iRubric: Pathway of Blood Flow Through Heart Video Project rubric

All structures are correctly labeled, and blood pathway is easily identifiable and oxygen vs. deoxygenated blood is distinguishable. Structures that should be labeled: superior and inferior vena cava, right atrium, tricuspid valve, right ventricle, pulmonary valve, pulmonary artery, lungs, pulmonary vein, left atrium, mitral (bicuspid) valve, left ventricle, aortic valve, aorta, body

75% of structures are correctly labeled, and blood pathway is easily identifiable and oxygen vs. deoxygenated blood is distinguishable.

50% of structures are correctly labeled, and blood pathway is easily identifiable and oxygen vs. deoxygenated blood is distinguishable.

Less than 50% of structures are correctly labeled, and blood pathway is easily identifiable and and oxygen vs. deoxygenated blood is distinguishable.

The video is complete and/or done professionally. All group members are engaged. Students use clear and loud voices and correct, precise pronunciation of terms so that all audience members can hear the video. Video is uploaded to google classroom.

The video is mostly complete and/or mostly done professionally. Most group members are engaged. Students use mostly clear and moderately loud voices. Students pronounce most words correctly. Most audience members can hear video.Video is uploaded to google classroom.

Some of the video is complete and/or is somewhat done professionally. Some members of the group are engaged. Students voices are somewhat clear and low. Students pronounce some words correctly. Audience members have difficulty hearing presentation. Some audience members can hear video. Video is uploaded to google classroom.

The video is not complete and/or done professionally. None of the members of the group are engaged. Students are not clear at all and speak extremely low. Almost all terms are pronounced incorrectly. Audience members cannot hear the video at all. The video is not uploaded to google classroom.

Students stayed on task and actively involved in work. Required no teacher intervention with problem-solving, leadership skills, and staying on task.

Students stayed on task and actively involved in work most of the time. Required minimal teacher intervention with problem-solving, leadership skills, and staying on task.

Students stayed on task and actively involved in work some of the time. Required some teacher intervention with problem-solving, leadership skills, and staying on task. .

Students never stayed on task. Showed little enthusiasm towards work. Required constant teacher intervention with problem-solving, leadership skills, and staying on task.