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iRubric: eCL Bi11 - Battle of the Ideas - Evolution Project rubric

iRubric: eCL Bi11 - Battle of the Ideas - Evolution Project rubric

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In this scenario, Jean Baptise Lamarck & Charles Darwin teach at Galapogos University. Darwin reviews Lamarck’s Acquired Characteristics Theory and rejects it. Lamarck is livid and rebutts Darwin’s Theory of Evolution, stating that he is correct. Your task: argue Lamarck’s position while your partner argues Darwin’s position. The debate can be created using a podcast, written format, video, etc. The format is up to you. If you have an extra partner, they can act as the debate moderator.
Powered by iRubric Battle of the Ideas - Evolution Pro
  Poor

2 pts

Fair

3 pts

Good

4 pts

Excellent

5 pts

Lamarck

Poor

Lamarck's Theories of Use/Disuse & Acquired Characteristics are not discussed or mentioned.
Fair

Student provides discussion of one theory but not both.
Good

Student explains both theories and states how Lamarck was incorrect in his Acquired Characteristic Theory
Excellent

Student uses multiple examples to explain Lamarck's Theories and uses the examples to refute Lamarckian ideas.
Natural Selection

Poor

Natural selection is not defined or explained with multiple examples
Fair

A definition is provided but examples are not provided / explained.
Good

Natural selection is defined, several examples are given.

The student does not compare / contrast Lamarck with Darwin to explain how Natural Selection functions.
Excellent

Natural selection is fully defined and contrasted with Lamarck's theories.

Multiple examples are provided and fully explained.
Artificial Selection

Poor

Artificial selection is not defined or explained with multiple examples
Fair

A definition is provided but examples are not provided / explained.
Good

Artificial selection is defined, several examples are given.

The student does not provide a full argument that artificial selection is further evidence of evolution
Excellent

Artificial selection is fully defined and fully illuminates Darwin's Theory of Evolution.

Multiple examples are provided and fully explained.
Vestigial Structures

Poor

No mention of vestigial structures is provided
Fair

Vestigial structures are mentioned but the student does not explain their importance in terms of evolution.
Good

Vestigial structures are discussed. At least one example is provided. The discussion is good but does not fully explain vestigial structures' importance in evolution
Excellent

Multiple vestigial structures are discussed as evidence of evolution.

The student fully explains how vestigial structures provide evidence of evolution
Homologous Structures

Poor

Homologous structures are not mentioned.
Fair

Homologous structures are mentioned, but the student does not explain their importance in terms of evolution.
Good

Homologous structures are discussed. At least one example is provided. The discussion is good but does not fully explain homologous structures' importance in evolution
Excellent

Multiple homologous structures are discussed as evidence of evolution.

The student fully explains how homologous structures provide evidence of evolution
Presentation

Poor

No role play

Little story telling

Little creativity
Fair

The student uses role play and creates an acceptable argument in their assignment.

The document needs numerous revisions.
Good

The student creatively expresses their ideas and arguments.

The document requires a few revisions and repairs.
Excellent

The students use of format is creative, supports their arguments.

The work is exemplary.



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