Energy:TheFuelforourLives

TargetAudience:
8thgradePhysicalScienceScholarsclassroom
ProjectDescription:
This4weekunithasacentralthemeoftheapplicationofenergy.Studentsfirstlearnthe
mechanismbehindelectricityandhowcircuitsworkinordertoconstructtheirownflashlight.
Electromagnetismisthenintroducedsothatstudentscanconstructelectromagneticsandsmall
electromotors.Differentkindsofenergysourcesarediscussedandstudentsworktogetherto
createpostersaboutrenewableenergysources.Neartheendoftheunit,studentswillbeallowed
groupworktimefortheirpreviouslyintroducedprojectrelatingtoalternativeenergysources.
Overallstudentswillbeabletobetterunderstandthroughinquiryhowcommonelectrical
devicesoperateandthatbetteroptionsmayexistforcurrentenergysourcesthatare
nonrenewable.Bytheendoftheunit,studentswillhaveconstructeddifferentkindsofcircuits,
workingflashlightsandelectromagnetsandelectromotorsthroughinquirylessonsthatallow
studentstodiscovertheirownlearning.Theywilldefendtheirownideasandresearchby
presentingonrenewableenergysources.Theseconceptsbuildononeanothertoconcludewith
theirfinalprojectthatwilldemonstratetheirlearningthroughouttheunit.

DrivingQuestion
:
Atthebeginningoftheunit,studentswillbeintroducedtothetopicwithananchorvideo
thatwillintroducetheirfinalproject.Thedrivingquestionofthisprojectis:
Howcanweasstudentsdesignandplanacostefficientalternativeenergysourcetopowerthe
schoolthatwillreduceourdependencyonfossilfuels?

OverallGoals:
Themostcommonmanifestationofenergythatstudentswillbefamiliarwithisthatof
electricity.Electricityinvolvesthemovementofelectrons,andunderstandinghowelectricity
worksrequiresstudentstounderstandmicrolevelatomsandtheirelectronflowandtheireffect
onmacrolevelcircuitsandthelargerappliancestheymakeup.Electricitycanbeseenin
everydayhouseholditemsaswellasnaturaloccurrenceslikelightningandstaticelectricity.
Electricfieldsandchargedparticlesgiverisetomagneticfields,whichinfluencetheideaof
magnetism.Byunderstandingmagneticfields,studentscanunderstandthecommonhousehold
electromagnetandevendevelopasmall,simplifiedelectromotor.
Thesebasicconceptscanbuildtoexplainthelargerapplicationofthekindsofenergy
sourcesutilizedbyhumans.Bothfossilfuelsandnuclearenergyareusedtopowertoolsweuse
everyday.Byunderstandingtherepercussionsofdifferentsourcesofenergy,studentscometo
understandtheneedforalternative,renewablesourcesofenergythathavealessnegativeimpact
onourplanetsenvironment.Studentsseetheimportanceofthisneedandthenapplyitonalocal
scalebyplanningagreeninitiativetopowertheirownschool.

ProjectObjectives
:
Bytheendofthisunit,studentswillbeableto:
accuratelyunderstandelectricity,electricchargeandelectriccurrentandhowtheyrelate
totheclassroomandtheoutsideworld.
accuratelyunderstandOhmsLawanditscomponentsandhowcircuitsaremadeand
operate.
accuratelyunderstandwhatinsulatorsandconductorsareandhowtheyareusedin
everydaylife.
accuratelyconstructandoperateaflashlightwithintheguidelineswiththematerials
provided.
effectivelydescribeandusetherighthandruletodescribemagneticfieldflow.
accuratelyunderstandmagnetismandelectromagnetismandbeabletoconstruct
electromagnetsandelectricmotorsusingtheinformationandmaterialsprovided.
accuratelyrealizethatenergyexistsallaroundusandweareconstantlywitnessingthe
transformationfromoneformtoanother.
becomeawareofoursourcesofenergyandrecognizetheprimarysourcesforelectricity
intheformofrenewableandnonrenewableresources.
explaintheformationoffossilfuelsandexplorealternativetechnologiesavailableasa
primarysourceofenergy.

