RUBRIC

DAY ONE
Category Content (ability to apply and express information accurately) Clarity (ability to apply and express information effectively)

4
Student accurately uses research material in order to complete the graphic organizer. Student effectively conveys a deep understanding of research material within their responses on the graphic organizer. Students accurately use research material to write and post 5 complete sentences on their biomes assigned Glogster page. Students effectively convey a deep understanding of their biome within each of their 5 sentences. 4 Students effectively collaborate by communicating in a respectful way, using teamwork strategies, and providing equal opportunities for individual group members to contribute to the process in a meaningful and positive way.

3
Student uses research material to complete the graphic organizer. Student identifies information from the research in their responses on the graphic organizer. Students use research material to write and post at least 4 complete sentences on their assigned biomes Glogster page. Students posted random facts about their biome.

2
Student uses research material to partially complete the graphic organizer. Student attempted to convey information in their responses on the graphic organizer. Students use research material to post at least 3 facts on their assigned biomes page. Student attempted to post facts; however sentences lacked clarity

1
Student did not complete the graphic organizer using appropriate research. Student responses lacked clarity.

Graphic Organizer (GoogleDocs)

Interactive Poster (Glogster)- GROUP SCORE

Content (ability to apply and express information literacy accurately)

Students posted facts on their assigned biomes Glogster page.

Clarity (ability to apply and express information effectively)

Student facts were unrelated to the relevant biome.

Collaboration (ability to work within a group)

0 Students fail to communicate in a respectful manner; Students neglect or otherwise exclude one or more members of their group.

RUBRIC
DAY TWO
Category Content (ability to apply and express information accurately) Clarity (ability to apply and express information effectively)

4
Student accurately uses research material in order to complete the script outline. Student effectively conveys a deep understanding of research material within their responses on the script outline. Student appropriately tags the map with a fact from their outline/role. Student accurately uses research material to write and post a completed draft of their script.

3
Student uses research material to complete the Script Outline. Student identifies information from the research in their responses on the script outline. Student appropriately tags the map with a fact about their biome. Student uses research to write and post a completed draft of their script.

2
Student uses research material to partially complete the Script Outline Student attempted to convey information in their responses on the script outline. Student tags the map with a fact.

1
Student did not complete the script outline using appropriate research. Student responses lacked clarity.

Script Outline (GoogleDocs)

Content (ability to apply and express information accurately) Content (ability to apply and express information literacy accurately)

Thinglink

Student did not tag the map.

Interactive Poster (Glogster)-Attaching Script Draft

Student uses research to write and post a partial draft of their script.

Student did not complete the draft of their script.

RUBRIC
DAY THREE
Category Content (ability to apply and express information accurately) Clarity (ability to apply and express information effectively)

4
Students accurately use research material in order to construct 3 creative conservation strategies. Students effectively convey a deep understanding of research material within their conservation strategies. Students submit a game plan that clearly shows forethought and collaboration in organizing ideas. Students accurately use research material to post and label 4 screenshots of their constructions in the Minecraft Biome.

3
Students use research material to construct 2-3 ideas for conserving their biome. Students identify information from the research in their conservation strategies. Students submit a game plan that shows forethought and collaboration between 1-2 team members. Students post and label 4 screenshots of their Minecraft Biome.

2
Students use research material to construct 1-2 ideas for conserving their biome.
Student attempted to convey information in their conservation strategies. Students submit a game plan that shows minimal forethought and collaboration. Students post 2-3 screenshots of their Minecraft Biome.

1
Students did not use research material.

3 Conservation Ideas (GoogleDocs)-GROUP

Student responses lacked clarity.

Minecraft Game PlanGROUP

Content (ability to apply and express information literacy accurately) Content (ability to apply and express information literacy accurately)

Game plan is incomplete.

Interactive Poster (Glogster)-GROUP

Students did not post photos of their work.

4
Collaboration (ability to work within a group)
Students effectively collaborate by communicating in a respectful way, using teamwork strategies, and providing equal opportunities for individual group members to contribute to the process in a meaningful and positive way.

0
Students fail to communicate in a respectful manner; Students neglect or otherwise exclude one or more members of their group.

RUBRIC
DAYS FOUR AND FIVE: The Final Project
Category Content (ability to apply and express information accurately)

4
Student clearly applies information from his/her assigned role to increase significantly the viewers knowledge of the biome. Student effectively conveys a deep understanding of research material within their script. Students applied information from each assigned role to create 6 or more appropriate features in the biome. Students clearly state 3 or more conservation strategies and explain their significance and effectiveness.

3
Student conveys information from his/her assigned role to increase the viewers knowledge of the biome. Student conveys an understanding of the research material within their script. Students applied research to create 4-5 appropriate features in the biome. Students clearly state 3 conservation strategies with minimal explanation of their significance and effectiveness.

2
Student clearly conveys basic information to the viewer.

1
Students role in the videos script was unclear.

Script/Audio Recording in the Video

Clarity (ability to apply and express information effectively) Content (ability to apply and express information accurately) Content (ability to apply and express information accurately)

Student attempted to convey research within their speaking role. Students created 34 appropriate features in the biome. Students state 1-2 conservation strategies and explain their significance and effectiveness.

Students script lacked clarity.

Minecraft Biome/Video Visuals-GROUP

Students created less than 3 appropriate features in the Minecraft Biome. Students state less than 3 conservation strategies without an explanation of their significance or effectiveness.

Conservation Strategies-GROUP

4
Collaboration (ability to work within a group)
Students effectively collaborate by communicating in a respectful way, using teamwork strategies, and providing equal opportunities for individual group members to contribute to the process in a meaningful and positive way.

0
Students fail to communicate in a respectful manner; Students neglect or otherwise exclude one or more members of their group.