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Myesha McCullan

MEDT 7476
Assessment Plan

Client Information Name: Kilolo Boyd


Organization: Creekside High School
Role: Science Teacher
Performance Task Title Energy Transformations
Grade 10 / 11
Designer Myesha McCullan
Performance Task Storybird: Students will create a storybook utilizing the story-bird software. Within the book students will explain the process of
Annotation energy transformations (Imagining yourself as a school teacher or a parent talking to a 5-year-old child). For each letter of the
alphabet students should incorporate either an energy transformation or an example (device, phenomena, process, or event where
one form of energy is transferred to another) that begins with that letter.
Note: This introductory lesson is a review of energy transformation, to help activate students’ prior knowledge of the law of
conservation of mass.
Subject(s) Science - Chemistry
Approximate Duration 180 Minutes (2 class periods)
of Performance Task
Focus Standards Georgia Standards of Excellence:
SC3. Obtain, evaluate, and communicate information about how the Law of Conservation of Matter is used to determine chemical
composition in compounds and chemical reactions.

Complementary Georgia performance standards:


Standards
SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism
in science.
a. Exhibit the above traits in their own scientific activities.
b. Recognize that different explanations often can be given for the same evidence.

SCSh6. Students will communicate scientific investigations and information clearly.


b. Write clear, coherent accounts of current scientific issues, including possible alternative interpretations of the data.
National Standards Next generation science standards
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy
associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects). [Clarification
Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the
energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of
models could include diagrams, drawings, descriptions, and computer simulations.]

International Society for Technology in Education Standards (ISTE):

Empowered Learner
 ISTE1d. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use
and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

Innovative Designer
 ISTE4b. Students select and use digital tools to plan and manage a design process that considers design
constraints and calculated risks.

Creative Communicator
 ISTE6b. Students create original works or responsibly repurpose or remix digital resources into new creations.
 ISTE6c. Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as
visualizations, models or simulations.
 ISTE6d. Students publish or present content that customizes the message and medium for their intended audiences.

Description and Before beginning this lesson, each student will need access to a wireless device (laptop, tablet, iPad, or cellular phone). Student
Teacher Directions devices will also need adobe flash to access the virtual lab. You will also need to create instructor accounts to the following free sites:
https://nearpod.com and https://storybird.com. When utilizing Nearpod, to add the required interactive lessons, click on explore, then
school library. Once you find the designated lessons, scroll over them and select the show in my library button.

Begin the lesson by having students access the Nearpod interactive website. Display the applicable code to allow students to access the
Reviewing Energy Transformations interactive lesson https://share.nearpod.com/vsph/OXOETiw9YI (NOTE: to reduce hassle, you
may want to generate a new code for each class). You may choose to run the lesson as either self-paced (students run the lesson at their
own speed) or live lesson (instructor operated). As students venture through the lesson they will be prompted to answer various
multiple-choice, constructed response, and fill in the blank questions. Students should also take Cornell Notes over information
embedded in the Nearpod. Individual student answers and whole class reports can be generated in live time or after completion
through the following steps:
1. Select My Nearpod
2. Select Reports
3. Click on the desired report
Next, the instructor will utilize her previously made Google classroom account in order to easily direct students to the Energy
Transformation Virtual Lab by Glencoe. Students will be instructed to read the background information posted under the “How is
energy converted from one form to another” section as well as the objectives and procedure located on the left-hand side of the screen.
As students review the directives, the instructor should distribute copies of the energy conversion sequence data table and journal
questions (both correspond to Glencoe transformation lab). To access and print these items beforehand, go to the Energy
Transformation Virtual Lab by Glencoe, click on the clipboard icon for journal questions and table icon for the data table/ information.
Once all students are complete, review the correct answers (Refer to answer key handout attached below) before moving on to the
Storybird assignment.

