WebQuest

Great Barrier Reef

Evaluation

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This photograph dramatically shows the effect of coral bleaching. The coral has lost its zooxanthellae which powers photosynthesis leaving a white skeleton. The coral polyps will only survive for another month.  

ASSESSMENT TASK RUBRIC FOR TASK 1,2,3. 

The word length can be varied to differentiate between differing years and abilities.

Fail

Research: The student makes references to the GBR but does not make a strong links to the conservationists Vs Industrialists controversy.

Knowledge: The student demonstrates little awareness of the causes of environmental destruction on the GBR.

Language: The essay is poorly structured with many grammatical errors.


Pass

Research: The student uses information from many sources. The text is connected to the controversy. The student can identify at least two threats to the GBR.

Knowledge: The student has combined the scientific facts and their imagination to form an opinion regarding the controversy. 

Language: The student uses correct grammar and sentence structure to engage the reader.


Excellent

Research: The student demonstrates insight into the current political debate to advocate the environmental conservation of the Great Barrier Reef OR                        makes a good case to approve industrialisation projects for economic reasons. The student is free to form their own opinion. The student can identify at least three threats to the GBR.

Knowledge: The student effectively organises their facts and imagination to create a new approach in their essay.

Language: The language is flowing and engages the reader. There are few or no technical errors. 


Adapted from Marzano (2006)

RUBRIC FOR POSTER


Fail

Slogan: Cliche

Promotion:  The poster is not linked to the GBR. The student sits on the fence and cannot form an opinion either to support the conservationists or the industrialists.

Purpose: Unclear

Artistic: The image is not appropriate to the GBR.

Creative: Not Original


Pass

Slogan: Original

Promotion: The GBR is desirable. The student has formed a clear opinion.

Purpose: The message of the advertisement is simple and clear.

Artistic: The GBR and the environmental controversy are linked and desirable.

Creative: Original but uses conventional language. 


Excellent

Slogan: Creative and catchy

Promotion: I want to travel to the GBR or increase my dedication to save the environment. The student has written a persuasive case for supporting either side.

Purpose: The message is linked to qualities of the GBR.

Artistic: The GBR is portrayed as colourful and exciting.

Creative: Incorporates the scientific language of GBR research.

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