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The resources regarding rubrics, performance assessments, authentic assessments, and project based learning.

Explore the resources regarding rubrics, performance assessments, authentic assessments, and project based learning.
Determine a thematic sequence of lessons or unit that will be assessed via performance or authentic assessment. Examples include research projects, performances, interviews, oral presentations, multimedia presentations, project-based learning, and more.
Using your state or school learning standards, determine the learning objectives and outcomes for the project or presentation (i.e., what will students know or be able to do by the end of the unit or sequence of lessons).
Design a holistic, analytic, or single-point rubric to assess your students in their learning. Your rubric should be aligned with the learning objectives for the project.

By the end of this unit, students will be able to:

Analyze the environmental impact of non-renewable versus renewable energy sources.

Identify at least three types of renewable energy and explain how each works.

Design and construct a model that demonstrates the function of a chosen renewable energy source.

Collaborate with peers to research and present a comprehensive plan for a sustainable city.

Communicate their findings and proposals to an audience in a clear and compelling manner.

Holistic Rubric for the Renewable Energy City Project

This holistic rubric will be used to assess the final group project. It provides a single, overall score based on the entire performance, allowing for a broad evaluation of the project's quality and the group's effort.

Score	Description of Performance
4 (Exemplary)	The group's project demonstrates an exceptional understanding of all concepts. The model is meticulously designed, functional, and visually compelling. The oral presentation is clear, well-organized, and engages the audience, showing deep collaboration and insightful analysis of both the science and social studies standards. The project exceeds expectations for design, content, and delivery.
3 (Proficient)	The group's project meets all expectations. The model is well-designed and functional, and the presentation is clear and addresses all required components. The group shows a solid understanding of the chosen energy source and its integration into a city plan. Collaboration is evident, and the project effectively demonstrates the key learning objectives.
2 (Developing)	The group's project shows an emerging understanding of the concepts. The model may have functional or design flaws, and the presentation may lack organization or clarity in some sections. Some required components may be missing or addressed superficially. The project suggests that the group needs more time or support to fully grasp the learning objectives.
1 (Beginning)	The group's project demonstrates a limited understanding of the concepts. The model is incomplete or non-functional, and the presentation is disorganized and difficult to follow. Many required components are missing. The project suggests minimal collaboration and a fundamental lack of understanding of the unit's core concepts.

Sample Answer

Unit Plan: Thematic Sequence of Lessons on Renewable Energy

Target Grade Level: 5th Grade Subject: Science & Social Studies Thematic Unit Title: Powering Our Future: A Study in Renewable Energy

Learning Objectives and Outcomes

This unit is designed to meet learning standards in both science and social studies for a 5th-grade classroom. The culminating project is a group-based, authentic assessment where students will design, build, and present a model of a city powered by a renewable energy source.

Science Learning Objectives (Based on Next Generation Science Standards - NGSS):

5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.

5-PS3-1: Use models to describe that energy in animals' food was once energy from the sun.

3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Social Studies Learning Objectives (Based on California Standards):

5.5: Understand the concepts of civic virtue and democratic principles.

5.6: Understand the relationship between land use and population distribution in the United States.