Skip to main content
iRubric: China Travel Guide rubric

iRubric: China Travel Guide rubric

find rubric

(draft) edit   print   share   Copy to my rubrics   Bookmark   test run   assess...   delete   Do more...
China Travel Guide 
China Travel Guide
The purpose of this unit is to facilitate student learning about the world in which we live. The student will imagine that he/she, like "Momma" in the novel THE WATSON'S GO TO BIRMINGHAM: 1963, will travel with at least one family member, taking a 4 day tour of China. However, the trip should be planned with the travelers' unique interests, hobbies, and needs in mind. To be prepared for the trip, the student will use technology and print sources to conduct internet research in order to be able to present facts about the region's resources, culture, government, religion, geography, political atmosphere, social events, recreational pastimes, history, economics, etc. After the student has gathered all of the research, they will synthesize the information and develop a family travel guide for the region, taking his/her unique interests and family member's interests in mind.
Rubric Code: S763CX
By ILovetoTeach
Draft
Public Rubric
Subject: Geography  
Type: Project  
Grade Levels: 6-8

Powered by iRubric China Travel Guide
China
  Exceeds Standards

Excellent work is defined as following all of the criterion and doing the best work you can do.

4 pts

Meets Standards

Good work is defined as following most of the directions and doing the best you can do.

3 pts

Progressing Towards Standards

Fair work is defined as making an effort, but not really doing your best work. You are capable of doing much better.

2 pts

Does Not Meet Standards

Poor work is defined as not doing a good job and no real effort was put forth.

1 pts

Purpose

Exceeds Standards

Student writes family travel guide, maintaining a strong awareness of appealing to his/her family's interests, ages, etc. in choosing places to visit. Guide provides clear, detailed, and relevant explanations of why certain attractions, sites, etc. are chosen and how they appeal to certain family members.
Meets Standards

Student writes family travel guide, maintaining an awareness of appealing to his/her family's interests, ages, etc. in choosing places to visit. Guide provides reasonable explanations of why certain attractions, sites, etc. are chosen and how they appeal to certain family members.
Progressing Towards Standards

Student writes family travel guide, maintaining some awareness of appealing to his/her family's interests, ages, etc. in choosing places to visit. Guide provides some explanations of why certain attractions, sites, etc. are chosen and how they appeal to certain family members, though lapses in detail and organization may occur.
Does Not Meet Standards

Student writes family travel guide but has a limited awareness of appealing to his/her family's interests, ages, etc. in choosing places to visit. References to family interests may be absent or limited. Guide provides limited explanations of why certain attractions, sites, etc. are chosen and how they appeal to certain family members.
Form

Exceeds Standards

The organization of the travel guide is sophisticated and enhances the meaning of the guide.
Meets Standards

Ideas are presented in a logical, easy to follow order.
Progressing Towards Standards

Ideas are present, but lapses in detail and organization may occur. Ideas may not be presented in the clearest, most easy to follow manner.
Does Not Meet Standards

Information is disorganized and lacks focus.
Geography Facts

Also, political, cultural and historical example: landforms, cultural norms/manners, language,
Exceeds Standards

Correctly includes 3 to 4 engaging, specific, relevant, geographic, political, cultural, historical facts per day/per area visited. Made a strong effort to be accurate and have current information.
Meets Standards

Correctly included 2 to 3 specific, relevant geographic, political, cultural, historical facts per day/per area visited. Made a reasonable effort to be accurate and have current information.
Progressing Towards Standards

Correctly included 1 to 2 specific, relevant geographic, political, cultural, historical facts per day/per area visited. Made some effort to be accurate and to have current information, but perhaps focused more on "fluff" like hotels than "stuff" like specific information about Chinese culture, history, etc.
Does Not Meet Standards

Included minimal or irrelevant geographic, political, cultural, historical facts per day/per area visited. Made little effort to be accurate, to have current information, or focuses only on "fluff."
Length

Exceeds Standards

At least 4 or more days worth of travel plans, including 1-2 well-developed paragraphs per day of description (what to do, where to go, and why it was chosen).
Meets Standards

