Jaclyn Easter UbD Activities/Summative Assessments/Rubrics ATTACHMENT (A) Lesson 1 Handout

CATCH IT IF YOU CAN! Date:

Name: Materials Ruler (inches or metric) Graph Paper/White Board Pencil Chart/Equation (below) Line Where Partner Pinched Ruler (inches | centimeters) 2 in. 5 cm. 4 in. 10 cm. 6 in. 15 cm. 8 in. 20 cm. 10 in. 25.5 cm. 12 in. 30.5 cm. 17 in. 43 cm. 24 in. 61 cm. 31 in. 79 cm. 39 in. 99 cm. 48 in. 123 cm. 69 in. 175 cm. OR

Reaction Time (seconds | milliseconds) 0.1 sec. 100 ms. 0.14 sec. 140 ms. 0.17 sec. 170 ms. 0.2 sec. 200 ms. 0.23 sec. 230 ms. 0.25 sec. 270 ms. 0.3 sec. 300 ms. 0.35 sec. 350 ms. 0.4 sec. 400 ms. 0.45 sec. 450 ms. 0.5 sec. 500 ms. 0.6 sec. 600 ms.

Reaction Time Equation: The algorithm to calculate the reaction speed is d = vt + at where d = distance IN METERS! (Will need to convert) v = initial velocity = 0 a = acceleration due to gravity = 9.81m/s t = time in seconds

We need to manipulate d = vt + at to give us an algorithm for t As v = 0, then vt = 0. Therefore, the algorithm is t = Sqrt(2d/a) Example: d = 9cm t = sqrt(2 0.09 9.81) t = sqrt(0.01835) t = 0.135 seconds Preparation 1) You need to use some math skills in this challenge. To make things easier, we've provided a chart, above. The basic rule: 100 milliseconds translates into about two inches or five centimeters. 2) Find the data collection tables. Write the name of each person participating one for each table who will take part in this experiment. You only need two people for this activity. There are five spaces/trials below each name for your recordings. Procedure 3) (Dropper) Ask your partner to place his/her elbow on a table with wrist extending over the edge of the table. 4) (Dropper) Hold the ruler vertically so that the zero end hangs down. Place the zero end of the ruler just above the catchers hand. 5) The catcher should be ready to catch the ruler when it falls by pinching it between his or her thumb and index finger. Your partner's fingers should be just below the ruler, but as close as possible to the bottom edge without touching or overlapping. 6) Tell your partner that you will count from one to five and drop the ruler at some point during the count. Your partner will need to catch the ruler as quickly as he or she can, pinching the ruler between his or her fingers. 7) Count from one to five and drop the ruler at some point (without your partner knowing exactly WHEN you will drop the ruler). 8) Your partner should catch and pinch the ruler as quickly as possible.

How fast did your partner appear to act? Did your partner's fingers pinch near the zero line? 9) Write down the centimeter or inch line where your partner's fingers pinched the ruler. 10) Calculate how long it took your partner to respond using the chart provided. Was your partner as fast as you thought? 11) Repeat the drop four more times for your partner, and record the measurement each time. Does your partner's reaction time change? Are the five reaction times different? Vary when you drop the ruler: For example, you could drop on the count of five first, then drop on two. 12) Switch tasks and try catching when your partner drops the ruler. 13) Find the average distance the ruler fell for each participant. (Add up all five distances and divide by 5.) Then, compare your results with the others in your table group of 4. Do most people have a similar reaction time? Are older people faster than younger people? Are girls faster than boys? 14) GRAPH this information in a meaningful way (on graph paper and/or white board) and be prepared to explain: A) What your graph shows. B) Why you chose to represent the information the way you did. IF EXTRA TIME Make sure to record these findings in a SEPARATE area: You can also try a few variations: What happens when you tell your partner when you will drop the ruler? Does reaction time improve with practice? Ambidextrous, anyone? Repeat this activity and compare your results when you use your dominant handthe hand you write withand when you use your other hand. Is there any difference between hands? Consider adding other distracting sounds and sightssuch as turning on a TV set or flicking a flashlight on and offduring the activity. Do your responses slow with so many sensory signals? DATA COLLECTION

Name (1): Catch Position/ Distance Dropped (cm) Trial 1 2 3 4 5 Average: Reaction Time (s)

Name (2): Catch Position/ Distance Dropped (cm) Trial 1 2 3 4 5 Average: Reaction Time (s)

Follow Up Questions 1) What careers require a person to have quick reflexes?

