rubric gallery

Choose a current land ecosystem and related environmental issue (local or global), research and provide information on (what, when, where, why) about the issue. Include different perspectives of relevant, involved or interested parties. Include your opinion or solution to the problem(s). Write as a short discussion paper geared towards awareness or resolution of the issue. Use MLA format, 2.5-3 typed pages, an any diagrams or pictures in an appendix section.

Student/Group presentation(s) is based on established subject criteria in relation to course objectives. The student will follow class instructions for presenting a researched based on a selected group project related to the importance of the Arctic and/or Antarctica to Global Climate Change. Work must demonstrate understanding in subject presentation, established knowledge base and shows research skills evidenced by documentation of supporting evidence related to subject matter.

Students individually develop a "3D-Model" (shadowbox) that acts as a workable/accurate model to demonstrate a freshwater aquatic ecosystem. The model should be detailed enough to provide a functional understanding of type of structures, zones and related concepts for the chosen ecosystem. Workability of the model should allow for educational understanding of the abiotic and biotic factors and key-terms associated with a freshwater aquatic ecosystem.

Students individually develop a "3D-Model" that acts as a workable/accurate model to demonstrate one of the six historical atomic models . The model should be detailed enough to provide a functional understanding of type of structures and related concepts for the chosen historical atom. Workability of the model should allow for educational understanding of the concepts and key-terms associated with atom.

Choose a current land ecosystem and related environmental issue (local or global), research and provide information on (what, when, where, why) about the issue. Include different perspectives of relevant, involved or interested parties. Include your opinion or solution to the problem(s). Write as a short discussion paper geared towards awareness or resolution of the issue. Use MLA format, 2.5-3 typed pages, an any diagrams or pictures in an appendix section.

Paper on "Purposeful Design". Discuss evidence(s) provided by material within Modules (Systems) covered to date supporting a purposeful design by a Creator. This should be written as a short discussion paper. Please include descriptions of main structures, concepts and keywords (diagrams, charts etc) to explain the correlation of structures and functions used to convey your ideas. MLA format,2.5- 3.0 typed pages of discussion an any diagrams or pictures placed in an appendix section.

Groups of two/three will develop a "3D-Model" that acts as a workable/accurate model to demonstrate the structure and functions of the brain. The model should be detailed enough to provide a functional understanding of name/location of structures labelled on 3-D Brain worksheet. Workability of the model should allow for educational understanding of the overall functions associated with brain anatomy.

Student will design and construct a positively buoyant boat capable of transporting various cargo weights, approximately 1 m across a waterway. . Boat must be designed and constructed using acceptable construction practices, and specified materials not to exceed 30cm in any direction. Areas to be judged will be design, presentation; principles of construction; buoyancy/displacement principles, and construction efforts.

Paper on "Common Design" among species of organisms. Discuss evidence found during the dissection of various species(body systems, organs & tissues) for common design. This should be written as a short discussion paper. Please include descriptions of main structures, concepts and keywords (diagrams, charts etc) to explain the correlation of structures and functions within the species. Include a cover page, outline, 3 typed pages of discussion an any diagrams, pictures in appendix

The students present project information to the audience. Students must have visual aids to support their lecture in the form of at least one 3D-model. The model shall demonstrate the functionality of muscle anatomy (structure/action potential). Subject matter is required from information provided in Module # 5 of Anatomy text. Muscle characteristics and/or "action potential" shall be the primary focus of the project.

Create a model or poster demonstrating understanding of the classification model used for matter. Include the names associated for types of matter and the classification organizational structure. An example for each matter type is required allowing the observer to understand some of the characteristics or properties associated with the specific matter type.

This is the rubric used for the AMI assignment regarding logical approach to scientific problems.

Teams of two will design a zoo environment on poster board or similar material. The zoo should express through creative design each of the Domains and associated Kingdoms of the Modern-Day classification system used for living organisms. For each Kingdom section, two examples should be used to represent the organism type.

Research paper on the life and work of a famous micro-biologist.

Students will work with partners to build a compound machine of their own. The students will identify a task that the machine will complete and must include at least 6 simple machines (no more than 2 of the same lever class or 2 of same simple machine counts towards the 6; may have more than 6 overall).

Students will build a car from any materials with a total mass restriction of 350g (approx.12ounces) . Your car should be able to compete in a race down a sloped table against cars made by other students. No store bought models. The student should construct the majority of the car using raw materials. The car will travel down a ramp and measured for kinematic and dynamic variables. Keep in mind: weight (mass & gravity), friction, distance, velocity, and momentum.

Panel Discussion between creationists and evolutionists, with the task of scientific discussion/argument.

Students will research the periodic table and create a boardgame based upon the element table material. They will present it to the class and explain the rules of play. They will include symbols, abbreviations, atomic numbers, atomic masses, periodic table groups, associated historical scientists in a manner that allows the player(s) to understand the working concepts and information that is demonstrated in the periodic table of elements.

Groups of two/three will develop a "3D-Model" that acts as a workable/accurate model to demonstrate the structure and functions of organic compounds. Groups will provide models for 2 of the 4 organic compounds. The model should be detailed enough to provide a functional understanding of name/type of structures and related concepts for each organic compound. Workability of the model should allow for educational understanding of the concepts and key-terms associated with compound.

Teams of two/three will develop a "3D-Model" that acts as a workable/accurate model to demonstrate the development overtime of the atomic structure . The demo should be detailed enough to provide a functional understanding of type of structures and related concepts for each model throughout the history of the atom. Workability of the model should allow for educational understanding of the concepts and key-terms associated with atom.