# Organize Data for Lawyer - DOC

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```					           Center for Performance Assessment
”Unwrapped,” Standards-Based
Performance Assessment Template
Title: Deal or No Deal?

Targeted Content Area(s): Data Analysis and Probability

Authors: Cindy Bucher, Beckie Clawson, Kathy Dotlich

School, District, and State:

Bristol Elementary and Pinewood Elementary, Elkhart Community
Schools, IN

Phone and E-mail (Preferred, But Optional)

Bristol Elementary 848-7421
Pinewood Elementary 262-5595
Assessment Title:

Overview of Performance Assessment: (Summary of the
assessment with a brief synopsis of each task)

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List ways to earn an allowance in your home.
Specify the amount of money each chore earns.
Record the history of the amount of your allowance for the
past 5 years. Use a graphic organizer to display.
Identify an item they wish to purchase with this money.
Predict how long it will take for them to earn their item.

Compare their allowance with other students in the room.
Convert information into statistics and percents.
Interpret data and record in different types of graphs.

Analyze the different graphs and rank which one is the most
effective.

Evaluate the most effective graph to use in order to convince
parents that a raise is warranted.
Present there graph with reasons to the class.
Write a persuasive letter to their parents.

Full Text of Standard(s) and Indicators(s) in Targeted Content
Area:

Standard 6 — Data Analysis and Probability
Data are all around us — in newspapers and magazines, in television news and
commercials, in quality control for manufacturing — and students need to learn how to
understand data. At this level, they learn how to display data in frequency tables and in
stem-and-leaf plots. They compare the mean, median, and mode. They find probabilities
for compound events and write them as fractions, decimals, and percentages. They also
estimate the probabilities of future events.

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Related Interdisciplinary Standard(s) and Indicators(s):

Language Arts – Friendly letters, persuasive writing
Economics – cost analysis

―Unwrapping‖ Content Standard(s)

Standard(s) and Indicators by Number:
Data Analysis and Probability
6.6.1
6.6.2
6.6.4

Concepts: Need to Know About Data Analysis and Probability

Single Variable Data in appropriate graphs
-pictographs
-line
-broken line graph
-bar
-stem and leaf
-circle
-step

Frequency table for numerical data

-relative
Histogram
-cumulative
Broken line graph

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Outcomes

-compound events
-theoretical probability

Skills: Be Able to Do

-Organize (data in graphs) - Analysis
-Display (data in graphs) - Comprehension
-Explain (data in graphs) - Comprehension
-Make (tables) - Application
-Understand (relative and cumulative frequency of data) - Comprehension
-Find (relative and cumulative frequency of data) – Application
-Use (histograms) – Application
-Interpret (data) - Analysis
-Show (outcome) – Comprehension
-Find (theoretical probability) - Application

Topics or Context: (What you will use to teach concepts and
skills—particular unit, lessons, activities)

Identifying Big Ideas from
Unwrapped Standard and Indicators
1. Probability allows for predictions of future events (games,
weather)

2. Data Analysis provides information for making informed
decisions.

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3. Different graphs display different concepts.

4. Probability connects to statistics and percents.

Essential Questions from Big Ideas to
Guide Instruction and Assessment
1. How do you know if you’ll be able to get a raise in your
allowance?

2. What information do you need to get an increase of allowance?
Explain.

3. What type of graph would you use to convince parents you
deserve an increase in your allowance? Display graph.

4. How can you statistically show your parents you need a raise in

―Engaging Scenario‖ Planning
Include elements of an effective Engaging Scenario:

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 Presents students with a challenge
 Connects learning to real life – ―Why do we need to learn
this?‖
 Conveys importance – ―What does this mean to the
student personally?‖
 Acknowledges audience – ―Can the student present the

Engaging Scenario (Full description):
Teacher states, ―You probably didn’t get everything you wanted
for Christmas. Your parents are reasonable people and they want
you to be happy.‖
We just found out that there is a new ____ that just came out on the market that you
really want.

Write a letter to your parents stating what you would like so they are more than happy for
you to get it.

You don’t have enough money at this time to buy it, so what are you willing to do?

Task 1 Planning Guide (―SQUARE‖ – Key Elements to Include in
the Design of a Standards-Based Performance Task)

Which STANDARD(s) and Indicators Will This Task Target?

