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iRubric: Save Polar Ecosystems: Decrease Carbon! rubric

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Save Polar Ecosystems: Decrease Carbon! 
Each student, working with an assigned team will prepare for, and participate in creation of a persuasive visual presentation to inform about the impact of global warming in polar regions and provide the audience with concrete steps to decrease the amount of carbon they generate.
Rubric Code: QX8X2W3
Ready to use
Public Rubric
Subject: Science  
Type: Presentation  
Grade Levels: 6-8

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  Poor

0 pts

Fair

4 pts

Good

6 pts

Excellent

8 pts

1. Define the Problem or Issue

Poor

Group is unable to identify, comprehend, and articulate the
Fair

Group is reasonably able to identify, comprehend, and articulate impact of global warming on polar regions.
Good

Group has a clear understanding of the problem or issue and is able to effectively identify and articulate the impact of global warming on polar regions.
Excellent

Group has a clear and unmistakable understanding of the issue and has a superior ability to articulate the problem or issue, and can effectively explain and clarify the impact of global warming on polar regions.
2. Research

Poor

Student did not contribute ideas toward identification of the problem based on class research activities.
Fair

Student contributed one or two ideas toward identification of the problem based on class research activities.
Good

Student contributed three to five ideas identifying of the problem based on class research activities.
Excellent

Student contributed more than five ideas identifying of the problem based on class research activities.
3. Student Role

Expert roles will include: food web, characteristics of the ecosystem, homeostatic flexibility, ways to reverse the impact of excess atmospheric carbon.

Poor

Student did not complete research toward his or her assigned role.
Fair

Student used fewer than 2 resources, information was unclear or incomplete.
Good

Student used three to five resources, and aptly summarized information related to his/her role.
Excellent

Student used more than five resources, and expertly analyzed information related to his/her role.
4. Teamwork

Poor

Student was self-centered, and/or disinterested in the group's agenda and did not work toward the team goal.
Fair

Student contributed several ideas, but did not actively work toward the team goal.
Good

Students contributed more than 3 ideas, and did what the natural leader requested, but did not initiate action, ideas, or plans.
Excellent

Student assumed leadership role in planning, and carrying out the daily agendas. Creative, innovative ideas were generated.
5. Plan for visual aide

Poor

Student did not complete his/her portion of the plan.
Fair

Student completed his or her portion of the plan, however it lacks detail, and creativity. No integration with group plans is apparent.
Good

Student created a detailed plan, further effort on incorporating it is needed.
Excellent

Plan shows flow of the presentation, incorporating of other members' ideas, and extensive effort and creativity.
6. Punctuality

Poor

Student meets one of the group deadlines set in the agenda.
Fair

Student meets only two of the group deadlines set in the agenda.
Good

Student meets all group deadlines set in the agenda.
Excellent

Student meets all group deadlines set in the agenda, and encourages his/her group members to complete work on time.
Visual Aid
7. Fluency, clarity of message

Poor

No evidence that the student rehearsed and knew his or her portion of the visual aide. Student read from a script or power point.
Fair

Student was somewhat knowledgeable without the benefit of note cards or script.
Good

Student made significant eye contact, and presented with fluency and voice modulation.
Excellent

Student showed mastery of material presented. Took appropriate pauses, emphasized key information, and taught the audience.
8. Ecosystem challenges clear

Poor

Provided one idea about the way the polar ecosystem is challenged.
Fair

Generated two ideas demonstrating understanding of the ecosystem challenges.
Good

Generated three or four ideas, clearly presented them and answered questions knowledgeably.
Excellent

Identified more than four ideas, clearly presented them and answered questions knowledgeably.
9. Persuasive ideas

Poor

No attempt to persuade during his or her portion of the presentation.
Fair

Marginally persuasive.
Good

Succinct reasons, but persuasiveness lacks urgency.
Excellent

Clearly presents the reasons to act to reduce carbon emissions, stop using products made from petroleum, and act to reverse the harmful trend.
10. What others can do!

Poor

Did not generate any ideas.
Fair

Provided two obvious ideas.
Good

Provided three to five ideas of good quality.
Excellent

Generated more than five ideas of good quality and analyzed feasibility.
11. Enlisted support

Poor

Student contributed no ideas to enlist support for the cause, and did not help the team garner support.
Fair

Student contributed two ideas to enlist support for the cause, but did not help the team garner support.
Good

Student contributed more than two ideas to enlist support for the cause, and helped the team garner support.
Excellent

Student contributed many ideas to enlist support for the cause, and took a leadership role in acquiring support.
12. Fundraising

(Max of 4 points for this category.)

Poor

Did not help with fundraising for cause.
Fair

Helped with fundraising for cause.
Good

n/a
Excellent

n/a



Keywords:
  • Polar Ecosystems, global warming, petroleum product dependence, change







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