Biome rubric
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Students:Biome:
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Your scoreExcellentGoodNeeds ImprovementVery PoorNot Acceptable
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General description - Introduction to biome - includes general description of climate, soils, and organisms. Location and range (should include latitude and a map). Should include a specific map as well. (2-3 slides, 12 pts total)Everything is included in the introduction, it is in a logical order and easy to understand. (12 pts)Though everything is mentioned, some parts are unclear. (10 pts)Missing information on climate, soils, or organisms. (8 pts)Missing half of what is required for this criteria. (6 pts)Missing introduction entirely. (0 pts)
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Abiotic factors - Includes the abiotic factors which make this biome distinct from other biomes. Identifies the limiting factor(s) of the biome. Has a climograph which is completely explained in the presentation. (2-3 slides, 15 pts total)Everything is included, well explained and easy to understand. (15 pts)All three factors are there (abiotic, limiting, and climograph), could be explained better, minor details lacking (12 pts)All three items are there, but not fully explained. (9 pts)Climograph or abiotic factors not explained well. (6 pts)Missing abiotic factors, limiting factors, or the climograph. (3 pts)
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Food Web - Includes a food web indicating (or explaining during presentation) the trophic levels of all the organisms and the flow of energy. (1 slide but take time to explain the different trophic levels, 10 pts total)Uses more than the 5 plants and 5 animals described later in the presentation, and explains everything correctly. (10 pts)Everything is explained correctly, used good example found on internet instead of making their own. (8 pts)Barely enough animals and plants to call it a food web, or had problems explaining. (6 pts)Basically a food chain, and had problems explaining. (4 pts)Missing food web entirely (0 pts)
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Plant species - Identified 5 plant species typical (or unique) to that biome. Should include common and scientific name. AND Describe why that plant survives well in that environment. (2-3 slides, 12 pts total)All 5 plant species are typical or unique to that biome, both common and scientific names are used to identify the plant. Adaptations are explained clearly. (12 pts)Has 5 plant species minor errors or unclear about what is typical or unique to that biome. Students appear slightly confused by what adaptations are. (10 pts)Missing scientific names OR adaptations are poorly/incorrectly explained OR missing a plant species. (8 pts)Missing scientific names, AND adaptations OR more than one plant species (6 pts)Only mentions the plants with no information except their common name. (4 pts)
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Animal species - Identified 5 animal species typical (or unique) to that biome. Should include common and scientific name. AND Outline that animal's niche. There should be at least 1 adaptation explained for each animal. (2-3 slides,12 pts total)All 5 animals are typical or unique to that biome, both common and scientific names are used to identify the animal. The animal's niche and adaptations are clearly explained. (12 pts)Has 5 animal species minor errors or unclear about what is typical or unique to that biome. Students appear slightly confused by niche or adaptations. (10 pts)Missing scientific names, niches, OR adaptations are poorly/incorrectly explained OR missing an animal species. (8 pts)Missing scientific names, AND niches OR adaptations OR more than one animal species (6 pts)Only mentions the animals with no information but their common name. (4 pts)
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Keystone species - A keystone species was identified and how it effects the stability of that biome. (1 slide but take time to explain the importance of the keynote species, 10 pts total)Good example of a keynote species was used and explained thoroughly. (10 pts) A good example of a keynote species was used and explained fairly well. (8 pts)Problems with species used OR not explained well. (6 pts)Species not really a keystone species OR it was not explained. (4 pts)Missing keynote species (0 pts)
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Symbiotic relationships - Students should outline 2 specific symbiotic relationships (parasitism, competition, predation, mutualism, commensalism, parasitism) and explain how these relationships contribute to the population dynamics within the ecosystem. (1-2 slides, 6 pts total)Students chose 2 specific relationships which clearly contributes to the population dynamics within the ecosystem. (6 pts)Specific relationships were explained. Either lacking detail or not clear on how the relationship(s) contributes to the population of the ecosystem. (5 pts)Only 1 symbiotic relationship was explained OR 2 specific relationships were explained either not clearly OR population dynamics was not explained satisfactorily. (4 pts)2 specific relationships were not explained OR population dynamics not mentioned at all. (3 pts)Does not explain 2 specific relationships. (2 pts)
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Environmental problem - Identify 1 major environmental problem that is prominent in the biome. Explain the problem in scientific terms. Indicate how humans have influenced the problem and/or are affected by this problem. Discuss some solutions to this problem AND the debate behind it. Include your opinion of the best course of action. (2-3 slides, 18 pts)Students chose one significant problem for that biome. The scientific reasons were explained. How humans caused this problem and/or are affected by this problem are clearly explained. At least two different solutions/actions are described and issues behind those actions. Students clearly explain their opinion. (18 pts)Significant problem was explained. Lacking some details in human interactions with this problems OR in explaining the solution/actions and the issues behind those actions. Students opinion was clearly given. (15 pts)Significant problem was explained. Lacking some details in human interactions with this problems AND in explaining the solution/actions and the issues behind those actions. Students opinion was clearly given. (12 pts)Significant problem was mentioned but everything else was poorly explained. Students mentioned their opinion. (9 pts)The problem identified was NOT an environmental problem. (6 pts)
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References and Overall impresssion - Presentation needs at least 3 credible sources. Different visuals should be used throughout and some should be created by the students as well. The presentation should feel cohesive and logical in its layout and delivery. Presentation should be neat. It should be clear that both students worked on presentation. It is clear that the students both used the personal assessment to revise the presentation before presenting. (15 pts)At least 3 good references were clearly cited. The presentation flowed well with good use of visuals (graphs, maps, pictures). Everything was explained well. It was clear that both students worked on the presentation. (15 pts)At least 3 good reference were used and cited. Presentation flowed fairly well. It was clear that both students worked on the presentation and understood their material. Students attempted to improve the presentation after their personal assessment. (12 pts)At least 3 references were used and cited. Presentation did not always flow well OR it is not clear that one or both students understood the material they were presenting. Does not appear students really tried to improve presentation after their personal assessment. (9 pts)Did not use 3 good references. One student did not know the material he/she presented. Presentation lacked a clear flow. Student did NOT make improvements after their personal assessment. (6 pts)Incomplete/not ready to present when called on. (3 pts)
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end of your personnel assessment
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Personnal assessment - Students will be given a paper copy of the assessment and should fill out where they think they are at AND identify at least 1 area that needs to be improved and what they will do to improve it. (10 pts)Students completed the rubric and it is clear they took the time to evaluate themselves truthfully. Student identified at least one area that needed to be improved and what they needed to do to improve it. (10 pts)Students completed the rubric truthfully. The student wrote the paragraph but was not clear on what they needed to do. (8 pts)It is clear that students did not read the rubric or the presentations because they clearly marked several things better then they were. Paragraphs were not clear on what needed to be done. (6 pts) It is clear that students did not read the rubric or the presentations because they clearly marked several things better then they were. No paragraphs. (4pts)Did not turn in personal assessment. (0 pts)
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