a source, identify (and explain where necessary):
  • From whose point of view is the account told?
  • What is the context of their account (time, location, situation)?
  • Are there any propaganda techniques being used to sway the reader’s opinion?
  • Have any of the facts been distorted?
  • How relevant is the document to your inquiry question? Why?
  • Is it a primary or secondary source? Is that better? Why?
  1. Take a position on the issue and justify your position by supporting your reasoning using at least three pieces of evidence from your historical sources (at least one piece of evidence must come from each type of source—primary and secondary)
SUZANNE N.

Branches of Government

Goal:

To explain the importance of each branch of government and why it is needed in a Democracy
Role:

You are a “Founding Father” and you personally came up with the idea of one of our 3 branches of government (executive, judicial, or legislative). You need to explain to the other “Founding Fathers” why your branch of government is necessary in a Democracy.
Audience:
Founding Fathers of America (classmates)
Situation:

You need to convince the other Founding Fathers that your branch of government is essential for a Democracy.
Product:
You will use a PowerPoint presentation to:

  • Describe the function of your branch
  • Explain why the branch is important in a Democracy

Standards and Criteria for Success:
Standard 4: GLE 2 The origins, structure and functions of the United States government

  • Demonstrate the branches unique role in a Democracy
  • Demonstrate what the function of the branch is

May F.




Cartographer's Challenge- Rhoda F.

Goal:
To demonstrate knowledge of geographic terms

Role:
You are to develop your own imaginary country in which you will incorporate and show understanding
of multiple geographic terms. You must also explain why specific features were placed in certain areas
and tell how those features affect your country's tourism. You will present your final product trying
to convince travelers to visit you.

Audience:
You are head of the country you created. You will use your newly created map to convince travelers (classmates)
to visit your country.

Situation:
The travel industry is huge. Capitalize upon the money flow created by tourism and your country will prosper.

Product:

Poster Board Country
  1. Read over the geographic terms within your Social Studies book.
  2. On a scrap piece of paper, draw the outline of your imaginary nation. You need to decide on the theme you will be using for your map (ex: cars, food, sports, famous people, music, cartoon characters, book titles, games, Star Wars, etc.).
  3. Circle 12 different geographic terms listed on the glossary of key terms. Add labels on the map to identify those terms on your map. Don’t forget to include a title, a legend (key), and a scale.
  4. Use your theme to name all of your map’s special features. For example, if you included a desert on your map and chose a game theme, you might call the desert “Dominoes Desert” or “Dice Desert.” Be creative!

Standards and Criteria for Success:
Standard 2 GLE 2 Human and physical systems vary and interact.


Overarching Understandings:
Human and physical systems interact altering the earth’s surface.

Overarching Essential Questions:
How does where you live influence how you live?
What happens when people interact with the environment?



8th Grade US History: Perspective and the Boston Massacre
Mark Wakefield

Essential Questions:

  • Should historians be completely impartial when writing about history? Why or why not?
  • How can there be different explanations for the same historical event?

Goal:
  • Formulate appropriate hypotheses about United States history based on a variety of historical sources and perspectives

Role:
  • Students will play the role of historical detective to determine the veracity of eyewitness accounts of an historic event.

Audience:
  • Residents of Boston (as a historical audience) and students of history (with respect to modern perspective).

Situation:
  • Various reports have been generated following the events surrounding what has become known in the colonies as The Boston Massacre. You, the student, have been charged with the task of acting as historical detective to determine the veracity of the myriad of reports. In the final analysis, you will present your findings to the group to provide a clear picture of cause and effect.

Product Performance and Purpose:
  • By developing a timeline of events, students will present all pieces of information pertinent to the situation/event. With as much clarity as possible, events and all details will be presented. Along with the information, the author of the report and any suspected bias will noted. Teams of student detectives will present their findings in whatever manner best clarifies the event and circumstances surrounding it. Students will "analyze evidence from multiple sources including those with conflicting accounts about specific events in United States history."

Standards and Criteria for Success:
  1. Present primary and secondary source material in a timeline of events;
  2. Interpret source material for not only veracity (as much as can be ascertained) as well as bias;
  3. Determine what information appears to be distorted (and for what purpose) and whether or not this distortion affects our understanding of this historical event; clarify, as best as possible, these elements of "distortion;"
  4. Give examples of modern-day events in which accounts of the event seem to be either distorted or varied -- explain the reasoning behind this and whether or not this affects our overall understanding of the event;
  5. Successfully describe the series of events surrounding The Massacre and provide insight into the aspect of bias and historical accuracy.

Mark W.
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Essential questions:

How have significant cultures, people, events or ideas caused change in the Western Hemisphere?


Prior Assignment in writing was to describe an event or interaction with someone that changed them. They were to describe the positive and negative changes and reflect on them.