Rationale:
Throughoutthisunit,studentswillbeworkingingroupswiththegoalofresearchingand
planninganalternativeenergyresourcethatwillpowertheschool.Theywillpresenttheir
findingstoarepresentativefromtheschoolboardaswellastheprincipal.Thisprojectisvery
importantbecausealternativeenergyisbetterfortheenvironmentand,inthelongterm,canbe
morecosteffectivefortheschoolandthecommunity.Inaddition,itcanbesustainablefora
longperiodoftime.Actualideasfromthestudentscouldbehelpfulinthecommunity.Having
studentsthinkmoredeeplyabouttheircarbonfootprintandhowpeoplesactionscanaffectthe
environmentwillleadtomoreenvironmentallyconscienceadultsinthefuture,bothwithinthe
communityandinthejobmarket.
Projectbasedinstruction(PBI)andlearning(PBL)arethenewtrendineducation.Why
isPBIsopopular,andwhyaresomanypushingforashifttothePBImodel?Oneofthe
commonmajorsellingpointsofprojectbasedlearningisthedevelopmentofliferelevantskills.
Realisticprojectsrequirestudentstousebothfundamentaland21stcenturyskillsintechnology,
collaborationandcommunication,andcriticalthinking(Edutopia,2007).Thetakeawayofthese
skillsmakeslearningmoretransferabletowhateverworkplacethestudentswillbetransitioning
toafterschoolandisthereforemorerelevanttothestudent.Studentshavetheabilitytotake
controloftheirownlearning,whichisthefirststeptobecomingalifelonglearner.
PBIalsogreatlybenefitstheinstructor.Aprojectbasedunitprovidesmanyopportunities
forteacherstoassessastudentsprogressbothformallyandinformally,bothindependentlyand
whileworkingwithpeers.Thismethodofinstructionalsonaturallyallowsteachersto

accommodatefordifferentkindsoflearnersthatareabletodisplaytheirlearninginthewaythat
theychoose.
TheimportantquestioniswhetherornotPBIworks.ManorNewTechnologyHigh
SchoolinManor,Texasopenedinfall2007,anditscurriculumisbasedaboutprojectand
inquirybasedlearning(Vega,2012).Itsfirsttwograduatingclasseshadanaverageannual
graduationrateof98percent.100percentofthosewhograduatedwereadmittedtocollege.This
schoolalonehasoutperformedtheentirestateofTexasinthepercentageofstudentspassing
statestandardsinthreeofthefourtested.PBImakeslearningmorerelevantforthestudent,and
clearlyitisbetterpreparingstudentsforcollege.
TheemphasisonthisprojectappearstomakethisunitPBIbased.ButisitPBI?
Accordingto
JohnLarmerandJohnR.Mergendollerinanissueof
EducationalLeadership
,
therearesevenessentialsforprojectbasedlearning:
1. ANeedtoKnow
PBIcreatesaneedinstudentstolearnotherthanjustlearninginformationforatest.The
anchorvideocreatedforthisunitaddressestheneedforgreenerinitiativesthatprevent
furtherdamagetothefloraandfaunaoftheworld.Byprovidingthiscompellingproject,
studentsacceptachallengeandseekknowledgesothattheycanmeetthatchallenge.
2. ADrivingQuestion
Thisprojecthasastateddrivingquestion:
Howcanweasstudentsdesignandplana
costefficientalternativeenergysourcetopowertheschoolthatwillreduceour
dependencyonfossilfuels?
Thedrivingquestiongivesstudentsareason
why
theyare
completingtheproject.Thisalsogivesstudentsarealreasonforlearning.

3. StudentVoiceandChoice
Throughthelatterpartoftheunit,studentswillbeintroducedtodifferentkindsof
alternativeenergyresourcestheseprovideabasisofoptionsforstudentsprojectssothey
arenotoverwhelmed.Studentlearnersaregiventhefreedomtochoosehowtoresearch,
design,andpresenttheirendproduct.
4. 21CenturySkills
ThisunitsupportsalloftheISTEstandards.Throughtheprojectgroupwork,studentshave
theopportunitytodisplaycreativity,collaboratewiththeirpeers,researchondifferent
media,thinkcritically,andusetechnologyindifferentways.
5. InquiryandInnovation
Inrealinquiry,studentsfollowatrailthatbeingswiththeirownquestions,leadstoa
searchforresourcesandthediscoveryofanswers...anddrawingtheirownconclusions
(LarmerandMergendoller,2010).Aclassroomenvironmentshouldsupportquestioning
andnewideas,andaunitlikethiswithanindependentmajorprojectandinquirydriven
miniprojectsdoesjustthataswell.
6. FeedbackandRevision
Duringaprojectworkdayonthelastweekoftheunit,studentswillbegiventhe
opportunitytocritiqueothergroupsworksothatimprovementscanbemadebeforethe
bigpresentationtotheclassroomguests.Studentsareencouragedtoprovidemeaningful
feedbackandtoknowthatfirstattemptsdonothavetobeperfect.

