| Student Work 1 |
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ELA |
Performance Task |
5-3 final |
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Standard(s):
E1c The student reads and
comprehends informational materials to develop understanding and expertise and produces written or oral work that:
E1c.1-restates or summarizes
information.
E1c.2-relates
new information to prior knowledge and experiences.
E1c.3-extends
ideas.
E1c.4-makes
connections to related topics or information.
E3b The
student participates in group meetings, in which the student:
E3b.2-actively
solicits another person’s comment or opinion.
E3b.3-offers
own opinion forcefully without dominating.
E3b.4-responds appropriately to comments and questions.
E3b.6-gives
reasons in support of opinions expressed.
E3b.7-clarifies,
illustrates, or expands on a response when asked to do so; asks
group for
similar expansions.
(Should
add science standards when they are completed.)
It is very important to learn how to speak in public and to defend positions that concern you. This is a skill that must be learned so our class is going to hold a debate to help us practice this important skill. The topic for our debate will be how to best get rid of bees that have taken over the playground and are stinging students when playing.
Your class has decided to research possible solutions on how to eliminate the bees from the playground. The two potential solutions we are going to debate are:
1. Use chemicals to eliminate the bees.
2. Move the colonies of bees to another location.
Your class members will work within groups of four to conduct research to determine if it would be best to use chemicals to eliminate the bees or to move the colonies to another place. Thoroughly research the use of chemicals as the control agent versus the logistics of moving the colony.
· From this research, you and a partner will select the solution that you are going to debate.
1. Within your group, determine
the position you are willing to debate (one-half of your group must debate each
side).
2. Working with your partner,
prepare a seven (7) minute position platform speech to share your findings and
beliefs.
3. The pro-chemical team must
include efficiency of the chemical use, the estimated cost, the impact on the
environment, and any other relevant information.
4. The relocation team must
include the steps involved in the relocation process, any cost, and the
benefits or drawbacks.
5. Be prepared to present your
debate to the principal. The debate format will include
*a 7 minute position
platform from each group.
*a 2 minute rebuttal.
*a 2 minute summary.
Note: For submission to DoDEA for
commentaries on student work, submit note cards, and a video tape of the
debate.
The
student work is produced under the following conditions:
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X |
Alone |
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in
a group |
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X |
In
class |
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as
homework |
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With
teacher feedback |
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with
peer feedback |
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Timed |
X |
extended
project |
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no
opportunity for revision |
X |
opportunity
for revision |
·
Develops position platforms including.
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pro-chemical, efficiency of chemical use, estimated cost, impact
on
environment,
other relevant information.
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pro-relocation – plan for moving bees, estimated cost,
impact on environment, other relevant information.
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appropriately uses the time to state/defend position.
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maintains debate protocol.
E3c The student prepares and delivers an
individual presentation in which the student:
E3c.4–Engages the audience with appropriate verbal cues and eye
contact.
E4a The student demonstrates a basic
understanding of the rules of the English language in written and oral work,
and selects the structures and features of language appropriate to the purpose,
audience and context of the work.