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

By kathy_snyder

Ready to use

Public Rubric

Subject: Science

Type: Presentation

Grade Levels: 6-8

Preparation
	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

Subjects:

Types:

Presentation

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