Finally, explain to students that they will be working independently or collaboratively to create a children’s storybook utilizing the
online software Storybird. Within the book students should explain the process of energy transformations in a simplistic format. To
create a visual, ask students to Imagine themselves as a school teacher or a parent talking to a 5-year-old child. The storybook should
be in A-Z format, meaning that with each letter of the alphabet students should discuss either an energy transformation or a
transformation example that begins with that letter.

To begin the assignment, students will first need to make a Storybird account. To aid in this feat, students should once again access the
Nearpod interactive website. Display the applicable code to allow students to access an Introduction to Storybird Interactive tutorial
https://share.nearpod.com/vsph/h4UhI0ObrJ. This will help to walk students through setting up their account, the logistics of creating
their storybook, publishing and sending their final story versions.

To show mastery of utilizing the Storybird platform, students should complete the Storybird familiarization quiz (refer to the handout
attached below) with a score of at least 7/10 to proceed to creating a Storybird project. The quiz can be administered via the instructors
google classroom or via traditional paper/pen format and taken as many times as necessary. Once students proceed to creating and
finalizing a Storybird, the final stories should be emailed to the instructor.
1.

Title of Rubric Transformation Virtual Lab by Glencoe Storybird Creation Storybird Familiarization Quiz
(Energy Transformations A-Z)
Rubric Description This is an answer key which displays the This is a summative assessment rubric This is an answer key which displays
solutions to the Glencoe virtual lab. which lists necessary criteria and the solutions to the Storybird
Teachers should utilize this key to descriptions of performance quality. This familiarization quiz. Teachers should
provide feedback to students and clarify rubric should be utilized to aid students in utilize this key to provide feedback to
any misunderstandings. judging their work sample and allow students and clarify any
teachers to easily grade and provide misunderstandings.
feedback.
Energy Transformations (Answer Key)
Rubric or Other How is energy converted
Transformation fromby
Virtual Lab one form to(Answer
Glencoe another?Key)
Performance Procedures
Evaluation Tool 1. Choose a sequence from the Event Sequence menu.
2. Click the first event picture in the sequence and read its description.
3. Decide what type of energy is represented by the event picture and description and choose it
from the first Energy menu.
4. Repeat the above steps for the two remaining pictures.
5. Click the Check button to check your conversion sequence. (If any of the boxes are outlined in
yellow, that means the answer is not correct.)
6. When you have the correct answers, record your findings in the Data Table.
7. Repeat the above steps for the remaining event sequences. Click the Reset button to see a
new set of sequences.
8. Complete the questions at the end of this handout.

Data
Fill in the data table after your complete each sequence of events.
Sequence Number Step 1 Energy Type Step 2 Energy Type Step 3 Energy Type
car Chemical (gas) Thermal (burns) Mechanical (moves)
Bike Chemical (sun/corn) Chemical (eat) Mechanical (bike)
Cow Light (sun) Chemical (plant) Chemical (cow)
Turbine Chemical (coal) Thermal Mechanical
Hair dryer / City Mechanical (turbine) Thermal (e generator) Thermal / Light
lights

Questions
1. Describe the energy conversions that take place when a flashlight is turned on.

Chem potential E  electrical  thermal  light (this is all within the flashlight itself…if
you talk about the person switching it on, then you need to add steps to the beginning)

2. Describe the energy conversions that take place when you vigorously rub your hands together.

mechanical  thermal (friction)

3. Water is boiled. The resulting stream is blown against huge turbine blades. The turbine blades spin
in a magnetic field, producing electricity. The electricity is used to light a lamp. Describe the energy
conversions involved.

thermal  mechanical  electrical  light

4. Describe how energy is transferred in one of the sequences.

(see above)

5. What happens if the sequence isn't completed?

If a sequence isn’t completed, the result cannot be achieved.


