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Research Journal
Physical Science 1.d, 1.e, 1.f
Written & Oral English Language Conventions
1.3,1.4,1.5, 1.6
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Research journal is
incomplete. Some or all assigned
questions and/or answers are missing.
Information is disorganized. Sentences may be fragmented and/or
contain numerous errors. Information is inaccurate.
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Research journal contains
all assigned questions and answers regarding magnets, electricity, and electromagnets. Sentences may be fragmented. May contain few misspellings or
grammatical errors.
Answers contain some
inaccurate information.
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Research journal contains
all assigned questions and answers regarding magnets, electricity, and
electromagnets. Answers are in full sentences with proper spelling, grammar
and punctuation.
Answers contain accurate
information.
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Research journal contains
all assigned questions and answers regarding magnets, electricity, and
electromagnets. Answers are in full sentences with proper spelling, grammar
and punctuation.
Answers contain accurate
information and show evidence of high level of understanding of the topic.
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PowerPoint Presentation
Standards:
Physical Science 1.d, 1.e, 1.f
Technology
(NETS*)
3,4,5, & 6
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Presentation contains fewer
than 5 slides with no multimedia elements. Presentation does not contain
information related to the topic. No information is supported by web site
research. Sources not cited.
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Presentation contains 5
slides with 1-2 multimedia elements. Presentation contains little information
related to the topic. Some information is supported by web site research. Not
all sources are cited and/or are in improper format.
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Presentation contains 5
slides or more with 3-4 multimedia elements. Presentation is well organized
and contains information mostly related to the topic. Most information is
supported by web site research. All sources are cited. Source are cited in
improper format,
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Presentation contains at
least 5 slides with 5 or more multimedia elements. Presentation is well
organized and contains substantial information all related to the topic.
Information is supported by web site research. All sources are cited in
proper format. Presentation shows a high degree of creativity.
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Oral Presentation
Listening & Speaking Strategies 1.2, 1.5, 1.8,
1.9
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Oral Presentation is
disorganized. It contains no introduction or conclusion. Presentation does
not summarize main ideas and supporting evidence.
Speaker uses no details,
examples, anecdotes or experiences to explain or clarify information.
SpeakerÕs volume, pitch,
phrasing, pace, modulation and/or gestures detract from the listenerÕs
ability to understand of the material.
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Oral Presentation is
somewhat organized. It is missing an introduction and/or conclusion.
Speaker uses few details,
examples, anecdotes or experiences to explain or clarify information.
Presentation summarizes
some main ideas and supporting evidence.
SpeakerÕs volume, pitch,
phrasing, pace, modulation and/or gestures are adequate for the listener to
understand the material.
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Oral Presentation is
organized and contains an introduction and conclusion.
Presentation summarizes
most main ideas and supporting evidence. Speaker use appropriate volume,
pitch, phrasing, pace, modulation and gestures to enhance the listenerÕs
understanding of the material. Speaker uses some details, examples, anecdotes
or experiences to explain or clarify information.
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Oral Presentation is well
organized and contains an effective introduction and conclusion. Presentation
summarizes all main ideas and supporting evidence. Speaker uses many details,
examples, anecdotes or experiences to explain or clarify information. Speaker
is animated and use appropriate volume, pitch, phrasing, pace, modulation and
gestures to enhance understanding of the material.
Presentation shows high
degree of creativity and preparation.
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Cooperative Work
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Student argued frequently
with partner. Student did not listen to or share ideas. Student was
frequently off task during group work sessions. Student did not contribute
adequately to work completed. Student caused disruptions to the class during
group work times.
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Student occasionally argued
with team partner. Student was off task at times during group work sessions.
Student occasionally disrupted class during group work time. Student
contributed to work completed.
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Student rarely argued with
team partner. Student stayed on task most of the time during group work
sessions. Student rarely disrupted class during group work time. Responsibility for work was divided
fairly equally.
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Student never argued with
team partner. Student stayed on task during group work sessions.
Responsibility for work completed shared equally. Never disrupted class
during group work times. Student showed leadership qualities while working to
build a consensus.
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