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Evaluation

Interactive Museum of Forces and Motion-

Display Rubric-Group Score
 

CATEGORY 4 3 2 1
Display Each element in the display had a function and clearly served to illustrate some aspect of the experiment. All items, diagrams, graphs etc. were neatly and correctly labeled. Each element had a function and clearly served to illustrate some aspect of the experiment. Most items, diagrams, graphs etc. were neatly and correctly labeled. Each element had a function and clearly served to illustrate some aspect of the experiment. Most items, diagrams, graphs etc. were correctly labeled. The display seemed incomplete or chaotic with no clear plan. Many labels were missing or incorrect.
Description of Procedure Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. No adult help was needed to accomplish this. Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. Some adult help was needed to accomplish this. Procedures were outlined in a step-by-step fashion, but had 1 or 2 gaps that require explanation even after adult feedback had been given. Procedures that were outlined were seriously incomplete or not sequential, even after adult feedback had been given.
Diagrams Provided an accurate, easy-to-follow diagram with labels to illustrate the procedure or the process being studied. Provided an accurate diagram with labels to illustrate the procedure or the process being studied. Provided an easy-to-follow diagram with labels to illustrate the procedure or process, but one key step was left out. Did not provide a diagram OR the diagram was quite incomplete.

 

Presentation Rubric - Group Score

 
Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Comprehension Student is able to accurately answer  all questions posed by museum visitors about the topic. Student is able to accurately answer most questions posed by museum visitors about the topic. Student is able to accurately answer a few questions posed by museum visitors about the topic. Student is unable to accurately answer questions posed by museum visitors about the topic.
Preparedness All group members are completely prepared and have obviously rehearsed. All group members  seems mostly prepared but might have needed a couple more rehearsals. Some group members are somewhat prepared, but it is clear that rehearsal was lacking. Some group members  do not seem at all prepared to present.
Content All group members show an in depth  understanding of the topic. All group members show a good understanding of the topic. Most group members  show a good understanding of parts of the topic. Some group members do not seem to understand the topic very well.
Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Uses several (5 or more) words or phrases that are not understood by the audience.

 

Collaboration and Completion -Individual Score

 

 
CATEGORY 4 3 2 1
Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Usually provides useful ideas when participating in the group andom discussion. A strong group member who tries hard! Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). Often is publicly critical of the project or the work of other members of the group. Often has a positive attitude about the task(s).
Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Responsibility Assumes responsibility for assigned position without being reminded by the teacher or other group members. Assumes responsibility for assigned position but needs to be reminded by the teacher or other group members. Assumes responsibility for assigned position but needs to be reminded by the teacher and other group members. Does not assume responsibility for assigned position.
Completion and Quality of KWHL KWHL chart is complete and reflects evidence of inquiry and learning. KWHL chart is mostly complete and reflects evidence of inquiry and learning. KWHL chart is only partially complete and reflects little evidence of inquiry and learning. KWHL chart is mostly incomplete and reflects no evidence of inquiry and learning.
Responding to the Essential Question Response indicates a deep understanding of the complexity of the essential question. Student provides three or more examples of the effects of forces and motion on the Earth and everything on it. Response indicates an moderate understanding of the complexity of the essential question. Student provides three or more examples of the effects of forces and motion on the Earth and everything on it. Response indicates a lack of understanding of the complexity of the essential question. Student provides two or more examples of the effects of forces and motion on the Earth and everything on it. Response indicates a lack of understanding of the complexity of the essential question. Student provides less than two examples of the effects of forces and motion on the Earth and everything on it.