Performance Task Blueprint

Performance Task Blueprint

Title of Lesson/Unit

Life in the Colonies

Developed by

Lynn Murakami, Sylvia Sheu, and Kelvin Chun

Date

5-24-04

Content Standards

Content Standard
Benchmark
Grade Level Performance Indicator

History: Change, Continuity & Causality

Students employ chronology to understand change and/or continuity and cause and/or effect in history.

•Place people and events in chronological order to explain causal relationships between and among people and events.

•Identify change and continuity in historical eras.

Select key people, events and/or ideas in an era/s
Organize the key people, events and or ideas into a chronology.
Using the chronology, explain cause and effects (between/among the key people, events and/or ideas).
Using the chronology, explain how key people and/or ideas changed or stayed the same over time.

Cultural Inquiry: Students use the tools and methodology of social scientists to explain and interpret ideas and events.

•Explain how language, stories, music, dance, artifacts, traditions, beliefs, values, and behaviors are elements of culture and contribute to the preservation of cultures.

The student:

Interprets and/or illustrates how the culture of early American Colonists is composed of items (arts, artifacts), ideas (beliefs, values) and behaviors (observable practices).

Historical Empathy (Discrimination activity)

Students learn to judge the past on its own terms and use that knowledge to understand present day issues, problems and decision making.

Explain how rules and values of a society determine the behavior and attitudes of its members.

*Explain the values of society as reflected in their rules and laws.

*Give specific examples of the values and rules (of society under study).

*Relate the behaviors and attitudes of the society under study to its values and rules.

ORAL COMMUNICATION - RHETORIC

4. Adapt messages appropriate to audience, purpose, and situation.

•Support ideas with research information

as well as personal experience and

knowledge.

•Organize ideas to give clarity to

messages.

•Use language that is clear and

understood by the listener(s).

•Use delivery appropriate to audience

and situation.

The student

1. Qualifies, substantiates and elaborates on ideas using personal experience and information from others. [Message]

2. Organizes ideas to give clarity and coherence to his/her message or point. [Organization]

3. Uses language that conveys his/her message and is understood by the listener(s). [Language]

4. Uses facial expressions, gestures, and bodily movements to give added meaning to words and sentences, and to connect to listener(s). [Delivery]

TECHNOLOGY AS A TOOL FOR RESEARCH

5. Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to process data and report results. Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks.

· Determine appropriate technology tools for accessing information and resources.

· Develop media literacy by identifying the source of information and the point of view presented for analysis of any bias (e.g., distinguishes whether material retreived over the Internet is fact or opinion and whether the source is primary or secondary)..

The student

1. Demonstrates effective use of internet search engines to find information relevant to the topic of inquiry.

2. Identifies various pieces of information downloaded from the web as being fair or biased and gives reasons why he/she thinks so, such as whether the source is a primary or secondary source.

TECHNOLOGY AS A TOOL FOR COMMUNICATIONS

4. Students use technology to communicate, to collaborate, publish, and interact with peers, experts, and other audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

· Use telecommunications efficiently and effectively to access remote information and communicate with others in support of directed and independent learning and for pursuit of personal interests.

· Explain the advantages and disadvantages in the use of various technologies to deliver information for a target audience. (e.g., compare communication through video over mass media; e-mail over the Internet, CD-ROM, or person-to-person.

The student

1. Participates with students outside of the classroom in collaborative online projects (such as geography exploration, weather reporting, current events tracking, etc.)

2. States which means of communication and distribution of information are the most effective for a given purpose or audience (such as the web for information that changes daily, or books for information that doesn't change at all or slowly over time).

LS Standard

3 The student who is information literate uses information accurately and creatively.

Organizes information for practical application.

Integrates new information into one’s own knowledge.

Applies information in critical thinking and problem solving.

Produces and communicates information and ideas in appropriate formats.

Assessment Task

From research, the students will present a picture of Life in the Colonies during the 1600-1700 and contrast it to current life in the 21st century. Check for historical accuracy.

Children write short snippets of daily life incorporating items, ideas and behaviors of their colonist(s).

Reciprocal Teaching: Teams teach other teams what life was like for their colonist(s).

Teams share and explain their data retrieval charts.

Using the colonist(s) they studied and the data retrieval charts, students will write a brief comparison/contrast report.of life in the 1600-1700 compared to life in the 21st century.

Teams present "I discovered…" charts (patterns) and compare. Self and peer check for historical accuracy.

Assessment Tools (e.g., criteria chart, rubric, scoring guide, checklist, etc.)

Children keep data retrieval charts and using the data, look for similarities and differences. *The learning of the teams becomes the domain of the class

Model how to analyze and examine data to determine patterns.

Children create webs or "I discovered…" charts of patterns or relationships they found.

Review the differences between primary and secondary sources.

Give mini-lessons on note taking and reading comprehension strategies, e.g., recognizing when to infer or make interpretations.

Form teams to select colonists to research and form information circles: 1. Life and times of the colonists, 2. Perils and problems of colonists at that time

Overview: To research and find out what life was like for those living in Colonial America.

Grade Level(s)

5

Brief Description of Lesson

Introduce project "Life in the Colonies."

The class will journey back in time to study what life was like in the colonies.

Students will select a colonist(s) and explain how that particular colonist(s) lived and carried out their jobs/activities from 1600 - 1700.

Why did the colonist(s) perform their job/activities in this fashion? How has life or this job/activity changed from the 1600-1700s to the 21st century.

Why has it changed? What caused the change?

Presentation

Approximate Time Required

3 months

Resources/Materials : Print resources, video, cd-roms and Internet

Context of Lesson (special conditions, GLO(s) addressed, etc.)

