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iRubric: A Balanced Biosphere-Culminating Project rubric

iRubric: A Balanced Biosphere-Culminating Project rubric

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A Balanced Biosphere-Culminating Project 
The following rubric can be used to assess the Hunger Games Arena Project. Each row is aligned to one section of the Individual Project Criteria for Success, located on your Culminating Project Student Instructions. Use this rubric to see if you are doing your best work on your individual project.
Rubric Code: BXC57X8
By eseman
Draft
Public Rubric
Subject: Science  
Type: Project  
Grade Levels: 6-8

Powered by iRubric A Balanced Biosphere
  Emerging

1 pts

Developing

2 pts

Proficient

3 pts

Advanced

4 pts

Geographic Features

Student describes patterns in data as evidence to explain how plate motions have led to the geographic features in the arena.
Emerging

Student inaccurately explains how plate motions have led to the geographic features in the arena.
Developing

Student describes no patterns in data as evidence to generally explain how plate motions have led to the geographic features in the arena.
Proficient

Student describes partial patterns in data as evidence to accurately explain how plate motions have led to the geographic features in the arena.
Advanced

Student describes multiple patterns in data as evidence to accurately explain how plate motions have led to the geographic features in the arena.
Natural Resources

Student uses evidence and cause-and-effect relationships to explain why only certain resources are available in the arena.
Emerging

Student inaccurately explains why only certain resources are available in the arena.
Developing

Student uses no evidence, but does use cause-and-effect relationships to generally explain why only certain resources are available in the arena.
Proficient

Student uses accurate evidence and cause-and-effect relationships to partially explain why only certain resources are available in the arena.
Advanced

Student uses accurate evidence and cause-and-effect relationships to completely explain why only certain resources are available in the arena.
Cycling of Matter-Living/Non-living

Student develops a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Emerging

Student develops an incomplete model to inaccurately describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Developing

Student develops a partial model to partially describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Proficient

Student develops a mostly complete model to partially describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Advanced

Student develops a complete model to accurately describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Energy Flow

Student explains how they can track the flow of energy through the arena ecosystem.
Emerging

Student inaccurately explains how they can track the flow of energy through the arena ecosystem.
Developing

Student generally explains how they can track the flow of energy through the arena ecosystem.
Proficient

Student partially explains how they can track the flow of energy through the arena ecosystem.
Advanced

Student completely explains how they can track the flow of energy through the arena ecosystem.
Contestant Challenge

Student uses patterns of interactions among organisms to explain a contestant challenge within the arena ecosystem.
Emerging

Student uses no patterns of interaction among organisms to inaccurately explain a contestant challenge within the arena ecosystem.
Developing

Student uses one pattern of interaction among organisms to partially or completely explain a contestant challenge within the arena ecosystem.
Proficient

Student uses multiple patternsof interactions among organisms to partially explain a contestant challenge within the arena ecosystem.
Advanced

Student uses multiple patterns of interactions among organisms to completely explain a contestant challenge within the arena ecosystem.
Removing a Resource

Student predicts how removing a resource might affect populations of organisms and explains why by making connections between sub-systems in the larger arena ecosystem.
Emerging

Student predicts how removing a resource might affect irrelevant populations of organisms.
Developing

Student predicts how removing a resource might affect one relevant population of organisms and explains why without making connections between sub-systems in the larger arena ecosystem.
Proficient

Student predicts how removing a resource might affect multiple relevant populations of organisms and explains why without making connections between sub-systems in the larger arena ecosystem.
Advanced

Student predicts how removing a resource might affect multiple relevant populations of organisms and explains why by making connections between sub-systems in the larger arena ecosystem.
Resource Availability/ Populations

Student cites data that provides evidence of acause-and-effect relationship between resource availability and populations of organisms.
Emerging

Student describes an inaccurate cause-and-effect relationship between resource availability and populations of organisms.
Developing

Student cites no data to provide evidence of an accurate cause-and-effect relationship between resource availability and populations of organisms.
Proficient

Student cites a relevant data point that provides evidence of an accurate cause-and-effect relationship between resource availability and populations of organisms.
Advanced

Student cites multiple relevant data points that provide evidence of an accurate cause-and-effect relationship between resource availability and populations of organisms.
Project Quality

Emerging

Work is not detailed, unique or interesting. The design and layout are quite poor and sloppy. It is evident that the student did not spend any quality time and effort in creating their project.
Developing

Work done with minimal care, attention to detail and neatness. Design and layout are develping. Student spent a minimal abount of time creating their project. Contains several errors.
Proficient

The project is attractive in terms of design, layout and neatness. Work is generally unique, detailed and interesting. Student spent the required time and effort in creating the project. May contain a few errors.
Advanced

The project is exceptionally attractive in terms of design, layout, and neatness. It is exceptionally unique, detailed and interesting. Student spent quality time and effort in creating their project. Contains no errors.




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