Storybird Familiarization Quiz (Answer Key)
1. When creating a Storybird account you should select which registration prompt?
a. Student - CORRECT ANSWER
b. Educator
c. Regular User
d. Parent

2. When creating a storybook which is the first step?


a. Search and choose and image to inspire your story – CORRECT ANSWER
b. Select between picture books, longform books and poetry
c. Come up with your book’s name
d. Select the Collaboration function

3. When creating a storybook which is the second step?


a. Select between picture books, longform books and poetry – CORRECT ANSWER
b. Search and choose and image to inspire your story
c. Come up with your books name
d. Select the collaborator function

4. You should use the plus and minus signs located on the bottom, far sides of the screen to add and remove
pages from your book
a. True - CORRECT ANSWER
b. False

5. The invite collaborator control should be used to


a. Invite a peer to work on the book with you – CORRECT ANSWER
b. Invite the instructor to view your finished product
c. Neither – This function is not available

6. When I am finished, I should publish my story


a. Privately – CORRECT ANSWER
b. Publicly

7. I can always go back and edit my stories


a. True – CORRECT ANSWER
b. False

8. When creating my Storybird book, I should select which book type


a. Picture Book – CORRECT ANSWER
b. Longform Book
c. Poem

9. When using Storybird I should be as creative as possible


a. True – CORRECT ANSWER
b. False

10. How will the teacher see your final product?


a. I must send it via email – CORRECT ANSWER
b. She can automatically view it via her teacher account
c. I should post it to google classroom
Storybird Creation Rubric
Storybook total ____ / 25 points

Category Developing = 1 Point Proficient = 2 Point Exemplary = 3 Point


(* 4 point)

Cover Page Story does not have a Story has a cover page but Story cover page
cover page. does not include title of includes title of story
story or author. and name of author

Length of Story Story was 18 or fewer Story was between 19 and Story was 24 to 26
pages long, a large 24 pages long; a few of the pages long and
majority of the alphabet alphabet letters have not incorporated each
letters have not been been incorporated. letter of the alphabet
incorporated.

Illustrations Illustrations do not fit Illustrations loosely connect Illustrations fit with
with the story line & do to the text, mood, and tone the story line and add
not add to the mood, of the story. to the mood, tone and
tone & meaning of the meaning of the story
story.

Spelling and Many spelling or Several spelling or No spelling or


Grammar grammatical errors in grammatical errors in the grammatical errors in
the story, to which it story, which cause the story
hinders effective distraction
communication

Creativity There is little evidence The story contains few The story contains
of creativity in the creative details, but the many creative details
story. The author does author has tried to use his that contribute to the
not seem to have used imagination. reader's enjoyment.
much imagination. The author has really
used his imagination.

Age appropriateness Storyline unclear / too Clear storyline, with some Easy to follow
complex for 5-year-old parts that may be confusing storyline, appropriate
students for 5-year-old student for children age 5

Timely Assignment is Assignment turned in 1-2 Assignment turned in


significantly late 3 or days late on time.
more days

Critical analysis Storybook shows lack Storybook demonstrates Storybook


of / no knowledge some knowledge of energy demonstrates mastery
(Assignment attainment of energy transformations of energy
Understanding) * transformations transformations
Student Work Storybook total _20___ / 25 points
example To review student work sample
(Potential Category Developing = 1 Point Proficient = 2 Point Exemplary = 3 Point please select the following link:
Feedback) (* 4 point)
Student Work Sample
Cover Page Story does not have a Story has a cover page but Story cover page
cover page. does not include title of includes title of story
story or author. and name of author
FEEDBACK:
Length of Story Story was 18 or fewer Story was between 19 and Story was 24 to 26
pages long, a large 24 pages long; a few of the pages long and Glows: Overall your story was very
majority of the alphabet alphabet letters have not incorporated each entertaining and enjoyable. I loved
letters have not been been incorporated. letter of the alphabet
incorporated.
how you utilized the illustrations to
help the reader make connections.

Illustrations Illustrations do not fit Illustrations loosely connect Illustrations fit with Grows: Some of the vocabulary
with the story line & do to the text, mood, and tone the story line and add used may be difficult for younger
not add to the mood, of the story. to the mood, tone and
tone & meaning of the meaning of the story readers to understand. Also, don’t
story. forget your title page.

