HTH TRAINING

PROGRAMME GEOGRAPHY
PROJECT GRADE 9 2015-16
Made by Jaydeep Mehta

Driving Question

How can all the three types of rocks be

found at a particular place on the
surface of the Earth?

Generic Skills

Investigation
Exploration
Interviewing
Critical Thinking
Collaboration
Creativity

Subject Specific Skills

Geography

Geology
Identify

rocks and minerals in the field

Analyze effects of faulting and folding on rocks

Geomorphology
Explain

effects of agents of weathering on rocks

Identify features created by flowing water in upper and middle
courses

History and Civics

Working of the local government

Revive an old civilization

Languages

Communication
Reflective Report Writing

Significant content Covered

Geography

History and Civics

Civilization

Physics

Rocks and Minerals

Faulting and Folding
Weathering and Mass Movement
Fluvial Geomorphology
Topographical Maps

Pressure in Fluids

Mathematics

Measurement

End Products
Reflective Report for each day( Compulsory for
all)
Additional Product( Any one to be chosen by
student groups)
Brochures/Banners on the geological history of
Abu Road
Website with digital portfolio
Video made on the outdoor education
programme
Set of rocks found in the field with correct
labelling and details
Documentary on the complete outdoor

Other aspects of the project

4 students in a group
Group members assign work within the group
Duration of the project- 4 days in the field and 1
month after the programme
Dates- 3rd January to 12th January 2016
School Time required- 10 slots out of 12 in 4 weeks
Number of drafts- minimum 2 reviewed every 10
days
Assessment- rubrics for some products, Presentation
in front of a panel of judges for other products

Rubrics for assessing the project- Video,

Documentary
Marks
1

Marks
2

Marks
3

Significant preparation tasks missing or

weak ( drafts not made/poorly made)

Limited preparation tasks completed

( drafts not up to the mark)

Extensive preparation tasks completed

(e.g. in-depth research, note-taking,
mind mapping, scripting, story
boarding, image/sound lists etc.)

Evidence lacking or missing of students

understanding and critical thinking
mostly repeating existing information
with no personal connections made.

Adequate evidence of students critical

thinking with an implied reflective
connection of self, community or
humanity to the topic

Strong evidence of understanding,

original, critical thinking, going
beyond existing information while
incorporating an explicit reflective
connection of self, community or
humanity to the topic

Collaboration

Collaboration and/or Cooperative skills

missing or weak - needed intervention to
complete their tasks and work with other
members

Collaboration formally structured for

team through assigned individual
responsibilities some team
intervention needed

Demonstrated shared leadership of

tasks / group management / problemsolving with little intervention needed

Format Structure

Overall structure lacking or missing

organization, economizing, or natural
flow

Overall structure organized, coherent but

natural flow not consistently sustained

Overall structure naturally flows as a

well-economized, coherent &
organized piece

Voice/Sound

Quality of volume/diction/fluency/flow
is not acceptable.

Quality of volume/diction/fluency/flow is
acceptable.

Quality of volume/diction/fluency/flow
is high.

Design of Communication

Transitions frequently inappropriate or

distracting from message.

Transitions applied satisfactorily

Transitions enhance/enrich meaning of

message

Engaged the audience rhetorically in

reflective thinking

Actively engaged the audience in

reflective thinking

---------------------------------------

Criteria

Preparation Process

Content knowledge

Presentation of
Communication

Rubrics for assessing the project- WebsiteDigital Portfolio, Brochures, Set of Rock
Specimen
Criteria

Required Elements

Labels

Graphics - Relevance

Attractiveness

Grammar

Marks
1

Marks
2

Several required elements were Few of the required elements are

missing.
not included on the product.

Marks
3

Marks
4

All required elements are

included on the product.

The product includes all required

elements as well as additional
information.

Many items of importance on the Almost all items of importance on All items of importance on the
Labels are too small to view OR product are clearly labeled with the product are clearly labeled product are clearly labeled with
no important items were labeled. labels that can be read from at with labels that can be read from labels that can be read from at
least 3 ft. away.
at least 3 ft. away.
least 3 ft. away.

Graphics do not relate to the

topic OR several borrowed
graphics do not have a source
citation.

All graphics relate to the topic.

One or two borrowed graphics
have a source citation.

All graphics are related to the

All graphics are related to the
topic and most make it easier to
topic and make it easier to
understand. Some borrowed
understand. All borrowed
graphics have a source citation. graphics have a source citation.

The product is distractingly

The product is acceptably
The product is attractive in terms
messy or very poorly designed. It attractive though it may be a bit
of design, layout and neatness.
is not attractive.
messy.

The product is exceptionally

attractive in terms of design,
layout, and neatness.

There are more than 4

There are 3-4
There are 1-2
There are no
grammatical/mechanical mistakes grammatical/mechanical mistakes grammatical/mechanical mistakes grammatical/mechanical mistakes
on the product.
on the product.
on the product.
on the product.

Voice and Choice

Students select the product they want to

make
Students decide the draft submission
timeline
Students choose the language used
( Video/ Documentary)

English is mandatory
Hindi and/or Gujarati add ons

Selection of group members

Entry Level Event

Visit to the various sites in Abu Road and

Ambaji
Brief introduction to the Geology of Abu
Road and Ambaji by the manager of
Trivedi Marbles, Ambaji

Burning Questions ( As on 1st December

2016)

Improving the rubrics- version 1

Students concerns of time for project
because of twin schooling
Parents support
Accountability among group members in
case of brochures, digital portfolio,
video, documentary
Getting adult connection for interviews
by students
Appropriate time frame