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You will be evaluated using the rubrics below.
HABITAT HANGOUT RUBRIC
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CRITERIA
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LEVEL 1
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LEVEL 2
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LEVEL 3
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LEVEL 4
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Description of Vertebrate Habitats |
Unable to describe the vertebrate habitat;
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Describes few characteristics of a vertebrate habitat;
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Describes some characteristics of a vertebrate habitat;
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Describes many characteristics of a vertebrate habitat;
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Habitat
Flora and Fauna
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Does not include flora and fauna;
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Includes only 1 example of either flora or fauna;
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Includes 2 examples of both flora and fauna;
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Includes 3 examples of both flora and fauna in habitat;
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Animals
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Animals identified do not live in this specific habitat;
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Accurately identified one animal that lives in this specific habitat;
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Accurately identified two animals that live in this specific habitat;
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Accurately identifies a wide variety of animals that live in this specific habitat;
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Animal Needs
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Identifies only one basic need of the animals living in their habitat.
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Identifies few needs of the animals living in their habitat.
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Identifies some needs of the animals living in their habitat.
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Identifies a wide variety of needs of the animals living in their habitat.
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PRESENTATION RUBRIC:
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CRITERIA
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LEVEL 1
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LEVEL 2
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LEVEL 3
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LEVEL 4
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Speaking Skills |
Inaudible, no eye contact, rate too fast/slow, mumbles;
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Some mumbling, uneven rate, little or no expression, voice is too low;
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Clear, articulate speech but not polished;
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Displays poise, articulate speech, enthusiasm, confidence, clear voice;
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Subject Knowledge
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Thesis is not clear, no evidence for support, cannot answer questions from audience;
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Not enough information presented, uncomfortable answering questions, only answers simple questions;
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Sufficient info presented, fails to elaborate on facts, answers all questions from audience;
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Abundance of material clearly related to hypothesis, lots of evidence, elaborates and explains;
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Organization
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No sequence of information, jumps around;
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Lacks transitions between intro, ideas, conclusion, choppy;
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Most information in logical sequence;
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Logical, interesting, clearly developed transitions;
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Layout of Media Presentation
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Cluttered, confusing, lack of spacing and headings;
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Some structure, busy, large gaps of white space;
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Uses space appropriately, organized looking, neat;
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Aesthetically pleasing and uses appropriate headings and subheadings;
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Graphics of Media Presentation
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Little or no graphics, does not enhance document;
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Images are poorly cropped, impair readability;
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Graphics visually depict information presented;
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Graphics make visual connections to enhance concepts, consistent visual theme;
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Writing
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Errors in spelling, grammar or punctuation, revision required;
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Some spelling, grammar or capitalization errors;
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Few mechanical errors, text clearly written;
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No errors, no editing required;
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Vocabulary
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Less than 3 new vocabulary words learned throughout research.
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Uses 3-6 new vocabulary words throughout research.
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Uses 7-10 new vocabulary words throughout oral and graphic presentations.
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Uses more than 10 new vocabulary words learned from research, class discussions.
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RESEARCH QUESTIONS RUBRIC:
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CRITERIA
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LEVEL 1
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LEVEL 2
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LEVEL 3
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LEVEL 4
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Amount of Information |
One or more topics were not addressed;
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All topics are addressed, and most questions answered with 1 sentence about each;
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All topics are addressed and most questions answered with at least 2 sentences about each;
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All topics are addressed and all questions answered with at least 2 sentences about each;
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Quality of Information
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Information has little or nothing to do with the main topic;
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Information clearly relates to the main topic;
No details and/or examples are given;
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Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples;
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Information clearly relates to the main topic. It includes several supporting details and/or examples;
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Graphic Organizer
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Graphic organizer (web) has not been attempted;
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Graphic organizer (web) has been started and includes some topics and subtopics;
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Graphic organizer (web) has been completed and shows clear, logical relationships between most topics and subtopics;
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Graphic organizer (web) has been completed and shows clear, logical relationships between all topics and subtopics;
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Organization
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The information appears to be disorganized;
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Information is organized, but paragraphs are not well-constructed;
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Information is organized with well-constructed paragraphs;
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Information is very organized with well-constructed paragraphs and subheadings;
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Mechanics
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Many grammatical, spelling or punctuation errors;
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A few grammatical spelling or punctuation errors;
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Almost no grammatical, spelling or punctuation errors;
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No grammatical, spelling or punctuation errors;
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Graphic Organizer
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Graphic organizer (web) has not been attempted;
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Graphic organizer (web) has been started and includes some topics and subtopics;
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Graphic organizer (web) has been completed and shows clear, logical relationships between most topics and subtopics;
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Graphic organizer (web) has been completed and shows clear, logical relationships between all topics and subtopics;
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Organization
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The information appears to be disorganized;
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Information is organized, but paragraphs are not well-constructed;
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Information is organized with well-constructed paragraphs;
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Information is very organized with well-constructed paragraphs and subheadings;
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Sources
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Some sources are not accurately documented;
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All sources (information and graphics) are accurately documented, but many are not in the desired format.
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All sources (information and graphics) are accurately documented, but a few are not in the desired format.
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All sources (information and graphics) are accurately documented in the desired format.
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GROUP WORK RUBRIC:
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CRITERIA
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LEVEL 1
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LEVEL 2
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LEVEL 3
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LEVEL 4
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Contributions |
Group members rarely provided useful ideas when participating;
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Each member sometimes provided useful ideas when participating;
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Each member usually provided useful ideas when participating;
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Each member routinely provided useful ideas when participating;
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Time Management
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Rarely got things done by the deadlines AND group had to adjust deadlines or work responsibilities;
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Tended to procrastinate, but always got things done by the deadlines.
Group did not have to adjust deadlines or work responsibilities;
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Usually used time well throughout the project, but may have procrastinated on one thing.
Group did not have to adjust deadlines or work responsibilities;
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Routinely used time well throughout the project to ensure things got done on time.
Group did not have to adjust deadlines or work responsibilities;
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Working with Others
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Members rarely listened to, shared with, and supported the efforts of others;
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Each member often listened to, shared with, and supported the efforts of others;
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Each member usually listened to, shared, with, and supported the efforts of others;
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Each member almost always listened to, shared with, and supported the efforts of others;
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Preparedness
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Often forgot needed materials or was rarely ready to get to work;
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Almost always brought needed materials but sometimes needed to settle down and get to work;
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Almost always brought needed materials to class and was ready to work;
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Brought needed materials to class and was always ready to work;
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Focus on the Task
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Each member rarely focused on the task and what needed to be done. Let others do the work;
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Each member focused on the task and what needed to be done some of the time;
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Each member focused on the task and what needed to be done most of the time;
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Each member consistently stayed focused on the task and what needed to be done;
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Attitude
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Often was publicly critical of the project or the work of other members of the group. Often had a negative attitude about the task(s).
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Occasionally was publicly critical of the project or the work of other members of the group. Usually had a positive attitude about the task(s).
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Rarely was publicly critical of the project or the work of others. Often had a positive attitude about the task(s).
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Never was publicly critical of the project or the work of others. Always had a positive attitude about the task(s).
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