Greenhouse Gases by Leo & Flash

Electronic Product Rubric

Below is how your project will be graded:

CATE- GORY	4	3	2	1
Graphics -Clarity	Graphics are all in focus and the content easily viewed and identified	Most graphics are in focus and the content easily viewed and identified	Most graphics are in focus and the content is easily viewed and identified	Many graphics are not clear or are too small.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.	All graphics relate to the topic. Most borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Required Elements	The poster includes all required elements (Summary statement, stats, FAQ's, case studies, local solutions) as well as additional information.	All but 1 of the required elements are included on the poster.	All but 2 of the required elements are included on the poster.	Several required elements were missing.
Knowledge Gained	Student can accurately answer all questions related to facts in the poster and processes used to create the poster.	Student can accurately answer most questions related to facts in the poster and processes used to create the poster.	Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster.	Student appears to have insufficient knowledge about the facts or processes used in the poster.
Attractiveness	The product is exceptionally attractive in terms of design, layout, and neatness.	The product is attractive in terms of design, layout and neatness.	The product is acceptably attractive though it may be a bit messy.	The product is distractingly messy or very poorly designed. It is not attractive.
Mechanics	Capitalization and punctuation are correct throughout the poster.	There is 1 error in capitalization or punctuation.	There are 2 errors in capitalization or punctuation.	There are more than 2 errors in capitalization or punctuation.
Grammar	There are no grammatical mistakes on the poster.	There is 1 grammatical mistake on the poster.	There are 2 grammatical mistakes on the poster.	There are more than 2 grammatical mistakes on the poster.

Oral Presentation Rubric

Below is how your oral presentation will be graded, take time to review what it will take to get an A on this part of the final. Your oral presentation is 25% of your final exam grade, the electronic product is 60% of the grade and what you did for your local solutions is 15% of your grade.

CATEGORY	A	B	C	D
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Posture and Eye Contact	Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.	Stands up straight and establishes eye contact with everyone in the room during the presentation.	Sometimes stands up straight and establishes eye contact.	Slouches and/or does not look at people during the presentation.
Listens to Other Presentations	Listens intently. Does not make distracting noises or movements.	Listens intently but has one distracting noise or movement.	Sometimes does not appear to be listening but is not distracting.	Sometimes does not appear to be listening and has distracting noises or movements.
Time Management	Presentation last 15-20 minutes			Presentation is either too long or too short
Peer Cooperation	All students speak equally	One student speaks more than the others, But all students speak		Only one student speaks.

This rubric was adapted from: http://www.shenet.org/high/hsacaddept/socialstudies/jpfaffenbach/Rubrics/jporalpresentation.htm

Last day for working in class

Today was the last day that students have to work on their projects in class. Check out the presentation schedule in the post below in case you have forgotten when you up.

Presentation Assignments

We're nearing the 11th hour for working on projects. Today and tomorrow will be the last chance you have to work on projects in class.

Below is the presentation schedule for both E and F blocks:

Thursday E Block:
Long, Jason & Nick - A comparison of HIV/AIDS in the United States and South Africa
Flash & Leo - Greenhouse Gases
Caroline, Maddy & Kirsten - HIV treatments

Thursday F block:
Lindsey & Shelby - HIV
Kacie - Global Warming & Animals

Friday E block:
Max - Global Warming & Animals
Emily - Greenhouse Gases

Friday F block:
Molly - A comparison of HIV/AIDS in the United States and South Africa
Will - Greenhouse gases
Morgan - HIV

Local Solutions

Tomorrow evidence of your local solutions is due. So far I've seen some great things from Caroline, Kirsten and Maddy setting up a table at lunch with ribbons & condoms, to creating events and groups on Facebook to putting up flyers around campus.

By now you should have already begun putting things into your electronic media (PowerPoint, Blog, Webpage or movie).

Remember these projects are due on Thursday and Friday of next week!

Collecting Case Studies

Today in class each group will need to have summarized 3 case studies and obtained an image for as well as a reference each study. THE SUMMARIES SHOULD BE IN YOUR OWN WORDS, WHICH MEANS YOU NEED TO READ THE ARTICLE AND NOT COPY AND PASTE IT INTO A WORD DOC. A great place to look for this information is at www.sciencedaily.com

See the example below:
If I were doing a project on water, here is a possible case study I could include:

Title: What can be done about the pollution in the Ganges River?











The Ganges River is used for everything from transportation to water for cows to washing. The river contains untreated sewage and cremated remains, among other things. The multi use of this river has the potential to harbor and be a breeding ground for hundreds of new pathogens. However there is hope for keeping those individuals who use the river safe from diseases; "Montana State University research about pollution in the Ganges River has reached the Supreme Court of India, producing some optimism among MSU scientists who study the 1,500-mile river."1

Homework: Each group should have 10 stats that relate to their topic. These stats should come from at least 3 different sources.

Revised Summary Statement & meetings

Today groups finished their revised summary statement as well had a meeting with me about what form of electronic media they are going to use for their presentation.

Homework: Write 10 frequently asked questions and the answers to these questions.  Remember to cite your sources.  You will need to have at least 3 references in this section.  Reminder: The evidence of your 3 local solutions is due on Friday May 9th in class.

Adding Evidence

Today students worked on turning their thesis builder thesis from a simple paragraph to something with a little more punch. Students added at least three direct quotes to their statement which provided supporting evidence.

Homework: On Friday May 9th, evidence of your three local solutions is due. Start to think about what you are going to do to raise awareness, educate and make a change about your global problem. Evidence can be in the form of pictures, a video of you doing something, a facebook group, flyers that you put up around school, etc.

Good Luck!

Continuing to Search for Websites

Today students continued to search for websites and write summary tables. These are due at the end of class today. Please email me the summary tables rather than print them so we can save paper.

Between class discussions and the research you've completed so far, you should have a pretty good idea about your topic.

Tonight for homework you should use the online Thesis Builder and write a thesis for your project.
Each member of the group should do this.
Copy and paste what is generated in the thesis builder into a word document and save it as "last name_summary statement." For example, I would save mine as saxe_summary statement
Print this out and bring it to class on Saturday.

Finding 10 websites and completing a summary table for each

By the end of class on Friday you will need to have completed summary tables for 10 websites that relate to their topic. You will have class time today & tomorrow to do this, however depending on how well you search and how fast you read, I encourage you to work on this for homework as well.

The Multnomah County Library has a great page explaining what makes a good website. I copied some of the highlights below, but for the full article click here.

When you're surfing the Web, you probably only think about one thing when you look at a Web site: whether or not it's fun.

But when you're looking for information on the Web for school -- or really any time that you care that what you find is true and up-to-date -- you have to evaluate the website to make sure that you can trust the information on it.

Here are some questions to ask when you're looking at a website that will help you decide whether or not it's good:

Who made it?

When was it last updated?

Is it clear what it's about?

Are there a lot of ads?

Is it easy to find the information you need?