2) What factors contributed to your individually fastest time?

3) What factors contributed to variations in your times and/or your slowest time?

4) What could you do to get the fastest time possible?

ATTACHMENT (B) Performance Based Assessment Handout

Neurological Disorders Project Background Information Neurological disorders are diseases of the central and peripheral nervous system. In other words, they affect the brain, nerves, nerve roots, autonomic nervous system, neuromuscular junction, muscles, etc. These disorders include epilepsy, Alzheimers disease, Parkinsons disease, and many others. Mental disorders, on the other hand, are psychiatric illnesses or diseases that appear primarily as abnormalities of thought, feeling, or behavior, producing either distress or impairment of function (e.g. depression, anxiety, etc.). Hundreds of millions of people worldwide are affected by neurological disorders. For example, worldwide, 50 million people have epilepsy, 62 million are affected by cerebrovascular disease, 326 million people suffer from migraines, and 24 million are affected by Alzheimers. The Project total 15 minutes As a group of 2 you will research a disorder or disease of the nervous system, and present your findings in a 10-minute PowerPoint presentation. Include the following information in your presentation: Description of the disorder focusing on anatomy and physiology of the brain and nervous system. Description of the neural pathways, neurotransmission/neurotransmitters involved which neurotransmitters are deficient? Images relating to the disorder (e.g. MRI, photos of people, etc.) include 4-5 for maximum points. Symptoms/Signs describe what life is like for a person with the disorder. How does a person get the disorder? Is it genetic, the result of an injury, or unknown? Treatment Can it be cured? Can the symptoms be managed? How? You will also develop two tests, both of which would be useful to a doctor in diagnosing the disease. You will present/perform your tests and explain the rationale in class both tests in 5 minutes or less. Each member of the group will take one turn in the role of the doctor, and one turn in the role of the patient.

Please be aware of your audience the class and future patients. Please avoid using technical medical terms that the average person would not understand. No copying and pasting from websites!! Paraphrase in your own words in a way you can fully explain and understand.

Role Doctor/Neurologist Audience Potential future patients, classmates Format Presentation of disease/neural communication and created tests Topic Neural disorders, diseases, injuries nervous system communication

Timeline Monday, November 4 Assignment introduced, pick partner and topic, begin researching. Share topic with Mrs. Easter two groups cannot present on the same disease (diseases cannot be repeated). Thursday, November 7 Submit a written request, one-half to one page in length. This is to ensure everyone in the class is presenting on a different topic. Write about why youre interested, brief description of your plan for research, and a brief description of member roles. (Any major issues will be addressed immediately. Otherwise, proceed with research, and you will received written feedback on Friday.) Wednesday, November 13 Annotated bibliography due of THREE primary, peerreviewed resources. 100-words maximum about each source. Provide a link, if possible. This is to ensure your resources are appropriate. We will schedule interviews and meet at this time (or on the 14th, 15th). This is to discuss concerns, talk about progress, or ask questions in regards to criteria. **You WILL be provided with work-time at the end of class November 13, 14, and 15. Laptop cart, iPads, and Mr./Mrs. [Librarian] will be available. However, you should also be meeting with your partner and conducting research OUTSIDE of class. Please contact me if you need resources or help with this.** Video cameras will be available for those who would like to practice presenting, and then watch themselves. Presentations are DUE Monday, November 25th. You will be randomly selected to present, so be ready to go on this day!

Additional Information Students will evaluate themselves and their group member after presenting rating scale and reflection questions. (Attachment F) Examples of Disorders Alzheimers, Aspergers, ADD, Autism, Bipolar Disorder, Depression, Cerebral Palsy, Brocos Aphasia, Dyslexia, Epilepsy, Rett Syndrome, OCD, Schizophrenia, Spina Bifida, Stroke, Tourettes, etc.

