Math 4.NF. 6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Stage 2 Evidence – Evaluative Criteria Assessment Evidence Clear and detailed plan for a tool (done CURRICULUM EMBEDDED PERFORMANCE ASSESMENT: Send Your Message before any building) that directly answers the following prompts: Summary: What forms of energy are used in In this task, students will design and then create a tool to send a message across the room your tool? at least two forms of energy. How does your tool move and change (convert) energy between Details: the different forms? Drawing upon their knowledge and understanding of the different forms of energy and What message are you sending? how energy is transported and converted, students will design (in small groups) a tool to Actual tool that can transport a message transmit a message across the room. The message can be visual (a picture) or text-based (a (absolute success is not important). written message). They will be able to use materials from earlier lessons and will be asked Instead the focus is on making changes to apply their understanding to this task. The end products will be the plan, the actual tool, to a plan based on testing. and a (guided) write-up of the tool (including the 2 (or 3) types of energy it uses, how it converts the energy, and how the message is transported). Creativity is encouraged, and the actual tool can be a functional type “Rube-Goldberg” contraption. Groups of students needing additional support have their forms of energy selected for them, while groups needing extensions can add in more forms of energy and/or more conversions between different forms of energy. Students will develop the plan first, before doing any building. They can revise their plan after testing the first version of their tool.
Math 4.NF. 6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Stage 2 – Evidence Evaluative Criteria Assessment Evidence Clear and detailed plan for a tool (done before any building) that directly answers the following prompts: What forms of energy are used in your tool? How does your tool move and change (convert) energy between the different forms? What message are you sending? Actual tool that can transport a message (absolute success is not important). Instead the focus is on making changes to a plan based on testing. CURRICULUM EMBEDDED PERFORMANCE ASSESMENT: Send Your Message Summary: In this task, students will design and then create a tool to send a message across the room at least two forms of energy. Details: Drawing upon their knowledge and understanding of the different forms of energy and how energy is transported and converted, students will design (in small groups) a tool to transmit a message across the room. The message can be visual (a picture) or text-based (a written message). They will be able to use materials from earlier lessons and will be asked to apply their understanding to this task. The end products will be the plan, the actual tool, and a (guided) write-up of the tool (including the 2 (or 3) types of energy it uses, how it converts the energy, and how the message is transported). Creativity is encouraged, and the actual tool can be a functional “Rube-Goldberg” type contraption. Groups of students needing additional support have their forms of energy selected for them, while groups needing extensions can add in more forms of energy and/or more conversions between different forms of energy. Students will develop the plan first, before doing any building. They can revise their plan after testing the first version of their tool.
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