the extent to science student understand all of student would not which the would understand the information as understand much explanations given information given it is presented of the information, are clear, concise, is summarized too much or not since too much or and are explained well and provides enough detail not enough detail in a way that enough detail for a given so that the is given another student in good reader’s explanations are the class would understanding of understanding confusing understand the disorder would be lacking /15 researched 6 4 2 Creativity and title is large, is visible and title is not large Presentation Style centered, neat and fairly neat enough and/or the extent to descriptive information is lacks neatness which the student information is handwritten and information is not displays the handwritten clearer handwritten information in a clearly and large some creative clearly way that is unique enough to read elements present, it is unlikely that and the information is but it is likely that the method of ‘grabs’ attention of the presented in a way the reader’s presentation viewer that will surely understanding is would attract a how well the attract attention not enhanced by reader student adheres to and enhance ones these 1-2 sources cited the expectations understanding of 2-3 sources cited for presentation the information clearly format at least 3 sources /6 are cited clearly on one of the posters 4 2 0 Timing Submission on the Submission Submission not Submission on assigned day delayed but comes done even after time posters are put up after reminder reminders posters are put up AND taken down posters are posters are and taken down at at the correct time EITHER put up or NEITHER put up the times (as set out by your taken down at the nor taken down at designated by teacher) correct time, but the correct time your teacher all materials are not both some materials /4 taken care of and most debris is and debris are left the area is left removed behind clean of debris (ie: staples, bits of tape)
the extent to which the explanations given are clear, concise, and are explained in a way that another student in the class would understand /15 science student would understand information given is summarized well and provides enough detail for a good understanding of the disorder researched understand all of the information as it is presented too much or not enough detail given so that the reader’s understanding would be lacking student would not understand much of the information, since too much or not enough detail is given explanations are confusing 6 4 2 Creativity and Presentation Style the extent to which the student displays the information in a way that is unique and ‘grabs’ the attention of the viewer how well the student adheres to the expectations for presentation format /6 title is large, centered, neat and descriptive information is handwritten clearly and large enough to read information is presented in a way that will surely attract attention and enhance ones understanding of the information at least 3 sources are cited clearly on one of the posters is visible and fairly neat information is handwritten and clearer some creative elements present, but it is likely that the reader’s understanding is not enhanced by these 2-3 sources cited clearly title is not large enough and/or lacks neatness information is not handwritten clearly it is unlikely that the method of presentation would attract a reader 1-2 sources cited 4 2 0 Timing Submission on time posters are put up and taken down at the times designated by your teacher /4 Submission on the assigned day posters are put up AND taken down at the correct time (as set out by your teacher) all materials are taken care of and the area is left clean of debris (ie: staples, bits of tape) Submission delayed but comes after reminder posters are EITHER put up or taken down at the correct time, but not both most debris is removed Submission not done even after reminders posters are NEITHER put up nor taken down at the correct time some materials and debris are left behind
Biology-Digestive-System-1.docx