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|
Model
|
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|
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25
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|
Physical
Stresses
|
Students
provided a visual representation of 5 stresses from their chosen
environment.
|
|
|
|
25
|
|
Adaptations
|
Students
provided a visual representation of 5 adaptations for their chosen
organism to deal with the 5 stresses.
|
|
|
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|
Poster
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5
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|
Physical
Stress – Write up
|
Students
address 5 physical stresses that are found in the chosen environment
and explain how they would affect their chosen organism.
|
|
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|
5
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|
Adaptations – Write up
|
Students
address 5 adaptations to the physical stresses and explain how they
would benefit the organism.
|
|
|
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10
|
|
Mechanisms
|
Students
identify how the adaptations evolved.
|
|
|
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20
|
|
Phylogenetic
Tree
|
Students
provide a realistic model for how the organism evolved in the new
environment.
|
|
|
|
20
|
|
Invasiveness
|
Students
give an explanation of how their new organism would fare when brought
back to an environment back on earth.
|
|
|
|
20
|
|
Food
Web/Nutrient Cycle
|
Students
provide a model of how their organism fits into both a food chain and
nutrient cycle on the new planet.
|
|
|
|
10
|
|
Organization
– Presentation style
|
Students'
presentation in organized and clearly presents all ideas and models.
|
|
|
|
10
|
|
Resources
|
Student
correctly cites all sources used in their research.
|
|
|
|
|
Oral
Presentation
|
|
|
|
|
10
|
|
Clarity
|
Students
clearly explains model and how organism
|
|
|
|
15
|
|
Content
|
Students
use scientific language to express ideas and uses current research to
support their models.
|
|
|
|
25
|
|
Peer
Evaluations
|
Students
evaluate 5 other student projects in a professional and constructive
matter, providing fair feedback and grades
|
|
|
|
|
Experiment
|
|
|
|
|
5
|
|
Proposal
|
Students
have a clear hypothesis and establish a design that will evaluate the
hypothesis
|
|
|
|
10
|
|
Background
|
Students
should include any relevant information related to their experiment,
including at least 3 cited resources.
|
|
|
|
10
|
|
Methods
|
Students
clearly record and explain procedures followed.
|
|
|
|
10
|
|
Data
|
Students
display data in graphical form, including histograms or functional
relations as appropriate.
|
|
|
|
10
|
|
Analysis/Conclusions
|
Students
should explain clearly in words the significance of data, including
basic statistics where applicable.
|
|
|
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5
|
|
Resources
|
Student
correctly cites all sources used in their research.
|
|
|
|
|
Case
Studies
|
|
|
|
|
25
|
|
Case
Study 1
|
Student
participates and is actively involved with class discussions.
|
|
|
|
25
|
|
Case
Study 2
|
Student
participates and is actively involved with class discussions.
|
|
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