Summative+Assessment

__ **Think Tank: Final Report** __

The conductor thinks your instruments are wonderful. How do you feel about them? As you look at your models and those built by other groups, evaluate your design and the Think Tank experience. Answer these questions in your journals.


 * 1) What part of your design did you feel particularly excited about? Why?
 * 2) Describe any unusual problems you ran into while designing your instrument. How did you solve them?
 * 3) What surprised you about the instruments built by other groups?
 * 4) How did your group organize your workload? Describe the role filled by each group member.

__**Building Your Own Instrument Rubric**__
 * || ** Level 1 ** || ** Level 2 ** || ** Level 3 ** || ** Level 4 ** ||
 * ** Design Process ** || Identifies problems and brainstorms solutions to design a musical instrument ** with teacher assistance ** || Identifies problems and brainstorms solutions to design a musical instrument ** with some assistance ** from teacher or classmate || Identifies problems and brainstorms solutions to design a musical instrument ** with little or no assistance ** || Identifies problems and brainstorms solutions to design a musical instrument ** independently ** ||
 * || Develops a plan to design and build a musical instrument ** with teacher assistance ** || Develops a plan to design and build a musical instrument ** with some assistance ** from teacher or classmate || Develops a plan to design and build a musical instrument ** with little or no assistance ** || Develops a plan to design and build a musical instrument i ** ndependently ** ||
 * || Tests their design, identifies new problems and resolves them in the final musical instrument ** with teacher assistance ** || Tests their design, identifies new problems and resolves them in the final musical instrument ** with some assistance ** from teacher or classmate || Tests their design, identifies new problems and resolves them in the final musical instrument ** with little or no assistance ** || Tests their design, identifies new problems and resolves them in the final musical instrument ** independently ** ||
 * || Follows the steps of their plan ** with teacher assistance ** ; selects ** inappropriate ** materials || Follows the steps of their plan ** with some assistance ** from teacher or classmate; selects ** inappropriate ** materials || Follows the steps of their plan ** with teacher assistance ** ; selects ** mostly appropriate ** materials || Follows the steps of their plan i ** ndependently ** ; selects the ** most appropriate ** materials ||
 * ** Understanding and Application Concepts ** || Takes ** a few ** of the following into consideration when planning and designing their musical instrument:
 * the properties and characteristics of sound
 * how to modify the pitch and volume of sound
 * how different materials absorb, transmit, and reflect sound
 * how humans hear
 * how different musical instruments produce sound || Takes ** some ** of the following into consideration when planning and designing their musical instrument:
 * the properties and characteristics of sound
 * how to modify the pitch and volume of sound
 * how different materials absorb, transmit, and reflect sound
 * how humans hear
 * how different musical instruments produce sound || Takes ** most ** of the following into consideration when planning and designing their musical instrument:
 * the properties and characteristics of sound
 * how to modify the pitch and volume of sound
 * how different materials absorb, transmit, and reflect sound
 * how humans hear
 * how different musical instruments produce sound || Takes ** all or almost all ** of the following into consideration when planning and designing their musical instrument:
 * the properties and characteristics of sound
 * how to modify the pitch and volume of sound
 * how different materials absorb, transmit, and reflect sound
 * how humans hear
 * how different musical instruments produce sound ||
 * || Compares their musical instrument with other students’ instruments noting ** a few ** of the differences between them. || Compares their musical instrument with other students’ instruments noting ** some ** of the differences between them. || Compares their musical instrument with other students’ instruments noting ** many ** of the differences between them. || Compares their musical instrument with other students’ instruments noting ** all or almost all ** of the differences between them. ||
 * || Explains how they used what they learned in the unit to design and build their musical instrument ** incompletely, with little detail. ** || Explains how they used what they learned in the unit to design and build their musical instrument ** almost completely, with some detail. ** || Explains how they used what they learned in the unit to design and build their musical instrument ** completely, with examples and details. ** || Explains how they used what they learned in the unit to design and build their musical instrument ** completely and precisely, with examples and details. ** ||
 * ** Communication of Understanding ** || Records the steps they took to design and build the musical instrument ** with little clarity or accuracy. ** || Records the steps they took to design and build the musical instrument ** with some clarity and accuracy. ** || Records the steps they took to design and build the musical instrument ** with clarity and accuracy. ** || Records the steps they took to design and build the musical instrument ** completely, clearly, and accurately. ** ||
 * || Explains how the musical instrument produces sound ** with little detail, ** requires prompting. || Explains how the musical instrument produces sound ** with some detail, ** requires ** some ** prompting. || Explains how the musical instrument produces sound ** clearly with most detail; ** requires ** little ** prompting. || Explains how the musical instrument produces sound ** with little detail, ** requires prompting. ||
 * || Uses ** a few ** science and technology terms ( // vibration, amplification, volume, pitch, etc.) //** accurately. ** || Uses ** some ** science and technology terms ( // vibration, amplification, volume, pitch, etc.) //** accurately. ** || Uses ** most ** science and technology terms ( // vibration, amplification, volume, pitch, etc.) //** accurately. ** || Uses ** all ** science and technology terms ( // vibration, amplification, volume, pitch, etc.) //** accurately. ** ||