Aga's GBC Edusite
Example of Rubrics (Process and Product)
AIR-QUALITY INDICATORS
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SCIENCE OUTCOMES (6: Environmental Quality)
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No.
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Description
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A1
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develop awareness of effects that environmental quality has on the health and well-being of living things
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S1
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identify issues and concerns regarding environmental quality
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C2.1
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identify abiotic factors in an environment that might affect the health and distribution of living things in that environment; e.g., available oxygen in water, presence of solids in air or water
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C2.6
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identify indicators of air quality; e.g., presence of polluting gases, presence of particulates
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C3.4
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describe concentration of materials in micrograms per liter, milligrams per liter or in parts per million
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ICT OUTCOMES
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No.
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Description
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C1.3.1
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plan and conduct a search, using a wide variety of electronic sources
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C1.3.3
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access and operate multimedia applications and technologies from stand-alone and online sources
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C1.3.5
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analyze and synthesize information to create a product
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C1.3.6
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communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose
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C6.3.1
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articulate clearly a plan of action to use technology to solve a problem
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C6.3.2
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identify the appropriate materials and tools to use in order to accomplish a plan of action
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C6.3.3
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evaluate choices and progress in problem solving, then redefine the plan of action as appropriate
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C7.3.2
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make connections among related, organized data, and assemble various pieces into a unified message
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Each student will:
· identify and retrieve information
· identify indicators
· evaluate and select indicators
· synthesize information
· demonstrate awareness of environmental effects.
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Student Assessment Task
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Air-Quality Indicators
People with asthma are affected by the quality of the air, so it is important to make air-quality information readily available to the public. The Alberta Lung Association wishes to provide this information and has asked you, as an environmental researcher, to identify and report on high-risk areas in the province.
To complete this project, you will use the most current sources to determine which air-quality indicators are relevant to people with asthma, and which indicators are most important. Identify the prevalence of these indicators in various locations around Alberta. Devise a way to rank each area; e.g., low-risk, medium-risk or high-risk, and prepare a map of Alberta showing the ranking of each area. Finally, you will present your findings to the Alberta Lung Association.
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Level
Criteria
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4
Excellent
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3
Proficient
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2
Adequate
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1
Limited*
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Insufficient/ Blank*
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Identifies indicators
(S1, C2.1, C2.6)
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Selects relevant and comprehensive indicators of air-quality control
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Selects relevant indicators of air-quality control
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Selects an incomplete list of air-quality control indicators
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Selects indicators of air-quality control that are irrelevant or unimportant
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No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
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Evaluates
and selects indicators
(C3.4)
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Devises and applies a method to compare air-quality indicators to make an optimal choice of the most significant indicators
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Devises and applies a method to compare air-quality indicators to make a choice of significant indicators
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Devises and applies a method to compare air-quality indicators to make a choice of indicators
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Devises and applies a method that makes it difficult to make a clear choice of indicators
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Demonstrates awareness of environmental effects
(A1)
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Insightfully demonstrates awareness of the effects of air quality on the health and well-being of people with asthma
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Clearly demonstrates awareness of the effects of air quality on the respiratory health of people with asthma
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Demonstrates awareness of the effects of environmental factors on individuals with respiratory difficulties
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Demonstrates little, if any, evidence of awareness that air quality affects the health of individuals with respiratory difficulties
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Student Learning Goals
· Area of need (What’s hard for me):
- Action
· Strength to enhance:
- Action
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Level
Criteria
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4
Excellent
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3
Proficient
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2
Adequate
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1
Limited*
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Insufficient/ Blank*
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Identifies
and retrieves information
(C1.3.1, C6.3.1, C6.3.2)
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Retrieves insightful information needed to prepare a presentation
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Retrieves information needed to prepare a presentation
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Retrieves partial information needed to prepare a presentation
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Retrieves little or no information needed to prepare a presentation
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No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.
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Evaluates
and selects sources
(C6.3.3, C1.3.5, C1.3.3)
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Evaluates and selects sources and types of information highly relevant to the research task
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Selects sources and types of information appropriate to the research task
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Selects information which is somewhat relevant to the research task
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Selects information irrelevant to the research task
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Synthesizes information
(C1.3.5, C7.3.2)
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Organizes and synthesizes information from a variety of sources to create a comprehensive report
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Organizes and synthesizes information from a variety of sources to create a report
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Organizes and synthesizes information from few sources to create a report
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Organizes and synthesizes information from few, if any, sources to create an incomplete report
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Presents findings
(C1.3.6)
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Uses technology effectively to communicate information in an engaging, persuasive manner
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Uses technology to communicate information in an understandable manner
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Uses technology to communicate information in an incomplete or confusing manner
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Uses technology to communicate little, if any, information
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Student Learning Goals
· Area of need (What’s hard for me):
- Action
· Strength to enhance:
- Action
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