© 2003 - Mrs. K. Greig, Ms. V. Hughes, Ms. K. Cordiner
Update: June 22, 2006
Your task will consist of several parts. You and your commitee are assigned the following responsibilities:
To find out specific requirements of this assignment proceed to Process.
A. Power Point Presentation
Look at the two examples from Survivor Australian Outback (http://www.cbs.com/primetime/survivor2/show/episode05/challenges.html)
Also look at the the Survivor Amazon web site (http://www.cbs.com/primetime/survivor6/show/challenges.shtml) for an outline of some of the past reward challenges.
Your poster will have the following format:
|PICTURE OF THE CHALLENGE||CHALLENGE NAME||CHALLENGE LOCATION|
|DESCRIPTION OF THE CHALLENGE
(approximately 5 sentences)
|WINNING TRIBE GETS|
Attach a complete bibliography for your entire project to the back of the poster.
C. The Presentation
YOUR NAME AND BLOCK
GROUP MEMBERS (PRESENTERS)
|BIOMES||ECOLOGICAL CONCERNS||FUTURE CONSERVATION EFFORTS||POSSITIVES FOR HUMAN HABITAION||NEGATIVES FOR HUMAN HABITATION|
|TEMPERATE BROADLEAF DECIDUOUS FOREST|
Where do you think "Survivor 8" should be located?
You will have approximately six class sessions to complete your presentation.
A total of 20 marks is available if you meet the above deadlines.
News Articles: For additional information on the issues related to your biome, you may also wish to search for articles in the Infotrac news index.
Be sure to establish the authority of any site that you visit.
General Searching: In Yahoo search: biomes or your particular biome.
Please read the annotations before going to the sites.
Basic information should be located using the sites listed below. Use the links under the specific headings for additional information.
Bog (Mrs. Chung)
Oceans and Seashores
Pond (Mrs. Chung)
Temperate Broadleaf Deciduous Forest
|Routinely used research time well to ensure that deadlines were met. Group did not have to adjust deadlines or work responsibilities because of this person's procrastination.||Usually used research time well, but may have procrastinated on one thing. Group did not have to adjust timelines or work resposibilities because of this person's procrastination.||Tended to procrastinate, but always completed research by the deadlines. Group did not have to adjust deadlines or work resposibilities because of this person's procrastination.||Rarely completed tasks by the deadlines. Group had to adjust deadlines and / or work responsibilities because of this person's inadequate time management.|
|Routinely provided useful ideas when participating in the group and classroom discussion to develop the reward challenge. Contributed extensively to draft product.||Usually provided useful ideas when participating in the group and in classroom discussion to develop reward challenge. Good contribution to draft product.||Sometimes provided useful ideas when participating in the group and in classroom discussion to develop reward challenge. Satisfactory contribution to draft product.||Rarely provided useful ideas when participating in group or classroom discussion to develop reward challenge. Minimal or no participation in draft product.|
|Storyboard is easy to read and all elements are so clearly written, labelled, or drawn that another student could create the presentation if necessary.||Storyboard is easy to read and most elements are clearly written, labelled, or drawn. Another student could create the presentation after asking one or two questions.||Storyboard is hard to read with rough drawings or labels. It would be hard for another student to create this presentation without asking more than two questions.||Storyboard is hard to read and one cannot tell what belongs where. It would be impossible for another person to create this presentation without asking many questions.|
|Worked cooperatively with partners all the time with no need for adult intervention.||Worked cooperatively with partners most of the time, but had a few problems that the team resolved without intervention.||Worked cooperatively with partners some of the time, but gave up easily when problems arose.||Rarely worked cooperatively with partners and had several problems that required intervention.|
|Consistently stayed focused on task. Very self-directed. Dependable group member. Print screens ready on time.||Focused on task most of the time. Dependable group member. Print screens ready on time.||Focused on task some of the time.Other group members had to nag, prod, and remind to keep this person on task. Hindered print screens being handed in when the group desired.||Rarely focused on the task and what needed to be done. Let others do the work or hindered the work of others. Print screens were late.|
Power Point Presentation
|Organization||Content is well organized using headings or bulleted lists to group related ideas.||Uses headings or bulleted lists to organize, but the overall organization of topics is flawed.||Content is logically organized for the most part, but headings and bulleted lists are not used or are not used effectively.||No clear or logical organizational structure, just lots of facts.|
|Content||All content is accurate and in the students' own words. Sources are cited.||All content is accurate and most content is in the students' own words. Copied material is cited.||All content is accurate and at least half the content is in the students' own words. Copied material is cited.||Content contains inaccurate information and / or more than half the work is copied. Work is not properly cited.|