Spelling and Many spelling or Several spelling or No spelling or


Grammar grammatical errors in grammatical errors in the grammatical errors in
the story, to which it story, which cause the story
hinders effective distraction
communication

Creativity There is little evidence The story contains few The story contains
of creativity in the story. creative details, but the many creative details
The author does not author has tried to use his that contribute to the
seem to have used much imagination. reader's enjoyment.
imagination. The author has really
used his imagination.

Age appropriateness Storyline unclear / too Clear storyline, with some Easy to follow
complex for 5-year-old parts that may be confusing storyline, appropriate
students for 5-year-old student for children age 5

Timely Assignment is Assignment turned in 1-2 Assignment turned in


significantly late 3 or days late on time.
more days

Critical analysis Storybook shows lack Storybook demonstrates Storybook


of / no knowledge some knowledge of energy demonstrates mastery
(Assignment attainment of energy transformations of energy
Understanding) * transformations transformations
Materials and Equipment  One wireless device per student (Laptop, Tablet, iPad, Cellular Phone) with adobe flash
capability.
 Printer / Copy machine to produce multiple student handouts
 Promethean Board (optional) – If teacher would like to perform Nearpod Live lesson

What 21st Century  Google Classroom (Optional)


Technology was used in this  Nearpod Interactive Platform
performance task?  Storybird – Online digital storytelling software
 Glencoe Virtual Labs – Interactive learning website

Differentiated Instruction - On all assignments (except quiz) students may choose to work either independently or collaboratively. In addition, the
combination of assignments within the lesson appeal to various learning modalities. The overall lesson is scaffolded
based on complexity, from lower order to higher order thinking skills.

- Nearpod Interactive Lessons – On level and gifted students can utilize the self-paced feature which allows students the
flexibility to work at their own speed, moving ahead of the class if applicable. Lower- level learners can work directly
with the instructor using the live lesson feature. This allows them to receive step by step directives and continuous
feedback. In addition, the Nearpod lessons can remain posted to a class page. This continual access to notes can be
utilized as remediation for students who need additional practice. Finally, the questions embedded within the Nearpod
give the instructor immediate feedback, which she may use to adjust instruction as necessary.

- Storybird – The products expected from lower-level learners can be easily adjusted. For example, the amount of pages /
alphabet letters needed may be altered. Also, the timeframe for completion may be extended.

- Glencoe Virtual lab – Utilize ability grouping / flexible grouping strategies to allow students to complete task.

- Familiarization Quiz – Students should be afforded multiple attempts to successfully answer questions. Lower level
learners should be allowed to utilize notes while taking the assessment.
Web Resources
- (Storybird) https://storybird.com
- (Nearpod) https://nearpod.com
- (Glencoe Energy Transformation Lab) http://www.glencoe.com/sites/common_assets/science/virtual_labs/E04/E04.html
Setting This lesson will be administered within a typical high school science classroom. On the right-hand side of the classroom, 30
student desks are aligned within five rows and six columns, all which face the instructors promethean board. On the left-hand
side of the classroom there are 6 large lab tables, each with 4 stools for collaborative groupwork. The lab tables are equipped
with outlets, which can be utilized to charge student devices (if necessary).

Students within the classroom are equipped with 1:1 devices. The classroom also contains a rollaway iPad cart which stores
15 additional iPads. The entire classroom is equipped with internet WIFI.

Students who wish to work independently will complete assignments as their desks, while students who work collaboratively
will be placed at the lab stations.

Learners The learners are comprised of 26 tenth and eleventh grade students taking on level high school chemistry. As students vary in
grade level, there are disparities in skill which result in exceptional, average, and low-level learners all within one class. The
class consists of both male and female students who vary in ages from 15 to 17. Students within the classroom are primarily
African American with a few Hispanic and Caucasian outliers. As the school is title 1, it is likely that majority of the students
come from low socioeconomic communities. All students utilize English as their primary language.