At least 4 days of travel plans, including 1-2 adequately developed paragraphs per day of description (what to do, where to go, and why it was chosen).
Progressing Towards Standards

4 or fewer days of travel plans, including 1 paragraph limited in development and description (what to do, where to go, and why it was chosen).
Does Not Meet Standards

1 or fewer days of travel plans, including 1 or fewer paragraphs very limited in their development, description, and relevance to the topic.
Sentences, Language & Correctness

Exceeds Standards

Written product uses specific, accurate, and correctly written sentences. All proper nouns and sentences begin with capital letters. Sentences are complete, and punctuation is correct.
Meets Standards

Written product uses specific language and mostly correct sentences with few errors. Most proper nouns and sentences begin with capital letters. Sentences are mostly complete and correct.
Progressing Towards Standards

Written product uses some specific language but also has many errors in sentence structure. Many capitalization and punctuation errors are found throughout the product.
Does Not Meet Standards

Written product uses vague, non-specific language and has too many errors in sentences, punctuation, and capitalization that distract readers from understanding the purpose of the piece.
Map

Exceeds Standards

Identified areas visited on flat map. Includes labeled map in project with all visited locations. Map is clear, current, and easy to read.
Meets Standards

Included a map, but did not locate all of the places visited.
Progressing Towards Standards

Included a map, but did not locate ANY of the places visited.
Does Not Meet Standards

Did not locate places visited on flat map OR did not include the map.
Religion

Exceeds Standards

Student describes at least one area visited that connects to religion and explains a substantial fact about the importances of the place or the religion in Chinese culture or history.
Meets Standards

Student describes at least one area visited that connects to religion and states what religion it connects to and how, but does not address the religion's importance in Chinese culture or history.
Progressing Towards Standards

Student describes or visits at least one area connected to religion but does not explain any relevant information about the religion or its connection to Chinese culture or history.
Does Not Meet Standards

Student does not correctly include one area of China connected to religion.
Urban & Rural

Exceeds Standards

Student visits at least one rural area and one urban area during the planned trip.
Meets Standards
Progressing Towards Standards
Does Not Meet Standards

Student omits any information about visiting a rural area or an urban area in the project.
Packing List

Exceeds Standards

Student includes a very detailed packing list, making clear and appropriate accomodations for the climate and time of year traveling.
Meets Standards

Student includes a somewhat detailed packing list, making a few accomodations for the climate and time of year traveling.
Progressing Towards Standards

Students includes a packing list, but makes no accomodations for the climate and time of year traveling.
Does Not Meet Standards

Packing list is minimal or missing.
Reflection Paragraph

Exceeds Standards

Student includes a thoughtful, thorough, and fully developed reflection paragraph, showing evidence of specific learning and reflection based on the questions provided.
Meets Standards

Student includes a substantial reflection paragraph, showing some evidence of learning based on the questions provided.
Progressing Towards Standards

Student includes a minimally developed reflection paragraph, showing little evidence of learning or is not based on the questions provided.
Does Not Meet Standards

Reflection paragraph is missing.
Sources

Exceeds Standards

Student uses a minimum of 3 book sources and a variety of web sources
Meets Standards
Progressing Towards Standards
Does Not Meet Standards

Student did not include sources.



Keywords:
  • social studies, geography, projects, humanities, technology


Types:

Discuss this rubric




Do more with this rubric:
Preview

Preview

Preview this rubric.
Edit

Edit

Modify this rubric.
Copy

Copy

Make a copy of this rubric and begin editing the copy.

Print

Print

Show a printable version of this rubric.
Categorize

Categorize

Add this rubric to multiple categories.
Bookmark

Bookmark

Bookmark this rubric for future reference.
Assess
This rubric is still in draft mode and cannot be scored. Please change the rubric status to ready to use.
Share
Publish

Publish

Link, embed, and showcase your rubrics on your website.
Email

Email

Email this rubric to a friend.
Discuss

Discuss

Discuss this rubric with other members.
 

Do more with rubrics than ever imagined possible.

Only with iRubrictm.


Copyright © 2024 Reazon Systems, Inc.  All rights reserved.
n16