EPS Chemistry – Climate Change Project-Individual
As we study the atmosphere, you will be researching impacts that humans have had and continue to have on the atmosphere, the effect on the planet (abiotic) and life (biotic), and specifics about the impact of change in and on the Puget Sound watershed and Washington. You will work in groups of 3 to 4 to present one of the below topics. (Total: 100 points)
Topics:
How has climate had an impact on the prevalence and nature of forest fires, and how have fires had an impact on climate and people?
You will share your summary to entire class period. It should take about 15 minutes and should include (but is not limited to) the following:
Prepare content which you will share with the class. It must cover what answers the question, preferably from more than a scientific perspective. You can have and include an interview with a scientist/researcher/academic who is also interested in your question. You can research and include current legislation that a community or country has implemented (or that has been rescinded) that is relevant to your topic. Your summary must also include a solution to your problem that is either in the works (already being used somewhere) or new (and then must also be feasible).
Due on the day of the presentation (5/26):
- Produce a OneNote page that includes the following – a 2 page summary of your presentation and information
- Produce a reference list of your research in MLA 8 format (URLs and date accessed for all websites or web-based documents is mandatory). This should include at least 6 sources, documented correctly. Wikipedia should be referenced but will not be counted towards the 7 references. You should be using news articles, scientific papers, interviews, movies or podcasts.
As an audience member, you will be expected to listen to the other group in your class and to engage with the material from your classmates. The topics covered will not be re-taught and will be assessed at the end of the trimester and year.
The rubric for assessment is as follows: Project Assessment Criteria
| Exceeds Expectations A | Achieves Standard B | Below Standard C | Does not achieve D/F | ||||||||||
| Thinking Critically | Multiple aspects of the question are covered | Discussed more than the human and science impact and interaction | Discussed the human and science impact and interaction | Discussed only the human or the science aspects of the project | Did not address the impacts or interactions adequately | ||||||||
| Optional for you Joe but encouraged if you can | Interview with scientist is relevant and included | Interview is done, is relevant and evidence in the presentation is obvious. | An interview is completed and an integral part of the presentation | An interview is completed but is only marginally part of the presentation | No interview is completed or is present in the presentation. | ||||||||
| Information and presentation make connections between local and global systems | Discussed how this question impacts the Puget Sound, greater WA, and other global systems. | Discussed how this question impacts either the Puget Sound or greater WA ecosystems as well as a global system | Evidence of the impact of this question on local systems was present. Presentation mainly focused on global systems. | Little or no evidence of the impact of this question in local systems was present. | |||||||||
| Innovating Wisely | Solution presented is unique and feasible on a large scale | Solution is well-thought out and well-presented. It is unique and feasible on a large scale. | Solution is well-thought out and well-presented, and is feasible on a large scale. | Solution is applicable to the question and well-presented. | Solution is not feasible on any scale or is not presented. | ||||||||
| Compassionate Leadership and Responsible Action | Lesson was well-planned and went smoothly | Progress of the lesson was smooth and well- rehearsed; evidence of planning | There was evidence of planning and practice. | There was little evidence of planning and practice | There was no evidence of planning and Practice. Bruh. | ||||||||
| Lesson was interesting and captured attention | Lesson kept theattention of peers and engaged them to the point of asking questions and participating. | Lesson kept the attention of peers to the point of participating. | Lesson marginally kept the interest of peers. Some participation evident. | Peers were not interested inthepresentation. | |||||||||
| Clearly audible and variation in tone | Presenters were able to speak above background noise and were variable in their tone (as a group) | Presenters were mostly able to beheard and varied their tone. | Presenters were asked a number of times to repeat due to auditory problems. | Presenters were not able to be heard and did not make an effort to change. | |||||||||
| OneNote study page | 9-10 points | 7-8 points | 4-6 points | 0-3 points | |||||||||
| Item for Canvas is a complete summary of the information. (Thinking Critically and Responsible Action) | Item is a concise, complete summary of the information. It is less than 2 pages, contains visuals and content. | Item is a summary of the presentation. | Item is present, but may be missing pieces, is out of order, or is not shorter than the presentation | Item is not completed. | |||||||||
| 9-10 points | 7-8 points | 4-6 points | 0-3 points | ||||||||||
| Reference List (Responsible Action) | More than 6 sources are used and correctly done in MLA 8 format | 6 sources are correctly done in MLA 8 format | 4-6 sources are correctly done in MLA 8 format | Less than 4 sources are done in MLA 8 format | |||||||||