7. APubliclyPresentedProduct
Thisunitsprojectwillnotonlybepresentedtotheclassanditsteacherbuttotheprincipal
andamemberoftheschoolboard.Havingarealaudienceincreasestheimportanceof
theprojectsquality,andstudentswillcareaboutwhattheaudiencethinks!

Studentswillbeanchoredtotheprojectandtheunitthroughavideoontheimpactof
fossilfueluseontheenvironmentanditscreatures.Aftersomesaddeningphotos,viewersare
assuredthatitisnottoolate,andstudentsareinvitedtocreateawayfortheirownschooltohelp
savetheplanet!

Background:

Withinphysicalscience,
energy
isdefinedasdefinedastheabilitytodowork
(LiveScience,2015).Itcannotbecreatedordestroyed,butcanonlybetransferredbetween
objects.Themanifestationof
electricity
isanexampleofenergytransfer.Electricityistheflow
ofelectronsalongan
electriccurrent.Electrons
areasmallpartofanatomthathaveanegative
electriccharge(PEI).Chargesarepropelledbyanelectricfield,movingelectronsfromasource
oflowpotentialenergytothatofahighpotentialenergy.Somethingissaidtobenegatively
chargedwhenithasmoreelectronsthanprotons,thepositivelychargedparticlesofanatom.
OhmsLaw
isawayofdescribingtherelationshipbetweenthreebasicprinciples
involvingthemovementofelectrons:
voltage
,
current
,and
resistance
(SparkFunElectricity
Basics).Voltagecanbedescribedasthedifferenceinchargebetweentwopoints(SparkFun
ElectricityBasics).Currentistheratethechargeflows,andresistanceisamaterialsabilityto
resistcurrent.OhmsLawstatesthat:Voltageinvolts
=Currentinampsmultipliedby
Resistanceinohms.Withthisknownrelationship,eachpartcanbedeterminediftheothertwo
partsareknown.
Whenanapplianceuseselectricity,theelectricalcurrentflowsthrougha
circuit
.A
circuitisaclosedloopofconductivematerial,oftencontainingwireandothercomponentsthe
controltheflowofelectricity.Simplecircuitsareoftenpoweredbybatteries,anelectrochemical
cellthatcanprovideastaticpotentialfor
power
whenneeded(SearchMobileComputing).There
aretwobasicwaystoconnectcircuitcomponents:
series
circuitsand
parallel
circuits.Aseries
circuithasonlyonepathforelectronstoflowthrough,whileaparallelcircuitcanformmore
thanonecontinuouspath(AllAboutCircuits).Somethingissaidtobea
conductor
ifitreadily

allowstheflowofelectronsfromparticletoparticle(PhysicsClassroom).Incontrast,an
insulator
isasubstancethatdoesnotconductelectricity.
Magnetism
,whichdescribesthephenomenacausedby
magnets
,alsodependsonelectric
chargeobjectsrepelorattractotherobjectsbasedontheircharge(LiveScienceMagnets).
Magneticfields
arecausedbyrotatingelectricchargeswithdipolarsources(NorS)opposite
polesattractwhilelikepolesrepeloneanother.Theearthitselfisagiantmagnetthatgetsits
magneticfieldsfromitsmoltenmetalliccore.
Energysources
aregenerallydividedinto
renewable
or
nonrenewable(LiveScience)
.
Nonrenewableresourcesareavailableinlimitedamountsandoftentakealongtimeto
replenish.Examplesincludeoil,naturalgas,coal,andnuclearenergy.Incontrast,renewable
resourcescanbereplenishednaturallyandovershorterperiodsoftime.Examplesincludesolar
power,water,wind,wood,andgeothermalenergy.