Ability to recognize quality perfomance and produce quality products

Ability to communicate effectively

Ability to use a variety of technologies effectively and ethically

Title of Lesson/Unit		Life in the Colonies

Developed by	Lynn Murakami, Sylvia Sheu, and Kelvin Chun				Date	5-24-04

Content Standards
Content Standard			Benchmark	Grade Level Performance Indicator
History: Change, Continuity & Causality Students employ chronology to understand change and/or continuity and cause and/or effect in history.			•Place people and events in chronological order to explain causal relationships between and among people and events. •Identify change and continuity in historical eras.	Select key people, events and/or ideas in an era/s Organize the key people, events and or ideas into a chronology. Using the chronology, explain cause and effects (between/among the key people, events and/or ideas). Using the chronology, explain how key people and/or ideas changed or stayed the same over time.
Cultural Inquiry: Students use the tools and methodology of social scientists to explain and interpret ideas and events.			•Explain how language, stories, music, dance, artifacts, traditions, beliefs, values, and behaviors are elements of culture and contribute to the preservation of cultures.	The student: Interprets and/or illustrates how the culture of early American Colonists is composed of items (arts, artifacts), ideas (beliefs, values) and behaviors (observable practices).
Historical Empathy (Discrimination activity) Students learn to judge the past on its own terms and use that knowledge to understand present day issues, problems and decision making.			Explain how rules and values of a society determine the behavior and attitudes of its members.	Explain the values of society as reflected in their rules and laws. Give specific examples of the values and rules (of society under study). *Relate the behaviors and attitudes of the society under study to its values and rules.
ORAL COMMUNICATION - RHETORIC 4. Adapt messages appropriate to audience, purpose, and situation.			•Support ideas with research information as well as personal experience and knowledge. •Organize ideas to give clarity to messages. •Use language that is clear and understood by the listener(s). •Use delivery appropriate to audience and situation.	The student 1. Qualifies, substantiates and elaborates on ideas using personal experience and information from others. [Message] 2. Organizes ideas to give clarity and coherence to his/her message or point. [Organization] 3. Uses language that conveys his/her message and is understood by the listener(s). [Language] 4. Uses facial expressions, gestures, and bodily movements to give added meaning to words and sentences, and to connect to listener(s). [Delivery]
TECHNOLOGY AS A TOOL FOR RESEARCH 5. Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to process data and report results. Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks.			· Determine appropriate technology tools for accessing information and resources. · Develop media literacy by identifying the source of information and the point of view presented for analysis of any bias (e.g., distinguishes whether material retreived over the Internet is fact or opinion and whether the source is primary or secondary)..	The student 1. Demonstrates effective use of internet search engines to find information relevant to the topic of inquiry. 2. Identifies various pieces of information downloaded from the web as being fair or biased and gives reasons why he/she thinks so, such as whether the source is a primary or secondary source.
TECHNOLOGY AS A TOOL FOR COMMUNICATIONS 4. Students use technology to communicate, to collaborate, publish, and interact with peers, experts, and other audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.			· Use telecommunications efficiently and effectively to access remote information and communicate with others in support of directed and independent learning and for pursuit of personal interests. · Explain the advantages and disadvantages in the use of various technologies to deliver information for a target audience. (e.g., compare communication through video over mass media; e-mail over the Internet, CD-ROM, or person-to-person.	The student 1. Participates with students outside of the classroom in collaborative online projects (such as geography exploration, weather reporting, current events tracking, etc.) 2. States which means of communication and distribution of information are the most effective for a given purpose or audience (such as the web for information that changes daily, or books for information that doesn't change at all or slowly over time).
LS Standard 3 The student who is information literate uses information accurately and creatively.			Organizes information for practical application. Integrates new information into one’s own knowledge. Applies information in critical thinking and problem solving. Produces and communicates information and ideas in appropriate formats.


Assessment Task
From research, the students will present a picture of Life in the Colonies during the 1600-1700 and contrast it to current life in the 21st century. Check for historical accuracy. Children write short snippets of daily life incorporating items, ideas and behaviors of their colonist(s). Reciprocal Teaching: Teams teach other teams what life was like for their colonist(s). Teams share and explain their data retrieval charts. Using the colonist(s) they studied and the data retrieval charts, students will write a brief comparison/contrast report.of life in the 1600-1700 compared to life in the 21st century. Teams present "I discovered…" charts (patterns) and compare. Self and peer check for historical accuracy.
Assessment Tools (e.g., criteria chart, rubric, scoring guide, checklist, etc.)
Children keep data retrieval charts and using the data, look for similarities and differences. *The learning of the teams becomes the domain of the class Model how to analyze and examine data to determine patterns. Children create webs or "I discovered…" charts of patterns or relationships they found. Review the differences between primary and secondary sources. Give mini-lessons on note taking and reading comprehension strategies, e.g., recognizing when to infer or make interpretations. Form teams to select colonists to research and form information circles: 1. Life and times of the colonists, 2. Perils and problems of colonists at that time

Overview: To research and find out what life was like for those living in Colonial America.

Grade Level(s)	5

Brief Description of Lesson
Introduce project "Life in the Colonies." The class will journey back in time to study what life was like in the colonies. Students will select a colonist(s) and explain how that particular colonist(s) lived and carried out their jobs/activities from 1600 - 1700. Why did the colonist(s) perform their job/activities in this fashion? How has life or this job/activity changed from the 1600-1700s to the 21st century. Why has it changed? What caused the change? Presentation
Approximate Time Required		3 months

Resources/Materials : Print resources, video, cd-roms and Internet

Context of Lesson (special conditions, GLO(s) addressed, etc.)
Ability to recognize quality perfomance and produce quality products Ability to communicate effectively Ability to use a variety of technologies effectively and ethically