MEDT 7476: Assessing Learning with Technology-Enhanced Instruction

Shayna Parker
Media 7476: Assessment Plan
Dr. Haynes

Client Information
 Name: Fred Self and Jessica Platel
 Client’s Organization: Carver Middle School
 Client’s Role: Fred Self, teacher and Jessica Platel, co-teacher
 Clients Email Address: Fred.Self@PalmBeachSchools.org and
Jessica.Platel@PalmBeachSchools.org

Performance Interdependence of Life

Task Title
Grade Level 7th Grade

Designer Shayna Parker

Performance Students will be able to:

Task  Create a food web, based on a chosen ecosystem, using no more
Annotation than 15 organisms, with at least 3 food chains that interlock
 Explain the roles of and relationships among producer, consumer
and decomposer in the process of energy transfer in a food web
(indicate if the animal is a herbivore, omnivore or carnivore)
 Explain the consequences of removing an organism from a food
web

Subject Science

Approximate 90 minutes
Duration of **NOTE: This lesson is the last unit of the Interdependence of Life
Performance Unit.**
Task

Focus  SC.7.L.17.1 Explain and illustrate the roles of and relationships

Standards among producers, consumers, and decomposers in the process of
energy transfer in a food web

 SC.9.12.L.17.9 Use a food web to identify and distinguish

producers, consumers, and decomposers. Explain the pathway of
energy transfer through trophic levels and the reduction of
available energy at successive trophic levels
MEDT 7476: Assessing Learning with Technology-Enhanced Instruction

National
Standards Creativity and Innovation: Students demonstrate creative thinking,
construct knowledge, and develop innovative products and process using
technology.
A. Apply existing knowledge to generate new ideas, products or
processes
B. Create original works as a means of personal or group
expressions

Communication and Collaboration: Students use digital media and

environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of
others
A. Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media
D. Contribute to project teams to produce original works or solve
problems

Description and 1. Before students work on their Interdependence of Life Performance

Teacher/Traine task, the teacher will show the Amoeba Sisters: Food Webs and Energy
r Directions Pyramids, which is 5:48, for a review.
(https://www.youtube.com/watch?v=-oVavgmveyY)
2. Teacher Directions: Teacher will say, “As we have been studying
food chains and food webs, we have looked at the relationships among
organisms that live with one another. In this project, you will
demonstrate that you understand this by creating your own food web.”
3. Teacher will show them the Piktochart Infographic tutorial.
(https://www.youtube.com/watch?v=SzI9RzvnwZA)
4. After watching the video, teacher will tell students that they will be
creating their own infographic. Students should be encouraged to be
creative while making their food web infographic.
5. Teacher will distribute copies of the Food Web Infographic Rubric and
explicitly go over the expectations.
6. Teacher will allow students to get with their partner and sit at a table.
7. Teacher will pass out Google Chromebooks to each student.
8. Now it is time to build a food web at www.Piktochart.com.
9. Using their own Google Chromebooks, each student will create an
Infographic collaboratively with their partner.
10. Finished products are printed and presented to the class.

Rubric Title Food Web Infographic Rubric

Rubric This is a formative rubric that will help and guide students to develop their
Description project. This rubric also has a place for the teacher to provide constructive
feedback.
MEDT 7476: Assessing Learning with Technology-Enhanced Instruction

Rubric or
Other
Performance
Evaluation Tool
MEDT 7476: Assessing Learning with Technology-Enhanced Instruction

Example of
Student work
with Teacher
Commentary
MEDT 7476: Assessing Learning with Technology-Enhanced Instruction

Materials and  Google Chromebooks

Equipment  Internet
 th
7 Grade Science Textbook
 Printer (optional)
 Overhead Projector
 Teacher Computer

What 21st  Interactive Poster/Infographic Creating Website:

Century https://piktochart.com/
Technology was  1:1 Student Internet-Connected iPads/Google Chromebooks
used in this
performance
task?
MEDT 7476: Assessing Learning with Technology-Enhanced Instruction

Differentiated Students will have a choice of the biome (aquatic, deserts, forests,
Instruction grasslands and tundra) and animals to use when creating their food web.
**Gifted/Advanced learners will want to incorporate an additional food
chain into their final project.**
**Learners with IEP’s and Limited English Proficiency will be
required to have 2 interlocked food chains in their food web. Students will
not be penalized for not having descriptions as a part of their project.
These students will also have the option for a
co-teacher assistance and/or additional time to complete the assignment.**

Web Resources  Food Webs and Energy Pyramids:

https://www.youtube.com/watch?v=-oVavgmveyY
 How to Create a Piktochart Infographic:
https://www.youtube.com/watch?v=SzI9RzvnwZA

Settings The classroom is set up with desks in groups of four. Students will
collaboratively work with a partner and create an infographic using the
Google Chromebooks.

Learners 20 students: 4 boys and 16 girls

Age: 12 – 14
Race/Ethnicity: 15 African American and 5 Hispanic
Exceptionalities: 1 Student with Disabilities and 1 Limited English
Proficiency
Culture: Haitian Background
Language: English and Creole
Learning Style: Auditory and Kinesthetic Learners