Standards
:
ARStateStandards:

P.8.PS.1
Calculatevoltage,current,andresistancefromaschematicdiagram:
WhereV=voltage,I=current,R=resistance

P.8.PS.2
Calculateelectricalpowerusingcurrentandvoltage:P=IVWhereP=power,I=current,V=
voltage

P.8.PS.3
Calculateelectricalenergyusingelectricalpowerandtime:E=PtWhereE=energy,P=power,
t=time

P.8.PS.4
Explaintheuseofelectromagnetsinstepupandstepdowntransformers

P.8.PS.5
Researchcurrentusesofelectromagnets

NS.9.PS.4
Summarizetheguidelinesofscience:
explanationsarebasedonobservations,evidence,andtesting
hypothesesmustbetestable
understandingsand/orconclusionsmaychangewithadditionalempiricaldata
scientificknowledgemusthavepeerreviewandverificationbeforeacceptance

NS.912.2
Asaresultoftheiractivitiesingrades912,allstudentsshoulddevelopanunderstandingof

Structureofatoms

Structureandpropertiesofmatter

ChemicalreactionsMotionsandforces

Conservationofenergyandincreaseindisorder

Interactionsofenergyandmatter

NS.912.4
Asaresultoftheiractivitiesingrades912,allstudentsshoulddevelopanunderstandingof

Energyintheearthsystem

Geochemicalcycles

Originandevolutionoftheearthsystem

Originandevolutionoftheuniverse

NS.912.5
Asaresultofactivitiesingrades912,allstudentsshoulddevelop


Abilitiesoftechnologicaldesign

Understandingsaboutscienceandtechnology

NS.912.6
Asaresultofactivitiesingrades912,allstudentsshoulddevelopunderstandingof

Personalandcommunityhealth

PopulationgrowthNaturalresources

Environmentalquality

Naturalandhumaninducedhazards

Scienceandtechnologyinlocal,national,andglobalchallenges

NGSS:

MSPS32.
Developamodeltodescribethatwhenthearrangementofobjectsinteractingatadistance
changes,differentamountsofpotentialenergyarestoredinthesystem.[ClarificationStatement:
Emphasisisonrelativeamountsofpotentialenergy,notoncalculationsofpotentialenergy.
Examplesofobjectswithinsystemsinteractingatvaryingdistancescouldinclude:theEarthand
eitherarollercoastercartatvaryingpositionsonahillorobjectsatvaryingheightsonshelves,
changingthedirection/orientationofamagnet,andaballoonwithstaticelectricalchargebeing
broughtclosertoaclassmateshair.Examplesofmodelscouldincluderepresentations,
diagrams,pictures,andwrittendescriptionsofsystems.][AssessmentBoundary:Assessmentis
limitedtotwoobjectsandelectric,magnetic,andgravitationalinteractions.]

MSPS33.
Applyscientificprinciplestodesign,construct,andtestadevicethateitherminimizesor
maximizesthermalenergytransfer.*[ClarificationStatement:Examplesofdevicescould
includeaninsulatedbox,asolarcooker,andaStyrofoamcup.][AssessmentBoundary:
Assessmentdoesnotincludecalculatingthetotalamountofthermalenergytransferred.]

MSPS34.
Plananinvestigationtodeterminetherelationshipsamongtheenergytransferred,thetypeof
matter,themass,andthechangeintheaveragekineticenergyoftheparticlesasmeasuredbythe
temperatureofthesample.[ClarificationStatement:Examplesofexperimentscouldinclude
comparingfinalwatertemperaturesafterdifferentmassesoficemeltedinthesamevolumeof
waterwiththesameinitialtemperature,thetemperaturechangeofsamplesofdifferentmaterials
withthesamemassastheycoolorheatintheenvironment,orthesamematerialwithdifferent
masseswhenaspecificamountofenergyisadded.][AssessmentBoundary:Assessmentdoes
notincludecalculatingthetotalamountofthermalenergytransferred.]

