Introduction |
| Anchor Video |
| Concept Map |
| Project Calendar |
| Lesson Plans |
Letter to Parents |
| Assessments |
| Resources |
Dear Parent(s),
I am excited to tell you about your child’s upcoming five-week project in biology. The class will be investigating various issues related to human impact on the ecosystem. In addition to these topics, students will learn biology along the way. We think it will be a valuable and fun experience for all of us! It is important to us that you understand what we will be doing and how your child will be assessed, so that you can be involved in the project and encourage your child’s progress. These projects might require a little more initiative from your child than what has been required from them so far, but encountering science in the context of real world problems is motivating and exciting! Please check on your child’s progress throughout the projects and feel free to contact us if you have any questions. We have attached a rubric that outline how your child will be graded.
Much of the work done for these projects will be done in class, so attendance is crucial. In addition to in class work, there will be some homework assignments similar to your child’s typical biology homework, some research that may require out-of-class time, and a final brochure and power point presentation. All of the technology and supplies that will be needed for the projects will be provided in the classroom.
Due to the nature of this topic, your child will be researching and thinking about some controversial issues. We will not push any particular viewpoint, but will encourage the students to examine their own values and thoughtfully form their own opinions.
Please sign below so that we know that you have seen this letter and the accompanying calendar and project rubric. Thank you for your time and interest.
Sincerely,
Jessica Gamez
555-5555
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Printed Names: Student- _________________________ Parent: _________________________
Student Signature: ___________________________________ date: _________________
Parent Signature: ____________________________________ date: _________________
Overall unit grade:
Assignments |
15% |
Participation/Group Work |
10% |
Presentation |
20% |
Brochure |
35% |
Exam |
20% |
Assignments will be worksheets that check for understanding on biology concepts that students should gain through class activities related to the project.
Participation/ group work will be determined by attendance and a peer evaluation given for the amount of work they put into the project.
Exam will be given over all the biology topics presented and presentations given by the students.
Presentation: The presentation grade will be determined by the following rubric:
CATEGORY |
4 |
3 |
2 |
1 |
| Content |
Shows a full understanding of the topic. |
Shows a good understanding of the topic. |
Shows a good understanding of parts of the topic. |
Does not seem to understand the topic very well. |
| Preparedness |
Student is completely prepared and has obviously rehearsed. |
Student seems pretty prepared but might have needed a couple more rehearsals. |
The student is somewhat prepared, but it is clear that rehearsal was lacking. |
Student does not seem at all prepared to present. |
| Speaks Clearly |
Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. |
Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. |
Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. |
Often mumbles or can not be understood OR mispronounces more than one word. |
| Volume |
Volume is loud enough to be heard by all audience members throughout the presentation. |
Volume is loud enough to be heard by all audience members at least 90% of the time. |
Volume is loud enough to be heard by all audience members at least 80% of the time. |
Volume often too soft to be heard by all audience members. |
| Posture and Eye Contact |
Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. |
Stands up straight and establishes eye contact with everyone in the room during the presentation. |
Sometimes stands up straight and establishes eye contact. |
Slouches and/or does not look at people during the presentation. |
| Time-Limit |
Presentation is 7-10 minutes long. |
Presentation is 5-6 minutes long. |
Presentation is 3-4 minutes long. |
Presentation is less than 3 minutes OR more than 10 minutes. |
| Comprehension |
Student is able to accurately answer almost all questions posed by classmates about the topic. |
Student is able to accurately answer most questions posed by classmates about the topic. |
Student is able to accurately answer a few questions posed by classmates about the topic. |
Student is unable to accurately answer questions posed by classmates about the topic. |
Brochure: The Brochure grade will be determined by the following Rubric
Category |
4 |
3 |
2 |
1 |
| Campaign/Product |
Students create an original, accurate and interesting product that adequately addresses the issue. |
Students create an accurate product that adequately addresses the issue. |
Students create an accurate product but it does not adequately address the issue. |
The product is not accurate. |
| Brainstorming - Problems |
Students accurately identified a reasonable, insightful barrier/problem that needs to change. |
Students adequately identified a reasonable, insightful barrier/problem that needs to change |
Students acceptably identified a reasonable, insightful barrier/problem that needs to change. |
Students insufficiently identified a reasonable, insightful barrier/problem that needs to change. |
| Brainstorming - Solutions |
Students identify more than 3 reasonable, insightful possible solutions/strategies to encourage change. |
Students identify at least 3 reasonable, insightful possible solutions/strategies to encourage change. |
Students identify at least 2 reasonable, insightful possible solutions/strategies to encourage change |
Students identify fewer than 2 reasonable, insightful possible solutions/strategies to encourage change. |
| Research/Statistical Data |
Students include 4 or more high-quality examples or pieces of data to support their campaign. |
Students include at least 3 high-quality examples or pieces of data to support their campaign. |
Students include at least 2 high-quality examples or pieces of data to support their campaign. |
Students include fewer than 2 examples. |
| Sources - Quality |
Students include 4 or more high quality sources. |
Students include 2-3 high quality sources . |
Students include 2-3 sources but some of are questionable quality. |
Students include fewer than 2 sources. |
| Sources-Citation |
Information in all source citations is correct and in the format assigned. |
Information in all source citations is correct but there are minor errors in formatting. |
Information in almost all source citations is correct AND there are minor errors in formatting. |
The information is often incorrect OR there are major errors in formatting |