ATTACHMENT (C) Performance Based Assessment Rubric Component

Information: Description of disorder background and facts explained, signs and symptoms listed. Information: Description of anatomy, physiology, neural pathways, and neurotransmission involved in the disorder explained. Images: Used 4-5, relevant to research, easy to see. Information: Development how a person gets the disorder is clearly explained. Information: Treatment cure, treatment methods, or symptom management clearly explained. Audience Addressed: presented in a way an average person with limited background knowledge could understand (classmates and/or future patients). Organization: logical, easy to follow, smooth transitions, slides are easy to read and understand Tests: Two, each person takes a turn as doctor and patient. Tests are fully explained with rationale, pathways, essential anatomy, etc.

Not Evident (0)

Needs Work (1)

Fair (2)

Good (3)

Excellent (4)

Total Points (out of 32 possible):__________

ATTACHMENT (D) Science Journal Rubric Retrieved from http://www.arcus.org/arcticalive/downloads/Rubric%20Sci%20Journal.pdf

ATTACHMENT (E) Unit Assessment + Rubric

Nervous System Unit Exam Name:______________________________ Date:___________________

Directions: Write and/or draw to fully EXPLAIN the following questions. 1. Compare and contrast sensation and perception.

2. How is the human body a system of communication? Provide two examples.

3. To what extent is the nervous system essential for everyday life?

4. List and describe two of the five sensory receptors. In what ways can these senses be inhibited or excited by drugs? Explain the process, pathway, and neurotransmitter(s) involved.

**5. Choose ONE of the following reaction tasks: A) Hitting the snooze button on an alarm clock. B) Braking in a car when seeing a stoplight turn yellow. C) Catching a softball or baseball. Describe the neural processes and pathways involved during this task. Use the following terms: reaction time, stimulus, Central Nervous System, Peripheral Nervous System, nerve, sensory Input, integration, and motor output.

**6. Compare and contrast nervous system communication with interpersonal communication. Is one more important than the other? Defend your answer.

**Questions 5 and 6 would both have a full page for response.

Essay Rubric
Level of Understanding: Scoring Criteria: Content (understanding and accuracy of facts) Advanced Proficient Developing Beginning

Demonstrates a clear understanding of the topic. 3-4 supporting details are relevant, accurate, and thorough. (6 points) Introduction states the main topic and the supporting details are placed in a logical order that is easy to follow. (3 points) Clearly addresses all parts of the writing task. Position is clearly stated and justified with 4 or more supporting details.

Demonstrates a general understanding of the topic. 2 supporting details are relevant, accurate, and thorough. (4 points) Introduction states the main topic, but not all details are placed in a logical order that is easy to follow. (2 points) Addresses most parts of the writing task. Position is present, but not clearly stated, or the position is justified with 2-3 supporting details. (2 points)

Organization (introduction and sequencing)

Demonstrates little understanding of the topic. Only 1 supporting detail is relevant, accurate, and thorough. (2 points) There is no clear introduction OR the details are not in a logical, expected order. (1 point) Addresses some parts of the writing task. Position is present, but not clearly stated, or the position is justified with only 1 supporting detail. (1 points)

Demonstrates no understanding of the topic. None of the supporting details are relevant, accurate, and thorough. (0 points) There is no clear introduction AND details are not in a logical, expected order. (0 points) Addresses only one or zero parts of the writing task. The position is clearly stated, but has no supporting details, or the position is not clearly stated and has only one supporting detail. (0 points)

Completeness (position and supporting details)

(3 points)

ATTACHMENT (F) PBA Self-Assessment Reflection Questions 1) What did you accomplish during the planning phase? How do you feel about your accomplishments? 2) What problems did you encounter during this planning process? (i.e. topic selection, finding a partner, finding resources, creating the tests, etc.) 3) How did you overcome any problems or obstacles that you encountered? 4) How did you work as part of a team? Would you consider your collaboration successful or unsuccessful, and why? 5) What did you learn about yourself during this project? How will you use what you learned during the rest of this year? 5) What grade do you believe you earned, and why? (**These questions were adapted from questions used at Narragansett High School.)

References Arctic Resource Consortium of the United States. (n. d.). Science journal rubric. Retrieved from http://www.arcus.org/arcticalive/downloads/Rubric%20-Sci%20Journal.pdf Narragansett High School. (n. d.). Project reflections. Retrieved from http://131.109.15.3/NHS/SP/Senior%20Project%20Reflections.pdf