WebQuest
Habitats Unit Study: Endangered Species Research Project
Evaluation
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Rubric
| # | Beginning 1 | Developing 2 | Very Good 3 | Exemplary 4 | Score |
|---|---|---|---|---|---|
| Knowledge & Understanding (Characteristics of the species and its status) | Student demonstrates a limited understanding about the negative impacts of human interaction on their species. Student report has little or no clairty of ideas that focus on the species and its habitat. | Student demonstrates some understanding about the negative impacts of human interaction on their species. Student report has some clarity of ideas that focus on the species and its habitat. | Student demonstrates considerable understanding about the negative impacts of human interaction on their species. Student report has a general level of clarity of ideas that focus on the species and its habitat. | Student demonstrates thorough understanding about the negative impacts of human their species. Student report communicates strong clarity of ideas that focus on the species and its habitat. | %25 |
| Thinking and Inquiry | Student rarely uses appropriate scientific vocabulary and conepts. Facts are inaccurate, misleading or incomplete. | Student occasionally uses appropriate scientific vocabulary and concepts. Some facts are accurate and relevant information. | Student often uses appropriate scientific vocabulary and concepts. Most facts are accurate and relevant information. | Student consistently uses appropriate scientific vocabulary and concepts. Facts are completely accurate and relevant. | %25 |
| Communication (Expression and Organization of Ideas) | Student provides limited detail about the elements of their species. (Appearance, Habitat, Adaptations, Range, Food, Predators, Life Cycle, Human Impact, Current Status and Conservation Efforts). The length of the research report is inconsistent with the message. Student does not communicate the information in their own words. | Student provides some detail about the elements of their species. (Appearance, Habitat, Adaptations, Range, Food, Predators, Life Cycle, Human Impact, Current Status and Conservation Efforts). The length of the research report is somewhat appropriate to the message. Student communicates some of the information in their own words. | Student provides considerable detail about the elements of their species. (Appearance, Habitat, Adaptations, Range, Food, Predators, Life Cycle, Human Impact, Current Status and Conservation Efforts). The length of the research report is appropriate to the message. Student communicates most information in their own words. | Student provides thorough detail about the elements of their species. (Appearance, Habitat, Adaptations, Range, Food, Predators, Life Cycle, Human Impact, Current Status and Conservation Efforts). The length of the research report is very appropriate appropriate to the message. Student effectively communicates all information in their own words. . | %25 |
| Application | Student research is limited and not complete. Research was not done independently. | Student research is somewhat complete. Research was done independently. | Student research is complete. Research was done independently | Student research is complete with great detail. Research was done independently. | %25 |
Total Score: %100 |
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