6.6.1

6.6.2

How do you know if you will be able to get a raise in your
allowance?

Which UNWRAPPED Concepts and Skills Will This Task Develop?

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Histogram
Organize

Make

Explain

What APPLICATION of Learning Will This Task Require? (What
will the students actually do or produce in this task?)

Graphic Organizer

What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need
First?

What Individual EVIDENCE of Learning Will This Task Provide?
(How will you know by the work students produce what they have

Task 1 Complete Description (The Full Details of What Students

Students will chose an item from the ads or catalog that they
wish to purchase.
List ways (chores) to earn an allowance.

Specify the amount of money that is earned by completing each chore.

Write down the amount of money they have earned over the last two years (monthly).

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Display in a graphic organizer.

Compute how long it will take to earn the money to purchase the item.

Exemplary:

         All Proficient Criteria Met PLUS:
         Student lists additional sources of income.
         Students have done cost comparisons on items.
Students do detailed time cost comparison.

Proficient:

Correct form of friendly letter used.
Student lists ways to earn allowance.
Student specifies amount of money needed .
     Student displays information in graphic organizer.
Student computes length of time needed to earn item.

Progressing:

Meets 4 of the 6 proficient criteria

Not Yet Meeting Standard(s) and Indicators(s):

         Meets less than 4 of proficient criteria.
         Task must be repeated after remediation.
Peer Evaluation (Optional) _____

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Self-Evaluation _____________

Teacher Evaluation __________

Task 2 Planning Guide (―SQUARE‖ – Key Elements to Include in
the Design of a Standards-Based Performance Task)

Which STANDARD(s) and Indicators Will This Task Target?

6.6.2
6.6.6

What information do you need to get an increase in allowance?
Explain.

Which UNWRAPPED Concepts and Skills Will This Task Develop?

Using different types of graphs
Frequency Table (numerical data)
Organize data

What APPLICATION of Learning Will This Task Require? (What
will the students actually do or produce in this task?)

Graph showing the amount of allowance each person earns and the
equivalent percentages.

What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need
First?

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Individual data (allowance earned)

Examples of types of graphs

EDM Student Reference Book

What Individual EVIDENCE of Learning Will This Task Provide?
(How will you know by the work students produce what they have

Task 2 Complete Description (The Full Details of What Students

Students will write down how much allowance they make. (from
previous lesson)
Compile a class data sheet for each student to use.

Use a spreadsheet to record data and convert information into percents.
Have students work in small groups. Assign a different type of graph to each group.
Present graph to the class.

Exemplary:

All Proficient Criteria Met PLUS:




Proficient:

10







Progressing:



Not Yet Meeting Standard(s) and Indicators(s):



Peer Evaluation (Optional) _____

Self-Evaluation _____________

Teacher Evaluation __________

Task 3 Planning Guide (―SQUARE‖ – Key Elements to Include in
the Design of a Standards-Based Performance Task)

Which STANDARD(s) and Indicators Will This Task Target?

6.6.1
6.6.4

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What type of graph would you use to show you need an increase

Which UNWRAPPED Concepts and Skills Will This Task Develop?

Graphs
Outcomes (which visually shows)

Display (graph)

Explain (findings of graph)

Interpret (data)

Show (outcomes)

What APPLICATION of Learning Will This Task Require? (What
will the students actually do or produce in this task?)

What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need
First?

What Individual EVIDENCE of Learning Will This Task Provide?
(How will you know by the work students produce what they have

Task 3 Complete Description (The Full Details of What Students

Each group would be assigned two graphs to display their data.

Discuss as a class which graphs would be best for displaying
different types of data.

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Each student writes their choice of graph that best represents
the class data.

Exemplary:

 All Proficient Criteria Met PLUS:




Proficient:








Progressing:



Not Yet Meeting Standard(s) and Indicators(s):



Peer Evaluation (Optional) _____

Self-Evaluation _____________

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Teacher Evaluation __________

Task 4 Planning Guide (―SQUARE‖ – Key Elements to Include in
the Design of a Standards-Based Performance Task)

Which STANDARD(s) and Indicators Will This Task Target?

6.6.1

6.6.2

6.6.4

How can you statistically show your parents you need a raise in

Which UNWRAPPED Concepts and Skills Will This Task Develop?
Graph
Outcomes
Organize
Display
Explain
Interpret
Show
Write

What APPLICATION of Learning Will This Task Require? (What
will the students actually do or produce in this task?)