MSPS35.
Construct,use,andpresentargumentstosupporttheclaimthatwhenthekineticenergyofan
objectchanges,energyistransferredtoorfromtheobject.[ClarificationStatement:Examples
ofempiricalevidenceusedinargumentscouldincludeaninventoryorotherrepresentationofthe

energybeforeandafterthetransferintheformoftemperaturechangesormotionofobject.]
[AssessmentBoundary:Assessmentdoesnotincludecalculationsofenergy.]

MSESS31.
ConstructascientificexplanationbasedonevidenceforhowtheunevendistributionsofEarths
mineral,energy,andgroundwaterresourcesaretheresultofpastandcurrentgeoscience
processes.[ClarificationStatement:Emphasisisonhowtheseresourcesarelimitedandtypically
nonrenewable,andhowtheirdistributionsaresignificantlychangingasaresultofremovalby
humans.Examplesofunevendistributionsofresourcesasaresultofpastprocessesincludebut
arenotlimitedtopetroleum(locationsoftheburialoforganicmarinesedimentsandsubsequent
geologictraps),metalores(locationsofpastvolcanicandhydrothermalactivityassociatedwith
subductionzones),andsoil(locationsofactiveweatheringand/ordepositionofrock).]

MSESS32.
Analyzeandinterpretdataonnaturalhazardstoforecastfuturecatastrophiceventsandinform
thedevelopmentoftechnologiestomitigatetheireffects.[ClarificationStatement:Emphasisis
onhowsomenaturalhazards,suchasvolcaniceruptionsandsevereweather,areprecededby
phenomenathatallowforreliablepredictions,butothers,suchasearthquakes,occursuddenly
andwithnonotice,andthusarenotyetpredictable.Examplesofnaturalhazardscanbetaken
frominteriorprocesses(suchasearthquakesandvolcaniceruptions),surfaceprocesses(suchas
masswastingandtsunamis),orsevereweatherevents(suchashurricanes,tornadoes,and
floods).Examplesofdatacanincludethelocations,magnitudes,andfrequenciesofthenatural
hazards.Examplesoftechnologiescanbeglobal(suchassatellitesystemstomonitorhurricanes
orforestfires)orlocal(suchasbuildingbasementsintornadoproneregionsorreservoirsto
mitigatedroughts).]

MSESS33.
Applyscientificprinciplestodesignamethodformonitoringandminimizingahumanimpacton
theenvironment.*[ClarificationStatement:Examplesofthedesignprocessincludeexamining
humanenvironmentalimpacts,assessingthekindsofsolutionsthatarefeasible,anddesigning
andevaluatingsolutionsthatcouldreducethatimpact.Examplesofhumanimpactscaninclude
waterusage(suchasthewithdrawalofwaterfromstreamsandaquifersortheconstructionof
damsandlevees),landusage(suchasurbandevelopment,agriculture,ortheremovalof
wetlands),andpollution(suchasoftheair,water,orland).]

MSESS35.
Askquestionstoclarifyevidenceofthefactorsthathavecausedtheriseinglobaltemperatures
overthepastcentury.[ClarificationStatement:Examplesoffactorsincludehumanactivities
(suchasfossilfuelcombustion,cementproduction,andagriculturalactivity)andnatural
processes(suchaschangesinincomingsolarradiationorvolcanicactivity).Examplesof
evidencecanincludetables,graphs,andmapsofglobalandregionaltemperatures,atmospheric
levelsofgasessuchascarbondioxideandmethane,andtheratesofhumanactivities.Emphasis
isonthemajorrolethathumanactivitiesplayincausingtheriseinglobaltemperatures.]

ISTE:

ISTE1.Creativityandinnovation
Studentsdemonstratecreativethinking,constructknowledge,anddevelopinnovativeproducts
andprocessesusingtechnology.
A.Applyexistingknowledgetogeneratenewideas,products,orprocesses
B.Createoriginalworksasameansofpersonalorgroupexpression
C.Usemodelsandsimulationstoexplorecomplexsystemsandissues
D.Identifytrendsandforecastpossibilities

ISTE2.Communicationandcollaboration
Studentsusedigitalmediaandenvironmentstocommunicateandworkcollaboratively,
includingatadistance,tosupportindividuallearningandcontributetothelearningofothers.
A.Interact,collaborate,andpublishwithpeers,experts,orothersemployingavarietyof
digitalenvironmentsandmedia
B.Communicateinformationandideaseffectivelytomultipleaudiencesusingavarietyof
mediaandformats
C.Developculturalunderstandingandglobalawarenessbyengagingwithlearnersofother
cultures
D.Contributetoprojectteamstoproduceoriginalworksorsolveproblems

