1/17/2014
On Wednesday, your class will host a discussion on Loss of Biodiversity. Six teams will complete a 3 minute presentation on the topic, and then the class will participate in open discussion.
Please visit the following website, read, and prepare your presentation.
I suggest you create a Prezi account, and give everyone in your group access so they can edit their portion. You can always change the password later.
Check it out at: Prezi.com
http://ete.cet.edu/gcc/?/biodiversity_teacher_pages/
Here's the rubric for this activity:
One of the
most important strengths of problem-based learning (PBL) is its capacity to
teach science content. Often, the focus of project work in some classes seems
to be more on teamwork, communication, or the finished “product,” such as a
report or a display. But problem-based learning in science involves more than
that. It involves using critical thinking and problem solving to draw
conclusions based on investigations of the science content. While you may still assess students' teamwork and
communication efforts to help them improve these skills, you will likely want
to assess their science learning in more detail.
Assessment of
student mastery of content through rubric construction is objective and
efficient. Rubrics should be developed and tailored to meet the needs of the
unique class. For example, no one rubric could meet the needs of assessing both
a 9th grade integrated science class and a 12th grade environmental science class.
Obviously, the students in the 9th grade class lack the research, critical
thinking skills, and content knowledge expected of the seniors.
An example of
a rubric to assess student content learning for the Biodiversity module is provided below. It lists
several outcomes of student work for science research, analysis of data, and
science content knowledge to help guide you in assessing students' level of
mastery. Adding specific objectives for each of your classes will help in
assessment and in letting your students know what is expected.
Science Research/Sources (25)
·
A
variety of sources were used to locate relevant data on Earth’s biodiversity.
·
The
research was complete enough to support student conclusions.
·
Conclusions
are based on thorough research, not on limited information.
·
Varied
and reliable resources were used.
·
Sources
are provided.
Score ________________
Analysis of Data (25)
·
Data
were analyzed to identify trends occurring in biodiversity.
·
Presentation
incorporates relevant tables and graphs to support conclusions.
·
Data
are sufficient to support conclusions.
·
Student
shows an understanding of the graphs and tables and can speak knowledgably
about the analysis.
·
Student
uses scientific
data to support a position on biodiversity as an environmental issue.
·
Data
used are well selected to support the position.
·
Data
and supporting graphics extend beyond the basic.
Score ________________
Science Content knowledge (50)
·
Student
explains the impacts of changes in global climate and understands these changes
may be long reaching and slow to develop.
·
Variables
in climate change are clearly recognized.
·
Student
demonstrates an understanding of the background information on the causes of
climate change, potential effects, and the concept of global carbon sinks and
sources and their significance to Earth’s climates.
·
Student
describes underlying environmental mechanisms that drive biodiversity on Earth.
·
Student
identifies causes of increased global mean temperatures.
·
Student
explains the importance of a rich biodiversity and possible consequences of
biodiversity loss.
·
Student
explains the impacts of environmental changes on biodiversity and why species
may respond negatively to those changes.
·
Student
describes both short- and long-term impacts of a loss of biodiversity to
ecosystems and their inhabitants, including plants, animals, and humans.
Score ________________
