Medieval Machine Mayhem!


Self-evaluation for SPICE Model



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Self-evaluation for SPICE Model

1. Were my sketches clear enough for others to understand?







1

2

3

4

5

2. Did I include written suggestions on my rough sketch?



1

2

3

4

5

3. Did my product do what I designed it to do?





1

2

3

4

5

4. If I worked with others, how well did I cooperate?





1

2

3

4

5

5. If I worked with others, how would I rate my contribution to the product?





1

2

3

4

5

(5= My best effort; 3 = Medium; 1 = Poor effort)







Assessment Of Learning:



  • Portfolios

  • Medieval Times Science Fair

  • Medieval Village Exposition

  • Tools and equipment rubric (see below)


Science and Technology Performance Task – Grade / Division K-8



CRITERIA

Performance Indicators

Level 1

Level 2

Level 3

Level 4

Design Process plan

Develops a plan with limited clarity and a few steps

Develops a workable plan with some clarity and some steps

Develops a clear workable plan including steps in a logical sequence

Develops a workable plan and modifies the plan as necessary

Design Process use of materials

Uses tools, equipment, and materials with limited regard to safety

Uses tools, equipment, and materials with some regard to safety

Uses tools, equipment, and materials safely

Uses tools, equipment, and materials safely and appropriately

Design Process use of design process

Demonstrates little use of the design process (plan, build, test, evaluate, communicate)

Demonstrates some use of the design process (plan, build, test, evaluate, communicate)

Uses the design process (plan, build, test, evaluate, communicate)

Uses the design process (plan, build, test, evaluate, communicate) effectively

Model

translate plan to model



Translates design plans into a working model, with assistance

Translates design plans into a working model with limited assistance

Successfully translates design plan into a working model based on criteria required

Successfully translates design plan into a working model based on criteria required

Model

model performs intended task



Creates model that performs intended function in a limited manner

Creates model with some evidence of intended function

Creates model that functions successfully according to specifications

Creates model that functions beyond expectations

Communication terminology

Uses little appropriate terminology for grade level

Uses some appropriate terminology for grade level

Uses most appropriate terminology for grade level

Uses all appropriate terminology for grade level

Communication clarity

Report lacks clarity

Communicates with some clarity

Communicates clearly and precisely (e.g., oral or written) through all stages of task

Communicates clearly, precisely, and insightfully

Communication presentation skills / style

Limited awareness of importance of style to suit purpose

Uses a presentation style that is somewhat appropriate to purpose and audience

Chooses a presentation style that is appropriate to purpose and audience

Skilfully chooses a presentation style that maximizes the impact for purpose and audience

Communication of basic concepts

Communicates understanding of few of the basic concepts

Communicates understanding of some of the basic concepts

Communicates understanding of most of the basic concepts (for grade level) e.g., oral or written

Communicates understanding of all of the basic concepts

Learning Log reflection for purpose

Makes limited reflection

Reflects on results but makes few changes

Reflects on results in order to make necessary changes and evaluate information gathered

Uses sophisticated reflection to record results. Makes changes and evaluates information gathered

Learning Log goals / time lines

Sets a few goals and describes few of the steps needed to achieve goals

Sets some goals and describes some of the steps needed to achieve goals

Sets clear goals and describes each step needed to achieve goals

Sets clear goals and describes each step needed to achieve goals and adjusts as necessary

Learning Log resources

Selects, records, and uses resources with limited appropriateness

Selects, records, and uses somewhat appropriate resources

Selects, records, and uses appropriate resources

Selects, records, and integrates appropriate resources

Group Work contribution to group goal

Has limited success working toward group goals

Demonstrates some commitment to the group goals; carries out specific roles with some success

Demonstrates commitment to the group goals and carries out assigned roles

Actively identifies group goals and fulfills a variety of roles in group

*Adopted from Halton District School Board

Technology Possibilities:


  • design software for 3D model creation (e.g., 123D Design for iPad, sketchup.com)

  • 3D printing

  • use of Duplo/Lego/K’nex or other building systems

  • use of wood or straws to model designs

  • use data collection hardware, e.g., motion probes, and software to collect and organize data

Indigenous Perspective:
According to the Western and Northern Canadian Protocol educator resource,

“Teaching and learning take place within the rich and complex context of the school community. Student engagement and learning become enriched when students feel safe and experience a sense of belonging within their school community. Creating warm and caring schools and learning environments where First Nations, Métis, and Inuit students feel safe and valued has a positive influence on student engagement and learning. This is accomplished through positive, inclusive, and respectful attitudes as well as through the presence of affirming First Nations, Métis, and Inuit images—such as art, posters, books, videos, and positive messages celebrating diversity—throughout the school” (Our Way Is A Valid Way, WNCP, 2013, pg. 34)


Teachers should strive to make connections to the curriculum by incorporating the indigenous worldview in ways that appreciate and affirm the diversity in thinking about science and the natural world. The following are a few examples of how to ensure FNMI understandings are reflected in teaching about structures:

  • invite traditional storytellers and Elders to share stories relating to structures and land use

  • allow students to visit historical sites that show traditional structures and to engage in building things with Elders and other community members, e.g., baskets, bowls, etc.

  • use thematic story circles

  • weave FNMI language into the science curriculum

  • incorporate or adapt Medicine Wheel and Circle of Life teachings to learning about structures

  • use Traditional Ways of Knowing in the teaching of structures, e.g., for Traditional Laws; students can demonstrate cultural practices related to stewardship, such as using the least materials to accomplish a task

  • “People invent and discover technologies to meet their wants and needs. Aboriginal people have made many contributions to Canada and the world through their invention of such things as petroleum jelly, chewing gum, the canoe, and snowshoes, and the growing of corn. Aboriginal people’s inventions have allowed them to survive in their environments for centuries. What Settlers Learned from Aboriginal People – Technology: Students research an item or a technology invented by Aboriginal people before or during the early settlement period, and compare the older version of the item or technology with the version in use today.” Aboriginal Perspectives: A Guide to the Teacher’s Toolkit, 2009, pg. 10

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