Project Evaluation Rubric



Project Overview part 1: define | |

|Name of Project: |Endangered Animals |Duration: 2-3 weeks |

|Subject/Course: |Writing and Science |Grade Level: 3 |

| | |

| |

|Project Idea |Animals are increasingly endangered due to human activities. This project is to investigate what humans have done which has in turn caused problems for wildlife. Examples |

|Summary of the issue, challenge, |include, but are not limited to: global warming, habitat destruction, deforestation, invasive species, gaps in food webs, man-made inventions (boats and floodgates harming |

|investigation, scenario, or problem: |manatees), etc. Additionally, students will explore ideas that we personally can or humankind should do to address these problems. Student groups will each choose a |

| |particular animal to focus on, research its habitat and reasons for endangerment and present their findings through a multimedia project. |

|Driving Question |Why are animals endangered? |

|Content and Skills Standards to be |W.GN.03.04 use the writing process to produce and present a research project; initiate research questions from content area text from a teacher-selected topic; and use a |

|addressed: |variety of resources to gather and organize information. |

| |S.IA.03.14 Develop research strategies and skills for information gathering and problem solving. |

| |S.RS.03.18 Describe the effect humans and other organisms have on the balance of the natural world. |

| |E.ES.03.52 Describe helpful or harmful effects of humans on the environment (garbage, habitat destruction, land management, renewable, and non-renewable resources). |

| |T+A |E | |T+A |E | |

| |Presentation |x | | | | |

| |Students will create a multimedia presentation to inform others on the | | | | | |

| |effect of our changing world upon specific wildlife. | | | | | |

| |Critical Thinking: |x | | | | |

| |Students will decide what information is relevant and important to their| | | | | |

| |topic. They will then decide how to organize this into categories. | | | | | |

| | | |Presentation Audience: |

| | | | |

| |Group: |Students will create a narrated Photostory or Voicethread of their researched topic. This is after extensive research, note |Class: |x |

|Culminating Products and | |taking, and drafting an expository writing piece. | | |

|Performances | | | | |

| | | |School: |x |

| | | |Community: | |

| | |The culminating product will be a group one, with each individual student contributing to the whole. |Experts: | |

| |Individual: | | | |

| | | |Web: |x |

| | | |Other: |

|Project Overview part 2: design |

|“Grabber” to launch inquiry &|I am going to begin by showing a clip from a Polar Bear video (). To begin with we'll just talk about what we |

|generate interest: |see. Aren't the cubs cute? Look how they have a den deep in the snow. Notice how the mother bear hunts and teaches her cubs to hunt. Next, we'll click on the Map tab, which is a |

| |feature the National Geographic Kids site has. It will show where the polar bears' habitat is. I'll ask if the kids have heard about what is happening to the ice. Why is it melting? |

| |What is causing it to melt? Then we'll discuss how diminishing ice will affect the polar bears, referring back to the video clip where the mother bear is shown breaking through the |

| |ice to hunt seals. Next we'll continue our discussion with why the ice is shrinking. What do people have to do with it? Can people change what is happening? This will lead into the |

| |explanation of the project. |

|Assessments |

|Debriefing Methods |

|Resources |On-site people, facilities: |Computer lab |

|Needed | | |

| |Equipment: |microphone, video projector, Internet access |

| |Materials: |Photostory 3, note taking and drafting materials, preselected video clips, images, and sites. |

| |Community resources: |Possibility to Skype with an expert in the field |

|Project Teaching and Learning Guide |

|Project: Animals versus People |Course/Semester: Winter 2010 |

| | |

|Knowledge and Skills Needed by Students |Scaffolding / Materials / Lessons to be Provided |

|to successfully complete culminating products and |by the project teacher, other teachers, experts, |

|performances, and do well on summative assessments |mentors, community members |

|Students need a basic awareness of animals that have been impacted by human activities. | |Teacher will need images to give students a glimpse of possible choices to research, which will |

| |( |simultaneously grab interest and attention. |

|Students will need an introduction to research/ note taking. | |This will be done by teacher modeling. A form will be created to assist in organization. Sites/ |

| |( |resources will be found ahead of time to facilitate timely research. ***Students will be expected |

| | |to cite sources. |

|Students will already be familiar with creating paragraphs. However, they will need particular guidance| |Teacher will first model an introductory paragraph using previously modeled notes from the polar |

|with expository text. Specific skills will be taught in correlation with our writing program. |( |bear example. This will continue by modeling how to organize notes into categories followed by |

| | |developing paragraphs. The final piece will be a concluding paragraph. |

|Students will revise drafts with partners. | |The teacher will observe, reinforcing previously learned revising skills as needed. |

| |( | |

|Students will locate and save images. (Previously learned skill.) | |Teacher will model using class example. |

| |( | |

|Students will create and narrate Photostories, including a title page, credits, and ending page. | |Teacher will model using class example. |

|(Children will be familiar with this program.) |( | |

|Students will use a rubric throughout the process to ensure that they are meeting or exceeding project | |Teacher will model the use of the rubric throughout the process. |

|requirements. They will also self evaluate their learning at the culmination of this study. |( | |

|PROJECT CALENDAR |

|project: Animals versus People |Start Date: Winter 2010 |

| |

|MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |

|PROJECT WEEK ONE |

|Discuss problems animals face. Guide to|Model researching plight of the polar bear.|Begin researching animals, focusing on |Continue researching. |Organize research into categories. |

|examples such as polar bears losing ice |Note taking, citing sources, etc. Use |problem caused by humans. (Emphasis on | |(Model/ guide using polar bear |

|due to global warming. Incorporate |template to organize information. |finding and recording relevant | |information,) |

|video clip and images. List ideas, |Have students choose a different animal to |information.) | | |

|adding to with teacher ideas if needed. |research. (2-3 children per topic.) | | | |

| | | | | |

| | | | | |

|PROJECT WEEK TWO |

|Begin drafting. Model intro on polar |Model creating a polar bear paragraph using|Continue drafting paragraphs with other |Continue drafting. |Model revision. Partners work on |

|bear. Groups then draft intro. |one category of information. Partners |categories. | |revising. |

| |choose one category and create a paragraph.| | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|PROJECT WEEK THREE |

|Model concluding paragraph. Partners |Finish revising. |Begin Photostory. |Continue… |Continue… |

|create their own. |Find images that support your research. |Import images. | | |

|REVISE! | |Title page, credits, ending slide. | |Be sure to have children use their rubrics|

| | |Narrate using final draft. May also label| |to self access. |

| | |images. | |Children will also complete a self |

| | | | |evaluation. |

| | | | | |

Present! Students will sign up to present in one participating classroom. Children will then select topics of interest to view.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download