Lakesha+Curtain+Performance+Assessment

= Performance Assessment - Sound Off = Grade Level: 3 Targeted Content Area(s): Physics of Sound Authors: School, District, and State: FOSS, Menomonee Falls, Wisconsin Assessment Title: **Sound off**

**Standard(s) and Indicators(s) in Targeted Content Area: **

C.4.5 Use data they have collected to develop explanations and answer questions generated by investigations

**Understandings from Established Goals and Standards ** •Students will understand the relationship between the pitch of a sound and the physical properties of the sound source. **Essential Questions from Big Ideas to Guide Instruction and Assessment ** • How is sound produced? • What makes a sound low, high, or muffled? **Engaging Scenario: **“Before I explain what I want you to be thinking about for the end of this unit, I want to play a short game with you. (Have a power point ready) I’m going to break the class up into two teams. Each team will get one attempt to guess the picture clue. If one team gets the picture clue wrong, the other team will attempt the same picture. Each team will go back and forth between pictures. Your job will be to name the type of instrument from the picture clue Example of what the picture clues would look like **- SAX +- TAR + Answer: phoneguidrum **

I know you’re saying, I’ve never heard of those types of instruments. If I were to put at least one sound from each of those instruments together, I would produce a different instrument. In saying that, I want to tell you about a very fun creative activity I want you to complete at the end of our sound unit.

Knowledge/Skills Previously Taught

Students will be able to discriminate between sounds Sound discrimination Create a sound matching game - The students and teacher can put one or more objects (beans, rice, paper clips, sand etc.) into opaque plastic film canisters to make rattles. Distribute one film-canister rattle to each student. Challenge them to “sound off” and find the others who have the same rattle.

**Assignment Task 1** –

<span style="color: #000000; font-family: Calibri; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">The task will call for the students to create an instrument from materials of their choosing that will create at least three different sounds. The model will demonstrate creativity and artistic appeal. The student will also give their instrument a name that does not exist for any instrument today.

** Performance Assessment –Task 1 Rubric **

**<span style="color: black; font-family: 'Arial','sans-serif';">Multi-sound instrument ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; margin: 0in 0in 10pt;">The instrument produced 3 different sounds, was presented in an artistic, creative way. The student created a non-existent name for the instrument || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; margin: 0in 0in 10pt;">The instrument produced 2 different sounds and was presented in an artistic creative way. The student created a non-existent name for the instrument || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; margin: 0in 0in 10pt;">The instrument produced 2 sounds and was not presented in a creative artistic way. The student created a non-existent name for the instrument. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; margin: 0in 0in 10pt;">The instrument produced 1 sound and was not presented in a creative artistic way. The student gave the instrument a name that already exists for another instrument. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; margin: 0in 0in 10pt;">The instrument did not produced 3 different sounds at all and was not presented in a creative artistic way. The student did not create a name for the instrument. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Score ** || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; text-align: center;">5  || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; text-align: center;">4  || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; text-align: center;">3  || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; text-align: center;">2  || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%; text-align: center;">1  ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">“Sound Off” **

<span style="color: #000000; font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">A ** ssessment Task 2 Explanation – Students can choose to explain orally or write 2 paragraphs explaining how and why they used different materials to produce three different sounds. **
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Score ** ||  **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">5 **  ||  **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">4 **  ||  **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">3 **  ||  **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">2 **  ||  **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">1 **  ||
 * **□ Oral articulation** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Oral presentation demonstrates all of what was expected for the student to learn about the physics of sound ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Oral presentation demonstrates most of what was expected for the student to learn about the physics of sound ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Oral presentation demonstrates about 50% of what was learned about the physics of sound ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Oral presentation demonstrates a small amount learning about the physics of sound ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Oral presentation clearly demonstrates no learning about how foot articulation affects your performance quality ** ||
 * **□ Written Articulation Grammar and Mechanics** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Grammar and mechanics are correct. The writing demonstrates all of what was expected for the student to learn about the physics of sound ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Grammar and mechanics are mostly correct. Writing demonstrates most of what was expected for the student to learn about the physics of sound ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Grammar and mechanics are correct 50 % of the written explanation. Writing demonstrates 50% of what was expected for the student to learn about physics of sound ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Grammar and mechanics are rarely correct. Writing demonstrates a small amount of what the student was expected to learn about the physics of sound ** || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Grammar and mechanics are not correct Writing clearly demonstrates no learning about the physics of sound ** ||

**<span style="color: black; font-family: 'Times New Roman','serif';">Teacher Reflections at Conclusion of Performance Assessment: **

**<span style="color: black; font-family: 'Times New Roman','serif';">1. What Worked? What Didn’t? **

**<span style="color: black; font-family: 'Times New Roman','serif';">2. What Will I Do Differently Next Time? **

**<span style="color: black; font-family: 'Times New Roman','serif';">3. What Student Work Samples Do I Have for Each Task? What Scoring Guide Examples of Proficiency Do I Have for Each Task? **

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