Rubrics

 ** Presentation Rubric - Group Score  **
 * **Enthusiasm** || Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. || Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. || Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. || Very little use of facial expressions or body language. Did not generate much interest in topic being presented. ||
 * **Comprehension** || Student is able to accurately answer all questions posed by museum visitors about the topic. || Student is able to accurately answer most questions posed by museum visitors about the topic. || Student is able to accurately answer a few questions posed by museum visitors about the topic. || Student is unable to accurately answer questions posed by museum visitors about the topic. ||
 * **Preparedness** || All group members are completely prepared and have obviously rehearsed. || All group members seems mostly prepared but might have needed a couple more rehearsals. || Some group members are somewhat prepared, but it is clear that rehearsal was lacking. || Some group members do not seem at all prepared to present. ||
 * **Content** || All group members show an in depth understanding of the topic. || All group members show a good understanding of the topic. || Most group members show a good understanding of parts of the topic. || Some group members do not seem to understand the topic very well. ||
 * **Vocabulary** || Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. || Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. || Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. || Uses several (5 or more) words or phrases that are not understood by the audience. ||

**Collaboration and Completion -Individual Score**


 * **CATEGORY** || **4** || **3** || **2** || **1** ||
 * **Contributions** || Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. || Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! || Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. || Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. ||
 * **Attitude** || Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). || Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). || Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). || Often is publicly critical of the project or the work of other members of the group. Often has a positive attitude about the task(s). ||
 * **Working with Others** || Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. || Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||
 * ** Responsibility ** || Assumes responsibility for assigned position without being reminded by the teacher or other group members. || Assumes responsibility for assigned position but needs to be reminded by the teacher or other group members. || Assumes responsibility for assigned position but needs to be reminded by the teacher and other group members. || Does not assume responsibility for assigned position. ||
 * ** Completion and Quality of KWHL ** || KWHL chart is complete and reflects evidence of inquiry and learning. || KWHL chart is mostly complete and reflects evidence of inquiry and learning. || KWHL chart is only partially complete and reflects little evidence of inquiry and learning. || KWHL chart is mostly incomplete and reflects no evidence of inquiry and learning. ||
 * ** Responding to the Essential Question ** || Response indicates a deep understanding of the complexity of the essential question. Student provides three or more examples of the effects of forces and motion on the Earth and everything on it. || Response indicates an moderate understanding of the complexity of the essential question. Student provides three or more examples of the effects of forces and motion on the Earth and everything on it. || Response indicates a lack of understanding of the complexity of the essential question. Student provides two or more examples of the effects of forces and motion on the Earth and everything on it. || Response indicates a lack of understanding of the complexity of the essential question. Student provides less than two examples of the effects of forces and motion on the Earth and everything on it. ||