|Requirements||All requirements are met or exceeded.||All requirements are met.||One requirement not completely met.||More than one requirement not completely met.|
|Mechanics||No misspellings or grammatical errors.||Three or fewer misspellings or grammatical errors.||Four misspellings or grammatical errors.||More than four misspellings or grammatical errors.|
|Attractiveness||Excellent use of font, colour, graphics, effects, and layout to enhance presentation.||Good use of font, colour, graphics, effects, and layout to enhance presentation.||Use of font, colour, graphics, effects, or layout occasionally detract from presentation of the content.||Use of font, colour, graphics, effects, or layout often detract from presentation of the content.|
Oral Presentation to Producers of "Survivor"
|Interesting, well-rehearsed with smooth delivery that holds audience attention.||Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.||Delivery not smooth, more rehearsal needed. Holds audience attention most of the time.||Unrehearsed, delivery not smooth, and audience attention lost.|
|Enthusiasm||Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.||Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.||Facial expressions and body language are used to try to generate enthusiasm, but seem insincere.||Very little use of facial expressiona and body language. Not much interest in the topic generated.|
|Speaks clearly and distinctly 95-100% of the time. All words correctly pronounced.||Speaks clearly and distinctly 95-100% of the time. Mispronounces one word.||Speaks clearly and distinctly 85-94% of the time. Mispronounces more than one word.||Often mumbles or cannot be understood OR mispronounces more than three words.|
|Originality||Product shows a large amount of original thought. Ideas are creative and inventive.||Product shows some original thought. Work shows new ideas and insights.||Uses other people's ideas (giving them credit), but there is little evidence of original thinking.||Uses other people's ideas, but does not give them credit.|
|Requirements||All requirements are met and exceeded.||All requirements are met.||One requirement not completely met.||More than one requirement not completely met.|
|Content||Topic covered in-depth with details and examples. Subject knowledge is excellent. Able to answer questions posed by class.||Includes essential knowledge on the topic. Subject knowledge is good. Able to answer most questions posed by the class.||Includes essential information about the topic, but there are 1-2 factual errors. Able to answer most questions posed by the class.||Content is minimal or there are more than two factual errors. Unable to answer questions posed by the class.|
|Time-Limit||Presentation is 8 to 10 minutes long.||Presentation is 6 to 8 minutes long.||Presentation is 4 to 6 minutes long.||Presentation is less than 4 minutes or more than 10 minutes long.|
Reward Challenge and Biome Evaluation Worksheet
|The poster includes all required elements.||The poster includes all but one of the required elements.||The poster includes all but two of the required elements.||The poster is missing more than two of the required elements.|
|The poster is exceptionally attractive in terms of layout, design, and neatness.||The poster is attractive in terms of layout, design, and neatness.||The poster is acceptably attractive but could be neater.||The poster is distractingly messy or very poorly designed. It is not attractive.|
|Works Cited||All sources for information and graphics are properly cited in the desired format. Uses a variety of sources including books, Science encyclopedias, and web sites.||All sources for information and graphics are properly cited, but some citations do not follow the desired format. Uses a variety of resources including books, Science encyclopedias, and web sites.||All sources for information and graphics are properly cited, but citations do not follow the desired format. Uses a limited number of books, Science encyclopedias, and web sites.||Some sources are not cited. Too few resources utilized.|
|Working with Others as Producers
Biome Evaluation Process
|Almost always listens to, shares with, and supports the efforts of others. Tries to keep group working together.||Usually listens to, shares with, and supports the efforts of others. Does not cause "waves" in the group.||Often listens to, shares with, and supports the efforts of the group. Sometimes is not a good team member.||Rarely listens to, shares, with, support the efforts of the group. Often is not a good team member.|
|Routinely provides useful ideas when participating in the group and in classroom discussions. A definite leader who contributes a lot of effort.||Usually provides useful ideas when participating in the group and in classroom discussions. A strong group member who tries hard.||Sometimes provides useful ideas when participating in the group and in classroom discussions. A satisfactory team member who does what is required.||Rarely provides useful ideas when participating in group and classroom discussions. May refuse to participate.|
|Work of the highest quality. All components complete.||Work of high quality. All components complete.||Work of satisfactory quality. One or two components incomplete.||Work of poor quality. More than two components incomplete.|