Final Team Performance ITS REAL Area 5 LTC

Final Team Product/Performance Is created and revised throughout the unit, not at the end of the unit Constructed in sections to allow students to apply and synthesize new knowledge and skills as they are learned Has a real use Created for a real audience Has a purpose

Final Team Product/Performance Reflects mastery of all benchmarks Is a synthesis of individual & team work, not a collection of individual pieces Students use technology in order to communicate & demonstrate learning

It takes a hawk less then a month to travl from Canada to the tropical South America. Hawks may glide for thousands of miles when they migrate. In the sky hawks rise with warm columns of air called thermals. 2nd grade

There are different kinds of fish. Fish keep safe by swimming in a group. A lion fish keeps safe by it’s stripe and prickly spines to blend in so it’s enemies won’t see him. How did the response of the students differ to the directions given? What part did the directions play in each response?

2nd grade Facts? What makes this different from the other 2nd grade product? It takes a hawk less then a month to travl from Canada to the tropical South America. Hawks may glide for thousands of miles when they migrate. In the sky hawks rise with warm colums of air called thermals.

2nd grade

Trees Factual information at the beginning of a class book

Trees Synthesis in the last part of the book.

Trees (Synthesis)

First individual assessment Second individual assessment Teams work on FTP Third individual assessment Teams work on FTP Checks along the way… Checks along the way… Final Team Performance completed and evaluated by team Checks along the way… Checks along the way… Individual Accountability Information T/L Events Unit Ends 1 st Benchmark 2 nd Benchmark 3rd Benchmark

Genetics FINAL TEAM PERFORMANCE What understandings of genetics and behavior are essential for responsible dog ownership? Each team will produce a guide to answer the essential question and promote responsible dog ownership. The guide will include the reasons such a guide is needed, a genetic comparison of mixed breed and purebred dogs, the genetic characteristics of a particular breed and environmental conditions necessary to “bring out the best” in the breed. These guides will be compiled and published on the school’s web site. This will then serve as a link from several humane societies’ websites. A portfolio will be kept throughout the unit to aid the students in managing the information necessary to complete the final project. The following forms will be used: Reasons and statistics to support the publication of the guide (#1) Mixed breed dogs vs. purebred dogs and essential characteristics of both (#2) Scientific explanation of genetics of team’s assigned breed (#3) Genetic disposition imperative for potential owners to consider in ownership of that particular breed. (#3) Your ideas about the environment necessary for bringing out the “best of the breed”.

Examples Explorers Trees and Insects

FTP for Your Unit Build rubric/checklist for FTP Use template and examples to develop lessons that incorporate assessments and build pieces of FTP Add bullets to Teaching/Learning events for FTP work

CONTEXT Goals/Standards: (#’S) CONTENT Engaging the Learner Teaching and Learning Events* Individual Student Assessments Final Team Performance  = outcome is assessed (Number refers to assessment)  Emily Alford, 1998 *Numbers after Teaching and Learning Events refer to assessments students read letter and complete task analysis; ask questions based on opening activities and letter inquiry begins with students seeking information from a variety of sources jigsaw information in teams, organize and share with class mini lessons begin Benchmark activity Benchmark activity In modeling the opening we: brainstormed appliances calculated costs received the letter determined coal usage Team work on FTP Individual assessment Team work on FTP Individual assessment