S2+Mitchell,+Jesse

toc =Stage 2: Determine Acceptable Evidence.=

Role: You are an architect, designing a model of the unit circle that the general population can understand. Audience: The building committee at the Learning Center. Situation: The Learning Center believes that not enough people understand the importance of trigonometry, so the building committee is looking for an architect to build a representation of the unit circle that will help the general population understand. Product/Presentation: You must create an accurate model of the unit circle and present it to the committee. You also must persuade the committee as to why your model should be the one built in the Learning Center. Along with this model, you will write a paper explaining the unit circle, as well as its uses using real world trigonometric examples, which will be posted on the class blog and given to the Learning Center Committee the day before your presentation. Standards: You will be graded on an Oral Presentation, as well on your Unit Circle representation. There will be one rubric for each, which you will be given beforehand. The Oral Presentation will be graded on: Well Articulated, No "Dead-Air", Well Thought Out/Persuasive, Accurately and Clearly Describes Unit Circle, Trigonometric Functions, and Their Relation to Real World Examples, Enthusiasm for the Topic. The model will be graded on: Accurately Depicts Unit Circle, Shows all 6 Trig Functions, Creative, No Grammar/Spelling Mistakes, Well-Organized, Clearly Describes Unit Circle and Trig Functions. || •Webquest: Students will use shadows and trigonometric ratios to uncover the heights of several objects, including one building. •Quizzes: Students will be quizzed over each of essential concepts: Relationships between the trigonometric functions, Drawing and labeling a unit circle, Solving problems using their knowledge of trigonometric functions. || •Students will also be given a syllabus with which to keep track of their homework assignments, as well as important dates, such as tests and quizzes. •Journal: Once per week students will be given the opportunity to reflect upon the week's lessons in their learning logs. They will be given a math problem unlike the ones they have seen class, however, it will be apparent as to which methods must be used to solve the problem. Students will to respond to the math problem, describing how they would solve the problem and why. || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: The goal of this task is to create an accurate representation of the unit circle and its relation to the six trigonometric functions.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * •Test: Their will be a final test reflecting upon on the material learned throughout the lessons, allowing students to show one more time their understanding of the content area.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * •Along with their journal, students will also keep a log of their experiences in the classroom; which sections they struggled with and how they sought help to improve their skills.

//**What understandings/goals will be assessed through this task?**// **(G)** Mathematics (Secondary) 3b. || •The unit circle is a fundamental part of Trigonometry. ||
 * Understanding || Goal (MLR) ||
 * •Maine Learning Results:

What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
 * Big Idea || Big Idea ||
 * •Know and explain the relationships between the six trigonometric functions. || •Draw an accurate representation of the unit circle. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * You are an architect competing to have your representation of the unit circle built at the Learning Center. The Building Committee has decided that not enough people understand the importance of trigonometry, so they are going to choose one architect to build a model of the unit circle, as well as create an informative sign to accompany the model. You will present your model in front of the committee, as well as post a blog entry on the class blog describing the unit circle, how it is formed, and how this information can be used in real world examples. The blog entries must be submitted the day before your presentation so that the committee has ample time review them before hearing your presentation. Your job is not only to explain the unit circle, and its functions, but to persuade the committee as to why your model should be the one chosen to be built in the Learning Center. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * •Model of the unit circle and blog entry describing unit circle. || •Presentation of unit circle model to the Building Committee. ||

//**By what criteria will student products/performances be evaluated?**// •Shows all 6 Trig Functions •Creative •No Grammar/Spelling Mistakes •Well-Organized •Clearly Describes Unit Circle and Trig Functions || •Well Articulated •No "Dead-Air" •Well Thought Out/Persuasive •Accurately and Clearly Describes Unit Circle, Trigonometric Functions, and Their Relation to Real World Examples. •Enthusiasm for the Topic ||
 * Product Criteria || Presentation Criteria ||
 * •Accurately Depicts Unit Circle
 * 2004 ASCD and Grant Wiggins and Jay McTighe**