PTTeam+3

=Culminating Performance Task Planner=

//**GRASPS**// //A Real-World **Goal**// //A Meaningful **Role** for the Students// //Authentic (or simulated) Real-World **Audience**// //**Situation** that Involves Real-World Application// //Student-Generated Culmination **Products** and **Performances**// //Consensus-Driven Performance **Standards** (Criteria) for Judging Success//


 * **GRASPS** ||
 * Goal: You will be using physics, graphing, and persuasive writing to develop a theme park. ||
 * Role: You are a mechanical engineer for Disney. ||
 * Audience: Your team will be submitting designs to a board of directors of Disney. ||
 * Situation: Disney is looking to expand and develop a new theme park.They need a team of engineers to design the park. ||
 * Product/Performance: You will work as a team with 2 other engineers to create theme park designs. You will presents these designs using Google Sketchup and share a written proposal of your designs. ||
 * Standards: Persuasion, Science and Math Knowledge, Presentation, Collaboration. ||


 * ===Performance Task Overview=== ||
 * Disney wants to build a new theme park and needs to hire a team of engineers. You are on a team who needs to submit designs to Disney’s board of directors. Your job is to mechanically engineer a section of a theme park and a theme park ride that will have people coming back for more, something that is a break through in today’s field of technology. This ride has to meet safety standards and function flawlessly time after time. A fun and safe ride isn’t enough to convince financial backers. You will use knowledge of physics, data, graphing, and persuasive writing to initiate the planning and designing of a theme park. ||

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Includes Google Sketch-up design, and other graphics, Justifies use of Math and Science knowledge || May have some grammatical errors and/or missing some justifications for content knowledge. || Google Sketch-up is not incorporated and/or justifications are not included. ||
 * CATEGORY || 3) Ascending (Meets) || 2) Buckling in (Partially Meets) || 1) Waiting in Line (Does Not Meet) ||
 * ** Persuasion ** || Uses enthusiasm persuasion when presenting designs and justifies use of content knowledge for the designs. || Uses enthusiasm when presenting designs but lacks justification of one or more contents. || Lacks enthusiasm and persuasion when justifying use of content knowledge in the designs. ||
 * ** Science **
 * Knowledge ** || Students incorporate all of Newton’s Laws and show understanding of the concepts of friction, gravity, and momentum within the final product. || Students understand the concepts and Newton’s Laws, but forgot to include 1 or 2 of them in the final product. || Does not show evidence of understanding of the concepts that should be incorporated in the final product. ||
 * ** Math Knowledge ** || Students justify design process using represented data and incorporating use of 3 or more functions. || Students may not include represented data or may include only 2 or 3 functions in their design. || Students do use any represented data and/or specify any use of functions. ||
 * ** Presentation ** || No Grammatical Errors,
 * ** Collaboration ** || The workload is divided and shared fairly by all team members, though workloads may vary from person to person. || The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work. || The workload was not divided OR several people in the group are viewed as not doing their fair share of the work. ||
 * *Adrenaline Rush (//Exceeds)//: Keep in mind you are not limited to these requirements. As always you are encouraged to expand your strengths. For example, your presentation may include appropriate transitions and sound effects, music, graphics. **