Individual graph to show their parents
Letter to their parents.

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What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need
First?

Types of graphs
Persuasive writing
Friendly letter form
Their information (from previous lessons)

What Individual EVIDENCE of Learning Will This Task Provide?
(How will you know by the work students produce what they have

Task 4 Complete Description (The Full Details of What Students

Students review their individual data and chose the appropriate
graph that will best represent their findings.

Make the graph to share with their parents.

Write a persuasive letter to their parents.

Present this to the class.

Exemplary:

 All Proficient Criteria Met PLUS:
 Graph includes cost analysis of item.
 Explanation during presentation of reason for choice of graph.


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Proficient:

          Correct form of friendly letter used.
          Students’ range for spelling and mechanics used.
          Persuasive writing used in letter.
          Individual graph represents their findings clearly and
concisely

          Student presents letter and graph to class


Progressing:

          Meets 4 of the 5 proficient criteria

Not Yet Meeting Standard(s) and Indicators(s):

          Meets less than 4 if proficient criteria
          Task must be repeated after remediation.
Peer Evaluation (Optional) _____

Self-Evaluation _____________

Teacher Evaluation __________

Teacher Reflections at Conclusion of Performance Assessment:

1. What Worked? What Didn’t?

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2. What Will I Do Differently Next Time?

3. What Student Work Samples Do I Have for Each Task?
What Scoring Guide Examples of Proficiency Do I Have for

4. What Field Notes Can I Provide for Other Teachers Who
May Use This Performance Assessment?

17
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Bloom’s Taxonomy
Definitions
Verbs that express varying levels of understanding
Appropriate responses

1. Knowledge – Remembering facts
Verbs: Know, define, memorize, record, name, recognize
Describe ________________________________.
Who? What? Where? When? How?

2. Comprehension – Understanding the meaning
Verbs: Discuss, relate, clarify, explain,
Retell in your own words ____________________.
What is the main idea of ____________________?

3. Application – Using what you know in a new situation
Verbs: Translate, interpret, demonstrate, dramatize, practice
Why is __________ significant?

4. Analysis – Examining specific parts of information
Verbs: Distinguish, analyze, differentiate, solve, examine
Classify _______ according to ________________.
Compare and contrast _____________ and _______________.

5. Synthesis – Combing ideas in a new way
Verbs: Compose, plan, propose, formulate, arrange
What could you predict from ______?
What solutions would you suggest from _____________?

6. Evaluation – Developing opinions, judgments, or decisions
Verbs: Judge, appraise, evaluate, estimate, select
Do you agree with _____?
Prioritize _________.
What is the most important _______________?

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Performance Assessment Roles

Sample Roles for Students to Simulate

Applicant                                Judge
Architect                                Jury Member
Artist                                   Lawyer
Athlete                                  Musician
Autobiographer                           Newscaster
Biographer                               Parent
Campaign Worker                          Photojournalist
Cartographer                             Playwright
Cartoonist                               Poet
Character, Book/Movie                    Police Officer
Chef                                     Reporter
Citizen                                  Researcher
Coach                                    Set Designer
Collector                                Software Developer
Consumer                                 Speech Writer
Contractor                               Student
Curator                                  Teacher
Detective                                Textbook Publisher
Editor                                   Tour Guide
Engineer                                 Travel Agent
Executive                                Tutor
Famous Person
Farmer
Inventor

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Performance Assessment Products
Sample Products That Students May Make or Produce

Anthem
Anthologies
Autobiography
Brochure
Committee Board Members
Debate
Designs for Experiments
Diorama
Ecosystem
Eulogy
Fable
Fashion Show
Film Review
Food Critique
Friendly Letter
GAME
Graphs
How-To Directions
HyperStudio
Inventions
Journals
Judge’s Decision
Lab Report
Lawyer’s Argument
Maps
Observation Logs
Panel Discussion
Personal Narrative
Persuasive Letter
Models
Movie or short film

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Museum Exhibit
Newspaper
Prequel
Proposal
Puppet Show
Quilt
Reaction Paper
Scrapbook
Sculpture
Short Story
Slide Show
Symphony
Tall Tales
Technical Manual
Travel Journals
Website

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