assessment referencing natural disasters
TRANSCRIPT
Assignment Task Outline Name_________________
Make sure you check this outline at the beginning of each activity to find out what your specific task is and what tasks the groups should complete as a whole. Check off tasks as they are completed.
Lesson 3 - Encyclopedia Activity
Student 1 is responsible for the materials (folders, worksheets, map, and encyclopedia). Also you will write the bibliographic information correctly and sharing with group members. ___________
Student 2 using guide words, find the necessary article, pictures, and charts for your group topic. Read all the headings and subheading out loud to the group. ____________
Student 3 read aloud to the group the information necessary to answer the worksheet questions. _____
Student 4 (and 5), paraphrase the information that has been gathered and indicate the location of your natural disasters on the world map handout. __________
Lesson 4 - Library Catalog Activity
Student 2 is responsible for all the materials (folder and handouts). ________
Student 3 will lead the online search and fill out the "Look for a Book" form. _________
Student 1 will locate the books on the shelves using the "Look for a Book" form filled out by Student 3. _______
Students will divide up in pairs (or threes depending on the group number) to scan the books for relevant information. ________
All students will write the bibliographic information for the books they used. _______
Student four (and five) will gather all the books and using the call numbers and titles will return them to their proper places on the shelves. _______
Lesson 5 - Almanac Activity
Student 3 will be responsible for keeping track of all the materials this time. _______
Students will work in pairs (or threes depending on the group). ________
Student 4 from each group will report to the class the information their group found about the deadliest information for their disaster. ________
Lesson 6 - Internet Activity
Students will each have their own computer for this task, but will be seated near the people in their groups so they can discuss what they are finding as they look through the websites on the pathfinder. ________
If there is time, the students can meet in their groups away from the computers to discuss the information they found. _________
Once they are finished they will place their completed sheets in their folder to be collected by the instructor. _______
Lesson 7 - Writing the Rough Draft
Student 4 will be responsible for keeping track of all the materials for this session (folder, worksheets, and flyer template). _______
The group will decide on an interesting title. _______
Student 1 will assign each group member a section of the template to work on during class using the information they have collected. _________
Lesson 8 - Editing the Flyer
Student 5 (or 2 depending on group) will be the leader of the group discussion about the flyer. They should make sure that all the group members are able to voice their rating for each section and reason for rating it the way they did. __________
Student 1 reads a section of the flyer and the group rates it. ________
Student 2 (or 5) circles the rating and takes suggestions for revisions. ________
This process continues until all the sections have been rated and revised. ________
Each member rewrites their original section of the template to include their revisions. The final draft will then be typed into a new copy of the template that has been set up in Angel. _______
One student selected by the members of the group will type in all the revised information into the new template. ____________
If time permits, students can also incorporate graphics into their group flyer. (optional) _________
Lesson 9 - Presentation Day
Each group can determine who will present the group's flyer to the class. ________
Each presenter will have five minutes to present their group's information to the class. ________
The presenter should cover each element of the flyer template in their presentation. Each presentation can be no longer than 5 minutes. _________
Referencing Natural Disasters Unit Name __________________
Rubric for Emergency Procedure Flyer
Natural Disaster Group_____________________
Category 4 3 2 1Research/
Statistical DataStudents
include 4 or more high-
quality examples or
pieces of data to support their
project.
Students include at least 3 high-quality examples or
pieces of data to support their
project.
Students include at least 2 high-quality examples or
pieces of data to support their
project.
Students include fewer than 2 high-
quality examples or
pieces of data to support their
project.Product Students create
an original, accurate, and
interesting product that adequately
addresses the issue.
Students create an accurate product that adequately
addresses the issue.
Students create an accurate
product, but it does not
adequately address the
issue.
The product is not accurate.
Sources/Quality Students include 4 or more high-
quality sources.
Students include 2–3 high-quality
sources.
Students include 2–3 sources, but some are of questionable
quality.
Students include fewer
than 2 sources.
Sources/Citations Information in all source citations is
correct and in the format assigned.
Information in all source citations is correct, but
there are minor errors in
formatting.
Information in almost all
source citations is correct and
there are minor errors in
formatting.
The information is often
incorrect or there are major
errors in formatting.
Folders All group activities were completed and
in the group folder.
Most of the group activities were completed
and in the group folder.
Group activities were partially complete, and some of the
activities were missing.
Many activities were missing or
incomplete.
Grading Scale20-17 = A 12- 9 = C16-13 = B 8 or less = F