ISTE3.Researchandinformationfluency
Studentsapplydigitaltoolstogather,evaluate,anduseinformation.
A.Planstrategiestoguideinquiry
B.Locate,organize,analyze,evaluate,synthesize,andethicallyuseinformationfroma
varietyofsourcesandmedia
C.Evaluateandselectinformationsourcesanddigitaltoolsbasedontheappropriatenessto
specifictasks
D.Processdataandreportresults

ISTE4.Criticalthinking,problemsolving,anddecisionmaking
Studentsusecriticalthinkingskillstoplanandconductresearch,manageprojects,solve
problems,andmakeinformeddecisionsusingappropriatedigitaltoolsandresources.
A.Identifyanddefineauthenticproblemsandsignificantquestionsforinvestigation
B.Planandmanageactivitiestodevelopasolutionorcompleteaproject
C.Collectandanalyzedatatoidentifysolutionsand/ormakeinformeddecisions
D.Usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions

ISTE5.Digitalcitizenship
Studentsunderstandhuman,cultural,andsocietalissuesrelatedtotechnologyandpracticelegal
andethicalbehavior.
A.Advocateandpracticesafe,legal,andresponsibleuseofinformationandtechnology
B.Exhibitapositiveattitudetowardusingtechnologythatsupportscollaboration,learning,
andproductivity
C.Demonstratepersonalresponsibilityforlifelonglearning

D.Exhibitleadershipfordigitalcitizenship

ISTE6.Technologyoperationsandconcepts
Studentsdemonstrateasoundunderstandingoftechnologyconcepts,systems,andoperations.
A.Understandandusetechnologysystems
B.Selectanduseapplicationseffectivelyandproductively
C.Troubleshootsystemsandapplications
D.Transfercurrentknowledgetolearningofnewtechnologies

FinalProduct:AlternativeEnergyfortheSchool

Theschoolboardisagroupofadultswithinthecommunitythatisresponsiblefordecision
makingregardingthemaintenanceoftheschool.Afterwatchingadocumentaryontheimpactof
fossilfuelsontheenvironment,membersoftheboardhavedecidedtomovetowardsgreen
initiativesinthisschooldistrict.Onememberheardthatthe8thgradePhysicalScienceScholars
areexpertsonformsofenergy,sotheyhavesoughtthehelpofourclass.

YourTask:

Workinginagroup,youwillresearch,plan,anddesignanalternativeenergysourcethatwill
effectivelyandcostefficientlypowertheschool.Youwillneedtoconsidertheenergysources
effectontheenvironment,wherethesourceofnaturalenergycomesfrom,andthecostofthe
implementationbytheschoolcomparedtothelongtermsavings(ifapplicable).Afterfinalizing
yourplans,youwillpresentyourideatotheclassaswelltheprincipalandarepresentativefrom
theschoolboard.

ProjectRequirements:

DocumentationofPlanning(JournalinInteractiveNotebook)
CollaborativeResearchPaperontheAlternativeEnergySourceofyourchoice
(about3pages)UseGoogleDocstoworktogether.
Apresentationaboutyourproposal,withtheresearchtobackupyouranswer

Duringthisprocess,youwillalsoberequiredtocritiqueandprovideconstructivefeedbackto
anothergroup.Thiswillhelpbettereveryonespresentationsbeforeourguestscometosee
them!

Group#

_____________________________________

_____________________________________

_____________________________________

_____________________________________

ChosenEnergySource__________________________________

Description:

PaperRubric:
Adaptedfrom:
https://mrclarke604.files.wordpress.com/2014/04/research_paper_rubric1.doc

Focus

Thesisisclearly
statedorimplied
andhighlyengages
thereader.

Thesisisclearly
statedorimplied.

Thesisisnot
clearlystatedor
implied.

Thereisnothesis.

Organization

Exhibitslogical
progressionof
ideasand/orevents
andskillfullyuses
transitionsbetween
ideas.

