Chemistry is LifeProject Grading Rubric

4 - Exceeds Proficiency 3 - Meets Proficiency 2 - Approaches 1 - Not Met

Research

*Research documentation may also be included in blog post.

Research is well-documented. A write up* of the location of each piece of information and where it was found is submitted. The write-up includes the source and a 1-2 sentence description of what information was gained from the source. The reason for the credibility of the source is stated.

Research is documented. All sources are listed and the number of sources listed is greater than 3.

Research documentation is limited to links to websites visited.

Research is not documented.

Topic Topic was chosen thoughtfully and student states specific reason(s) why the topic was picked. Direct connections are made between the topic, how it relates to a concept in chemistry, and how it will affect their life goals are made.

Topic was chosen and student shows enthusiasm towards the topic. A minimal description (one sentence or less) of why the topic was chosen is stated.

Topic was chosen but student does not relate the topic to chemistry. No description of why the topic was chosen is given.

Topic was not chosen.

Chemistry Content The student shows a well-developed understanding of how their chosen topic integrates chemistry. Reflection on previous learning or statement of interest in learning more about this concept in chemistry class is stated. The student shows how this directly affects them in their future. The student could explain the chemistry of their topic to a 6 year-old.

The student understands the chemistry concept thoroughly. Connections to previous learning or an interest in learning about this concept in chemistry is not stated. The student could explain this topic effectively to another student in chemistry (level of a peer).

The student has a limited understanding of the chemistry concept related to his or her topic choice. Connections to previous learning or an interest in learning about this concept in chemistry are not stated. The student’s explanation requires the person to be an expert in chemistry.

No chemistry content is present.

Blog

“If you can’t explain it to a 6 year-old, you don’t understand it.”

-Einstein

*Peer = another student in chemistry

The blog post shows a thorough listing of sources used and states the reason for the validity of the source as well as information gained from each source. The post gives a background for the reason the topic was chosen. The blog post explains the chemistry related at the level of a 6 year-old.

The blog post shows a listing of sources used and explains what was gained from each source. The post gives a background for the reason the topic was chosen. The blog post explains the chemistry related at the level of a peer*.

The blog post gives a listing of sources only. The post does not give a reason for why the topic was chosen. The blog post explains the chemistry at a level only an expert understands.

The student does not make a blog post.

4 - Exceeds Proficiency 3 - Proficient 2 - Approaching 1 - Not Met

Infographic

Information

The information in the infographic is complete, thorough and well-stated. It is easy to read. The teacher and students learned something from this infographic.

The information in the infographic is complete but not thorough. It is easy to read. Students learned something from this infographic.

The information in the infographic is incomplete. It is not easy to read. Information may be too small.

There is no information in the infographic.

Infographic Graphics

*variety of types of graphics does not mean multiple pictures. That is a single type of graphic. A variety of types of graphics = pictures, charts (graphs), data tables, etc.

Graphic key components:

Title

Description

Source Link

A variety of types of graphics* are included. The use of pictures, symbols, charts (pie, bar, line, etc) help the reader to understand the topic and how it relates to a topic in chemistry. The student has used data in their research and explanation and the graphs included. Each graphic has a title, short description, and source link (if taken from a source) present near the graphic.

A variety of graphics* are included. The use of pictures, symbols, charts (pie, bar, line, etc) help the reader to understand the topic and how it relates to a topic in chemistry. Graphics lack 1 of the 3 components (they don’t 1 out of: a title, source link, or description).

Only 1 or 2 graphics of the same kind are included (only pictures are included, n graphs of data). Graphics lack 2 of the 3 key components (title, source link, or description).

No graphics are included. If graphics are included, there are no source links. No source links = plagrism = no credit

Any graphics not created by the student must include source links. NOT including source links = PLAGARISM

Graphic Design

*Printable = can be downloaded and printed without further editing required. (screencast)

It is clear that research was done in how to create a great infographic. It is printable (watch screencast).

No research is done in how to create an infographic. It is printable.

Infographic is not printable*. No infographic was submitted.

Presentation Student is prepared for presentation. The student relates his or her topic choice to a concept in chemistry with an explanation at the level of a 6 year-old. The rationale for selecting the topic is given and student shows passion for the topic of choice. The presentation falls within the 3-5 minute time limit.

Student is prepared for presentation. Information is presented logically and the relation of the topic to a concept in chemistry is addressed. The rationale for selecting the topic is given. Presentation is almost within the 3-5 minute time limit. The student has a limited understanding of the chemistry of their topic.

Student is not well prepared for presentation. The rationale for selecting the topic is not given and student does not show enthusiasm for topic of choice. Presentation does not fall within the 3-5 minute time limit. OR It is clear the student does not understand the chemistry of their topic.

Student does not give a presentation of his or her infographic.

Last Name, First Name: ___________________________________________________________________________________________________ Period: ________

This section is to be completed by teacher only: Chemistry is Life Project Score: _________________ Notes:

Chemistry is Life Kinga2.weebly.com

5 minute brainstorm: What do you want to do with your life?Please use the space below to brainstorm possible jobs or things you enjoy.

What interests you? Please write your topic in the space below and state at least one reason why you chose this topic.My topic is _____________________________________ because _______________________________________________________________________________________________________________________________________________________________________.

How does your topic relate to your life? Project Timeline:

Day 1:

Teacher approval:

Choose topic and notify teacher of topic. Approved: ____YES ____NO

Research the chemistry related to your topic. GO TO (lab report help center) “Lab Report Writing 201: Research” To find a place to start researching GO TO: http://www.teachthought.com/technology/100-search-engines-for-

academic-research/ Choose the infographic creation program you will use & make an account.

Infographic creation program using: _______________________________________ Resize infographic canvas so the pixels are set to be the size of 1 page.

GO TO: “How to Make Your Infographic Printable”

Day 2:

Teacher Approval:

Tell the teacher what chemistry concept(s) relate to your topic. Chemistry concept(s):

_____________________________________________________ _____________________________________________________ _____________________________________________________

Include more than one type of visual (multiple pictures is not multiple types of visuals) Type: _____________________________________

Explanation: Type: _____________________________________

Explanation:

DEADLINE

May 16th B-day

May 17th A-

Research DocumentationAll research is required to be cited and documented. All works cited are required to appear on your blog post. This is not a bibliography. It is called works cited. A bibliography is where all sources viewed are listed. A works cited page is where only the works you actually cited (read: actually used) in your project are cited.

Source Title & Author Evaluation of Credibility Information Gained

Screenshot directions for re-sizing the infographic canvas so that the infographic fits on standard printer paper.

Screencast explaining these directions: Click Here

How to download and print your infographic: Click here for the how to download and print your infographic screencast