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performance task

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Performance Task ELA Grade 5

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performance task

  1. 1. Performance Task Template Unit: ELA 2week communication mini-unit April 20- May 1, 2015 http://biodiversity.ca/ http://malaiseprogram.ca/ Susan Muir Grade 5 M.C. Knoll School Biodiversity is the variety of different types of life found on earth. It is a measure of the variety of organisms present in different ecosystems. This can refer to genetic variation, ecosystem variation, or species variation (number of species) within an area, biome, or planet. wikipedia.org/wiki/Biodiversity Outcome: Outcome: CC5.1 Compose and create a range of visual, multimedia, oral, and written texts that explore, identity (e.g., What Should I Do), community (e.g., This is Our Planet), social responsibility (e.g. Teamwork) and express personal thoughts shaped through inquiry. Indicators: a. Create spoken, written, and other representations that include: o a clear and specific message o a logical and coherent organization of ideas b. Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral, and written format using inquiry. Task (Activity and Procedure) (GRASPS- Goal, Role, Audience, Situation, Product or Performance and Purpose, Standards) The goal of the project is to communicate through various facets (including technology ex. Twitter, blogging, email, and interview with local media), our findings from assessing the number of species (insect biodiversity) in our schoolyard and the comparison to diversity throughout schools across Canada. The goal is to have students communicate through social media by encouraging students to explore, question and understand the world around them – starting with their own schoolyard. Students are introduced to the life of a biologist and the exciting science of DNA barcoding through engaging material that will allow students to explore the life of a field biologist. (Fictional)  You are a student biologist for "the Biodiversity Institute of Ontario". Your job with this company is to understand the advantages of grouping or classifying of organisms on the basis of common characteristics, and the necessity of a common classification scheme. Student Biologists will explore different classification schemes by grouping arthropod shapes. It is necessity for a common classification scheme in order to for scientists all over the world to communicate using the same language and terminology. You are an integral part of the team! The role of the students will be to: Students will be to keep a record of scientifically significant events (i.e. date, weather information, catch volumes observed, and incidence of trap disturbance) on a spreadsheet. Some questions to explore but will be developed with students: What kinds of insects live in our schoolyard? How many species live in Canada? These hypothesis will be tested: 1) Were the number of individuals and species higher in Week 2 than Week 1? 2) Were the number of individuals and species collected associated with the average daytime temperatures of the site? 3) Were the number of individuals and species collected associated with the population of Yorkton, where the trap was deployed?
  2. 2. 4) What benefits to society do these specimens collected have? Students will have various roles in communicating their findings to school peers, community of Yorkton, and the rest of Canada through a multi-media inquiry project. Roles will be defined and described as a class then students will choose a role for the 2 weeks. o Recorders, news reporters (local Yorkton new), bloggers, tweeters, video/photo documenters, mathematicians (statisticians) to name a few. You will present your findings (audience), from assessing the number of species (insect biodiversity) in our schoolyard and the comparison to diversity throughout schools across Canada, to school peers, the community of Yorkton, and the rest of Canada. Situation: It is estimated that there are more than 140 000 insects in Canada and only half have been identified! Through hands-on research and inquiry based learning, the School Malaise Trap Program encourages students to become actively engaged citizen scientists – their efforts contribute valuable data to the International Barcode of Life project. Over 700 new species have been discovered since this project began! A Malaise trap is an effective collecting tool used for scientific research, particularly to carry out biodiversity inventories. (Taken from: http://malaiseprogram.ca/for-teachers/resources/) Product A comprehensive portfolio, containing various spoken, written and other representations (depending on each student’s role); each will express and explain findings on the topic at hand which will include: o a clear and specific message o a logical and coherent organization of ideas Concepts involved in the task o Learn tools and communication skills to effectively share knowledge with the community to inform them about the project and its goal.  To understand the advantages of grouping or classifying of organisms on the basis of common characteristics, and the necessity of a common classification scheme. Students will explore different classification schemes by grouping arthropod shapes. This can lead to a discussion around the necessity for a common classification scheme in order to for scientists all over the world to communicate using the same language and terminology.  That Biodiversity includes: diversity of species, diversity of ecosystems, and diversity of genes.  Importance of DNA barcoding to make identification easy Success Criteria – Standards https://portal.gssd.ca/department/Curriculum/AssessmentRubrics/ela/Pages/default.aspx Rubric The goal of the project is for students to effectively communicate, using many different facets, their findings from assessing the number of species (insect biodiversity) in our schoolyard and the comparison to diversity throughout schools across Canada. o a clear and specific message and a logical and coherent organization of ideas (which express and explain findings of the project)

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