Social studies assessment:

Through research fill out the “Elements of Culture” and “Region Notes” sheets for an area of the Western Hemisphere before the interaction of new cultures. Then fill out the same items on the sheets based on research after the interaction of the new cultures occurred. Choose two changes that occurred and reflect if you feel these changes were positive or negative and how it has affected the Western Hemisphere today.
Megan J

Oral Expression and Listening - 3rd Grade
Purpose:
GLE for grade 3, expectation 2: Successful group activities need the cooperation of everyone.
Students will work in small groups, partner groups to complete learning tasks in all content areas. The skills taught and acquired during this learning phase will be utilized and strengthened throughout the school year.
Note:
Product: Work collaboratively to produce quality work during independent reading to complete tasks assigned to groups. Understand the roles required by self and others to complete tasks. Hold self and group accountable for task completion. Transfer the work of collaborative learning to other content areas and with various group members.
Learning and Application: Engage in collaborative discussions led by the teacher. Use a third grade shared reading lesson from Mondo support materials that are strengthening community building skills. Following the lesson:
-Practice skills of active listening -
Restating goals for the work
Adding on to others thinking
Link comments to others thinking
Paraphrasing
Disagreeing appropriately
Validating other's ideas
Conversational skills - when to interject
Learning and Application: Practice in fishbowl setting, (taking turns to observe peers) the roles observed during prior discussion. Students will practice previous above skills as they answer questions following the story about character traits
Complete checklist of how my participation impacted group process - checklist designed from PBL - oral expression and listening.

*Checklist criteria form, based on active listening skills from CAP template; students self assess how they worked in their roles and completed the collaborative task.
*Checklist criteria form, based on active listening skills from CAP template; students assess how their group worked together towards task completion.
*Teacher checklist, completed from observation, anecdotal notes and participation.
*Student demonstration of mastery, for any subject/lesson, based on effective effective group work as it has been a component of the gradual release teaching model.
Tracy E.

College Admissions Essay
Goal:To create a college admissions essay which is effective and meaningfulRole:You are a student applying to college
Audience:The admissions officers at your dream school
Situation:You must express why you would be a good fit for this school, while conveying personal information in a way that is appropriate for this audience and purpose.Product Performance and Purpose:You will tell a story from your life that expresses your values and ideals. It will reflect the reasons why you have chosen to pursue an education at this particular university
An alternative product will answer the specific prompt requested of you by your dream school
Standards and Criteria for Success:**Your essay will have an appropriate topic and will use language in such a way that your audience will see your highest potential
Sue M

Pre-Algebra Performance Task "Capture-Recapture"

GOAL: To Estimate the total population of fish in the the lake.
ROLE: You are the Forest Ranger in charge of population management for Rocky Mountain National Park.
AUDIENCE: The division of the forest service that is responsible for stocking the lakes and ponds in the park.
SITUATION: Your assignement is to estimate the population of fish so that budgets for stocking ponds and lakes in the park can be made.
PERFORMANCE AND PURPOSE: You will need to write a report with your finding of fish population. You must support all of your recommendations with the data and calculations that you made. You will need to include algebraic reasoning and also graphically evidence representing your data. Your data will determine whether or not fish are distributed to the lake or not. Your data will also drive future decision making surrounding the catch and release programs that are in place along with the minimum size requirements for the fish caught that can be kept.
ESSENTIAL QUESTION: How can a relationship be analyzed with tables, graphs and equations? What are the benefits of representing a proportional relationship numerically, graphically and algebraically?
BIG IDEAS: Relationships, Patterns, Change
Nicole L

Authentic Performance Task for Unit 1 6th grade Mathematics

Goal: To create and use an algorithm to explain how to find the Greatest Common Factor and why we need to use the GCF not just any common factor. Create your own real world problem where this skill is applicable.

Role: You are a teacher and are teaching other students how to use an algorithm to find the GCF of 144 and 60 and are explaining why this skill is important in a real life situation. (ie: How does this apply to comparing two fractions to determine equivalence?)

Audience: 5th and 6th grade students

Situation: You need to convince 5th grade students and your classmates that there is a reason for knowing how to find the GCF. (Other than the fact that I told you it is important. How does this skill relate to our world? Where might it be useful in everyday life for adults?)

Product: A presentation using some form of technology to present to Mr. Moore’s 5th grade students and our own classroom.

Standards and Criteria for Success:
Standard 1, GLE 2: Formulate, represent, and use algorithms with positive rational numbers with flexibility and accuracy.

  • Demonstrate an understanding of an algorithm for finding the Greatest Common Factor
  • Explain why finding the GCF is useful beyond the classroom

Dan Patterson



Performance Assessment
Grade 6 Learning to Write About Writing to Learn
Goal To write a well-developed summary.
Role Peer
Audience Classmates
Situation Your class is working to create a place where students can go to find reading materials of interest. Your job is to summarize a book you’ve read recently for pleasure.
Product/Performance/Purpose Classroom blog via School Center or Google Docs (depending upon what teacher comfort/student familiarity is). Students will make an entry and reply to at least one other student entry.
Standards/Criterion for Success
  • information paraphrased in student’s own words
  • deletion of trivial information/redundancy
  • collapsed list
MELANIE DUSDAL