Exhibitslogical
progressionof
ideas,although
there
may
beminor
weaknesses.
Transitions
adequatelyconnect
ideas.

Exhibitsmajor
lapsesinthe
logicalprogression
ofideas,and
transitionsare
inconsistentor
ineffective.

Ideasand/orevents
arepresentedina
randomfashion
withlittleorno
connections
betweenideas.

Support&
Elaboration

Demonstrates
exceptional
selectionof
supporting
informationclearly
relevanttothe
thesiswithinthe
minimum2to5
pagerequirement.

Demonstrates
sufficientselection
ofsupporting
informationclearly
relevanttothe
thesiswithinthe
minimum2to5
pagerequirement

Demonstrates
insufficient
supporting
informationclearly
relevanttothe
thesis
OR
paper
doesnotmeetthe
2to5page
requirement.

Lackssupporting
informationclearly
relevanttothesis
anditsrelatedideas
andpaperdoesnot
meetminimum
pagerequirements.

Collaboration

Allfourgroup
membersworked
equallyonthe
paper.

Theworkload.for
thepaperwas
mostlyshared.

Theworkloadwas
placedonfewof
themembers.

Onegroupmember
completedthe
paper.No
collaboration.

Sources

Therearea
minimumofthree
sourceswhichare
properlycited
usingcorrectMLA
format.

Therearea
minimumoftwo
sourceswhichare
properlycited
usingcorrectMLA
format.

Fewerthantwo
Sourcesare
sourcesareused
incompleteor
OR

sourcesarenot nonexistent.
citedusingproper
MLAformat.

Grammar/
Vocabulary

Exhibitsstrong
Exhibitsreasonable Exhibitsminimal
controlofgrammar grammarand
controlof
andvocabulary
vocabulary.
grammarand
appropriateto8th
vocabulary
grade.
appropriateto8th
grade.

Lackscontrolof
grammarand
vocabulary
appropriateto8th
grade.

Pointsper
Category

Group#:

Score:

PresentationRubric:
Adaptedfrom:
https://ashleyjjordan.files.wordpress.com/2014/11/researchporjectandoralpresentationrubricgroup.pdf
Category

Format

Presentationis
neatlydelivered
usinganexcellent,
organizedformat.

Presentationis
givenusingagood
formatwitha
coupleminor
mistakesinformat.
Itismostlyneat.

Presentationis
givenusinga
somewhatmessy
formatwhere
revisionsshould
havebeenmade.

Presentationformat
isunclearand
distractingbecauseit
isnotnearlydone.

Preparedness

Studentsare
extremelyprepared
andhaveobviously
rehearsed.

Studentsarepretty
prepared,butmight
haveneedacouple
morerehearsals.

Studentsare
Studentsdonotseem
somewhatprepared, atallpreparedto
butitisclearthat
present.
rehearsalwas
lacking.

Content

Groupshowsan
excellent
understandingof
thetopic.

Groupshowsa
goodunderstanding
ofthetopic.

Groupshowsafair
understandingof
thetopic.

Groupdoesnotseem
tounderstandthe
topicverywell.

Voice

Speaksclearly,
distinctly,and
loudlyenoughatall
times.

Speaksclearly,
distinctly,and
loudlyenoughtobe
heardmostofthe
time.

Speaksclearly,
distinctly,and
loudlyenough
someofthetime.

OftenmumblesOR
cannotbeheardOR
mispronouncesmany
words.

TimeLimit

Presentationisat
least45minutes
long.

Presentationis3
minuteslong.

Presentationis3
minuteslong.

Presentationistoo
shortfor
understanding.

Enthusiasm

Excellentuseof
facialexpressions,
bodylanguage,and
toneofvoice.

Gooduseoffacial
expressions,body
language,andtone
ofvoice.

Fairuseoffacial
expressions,body
language,andtone
ofvoice.

Verylittleuseof
facialexpressions,
bodylanguage,or
voice.Didnot
generatemuch
interestfromthe
audience.

Participation

Allmembersofthe
groupequally
participatein
presenting.

Allmembersofthe
groupparticipatein
thepresentation
almostequally.

Participationinthe
presentationis
fairlyweightedto
twomembers.

Onemembergave
thepresentationwith
littletonohelpfrom
theothermembers.

Group#:

Score: