Group ______________
Presentation Rubric
Sequence and
Analogy
Cohesive use of
data
Use of
Multimedia
Terminology
Style/ Delivery
Ability to answer
questions
Members ____________________________________________________________
4
3
2
1
Students present information in a
logical sequence that is
interesting for the audience.
The analogous scale example that
students’ present is logical, well
thought out, and creative.
Students incorporate data
collected from the 3
investigations and additional
research into their presentation
to help explain the phenomena.
They are able to construct an
explanation using this data.
Students incorporate a variety of
charts, graphs and other media
into their presentation.
They describe the analysis and
interpretation of data that they
conducted to create the graphs,
etc.
Students use appropriate
scientific terminology throughout
the presentation.
Students use the language of the
standards to articulate how the
use of the practices and
crosscutting concepts supported
their discoveries around the DCI.
Uses time wisely
Speaks with good pacing
Makes eye contact and does not
read information
Uses engaging tone
Students present information in
logical sequence which audience can
follow.
The analogy that students present is
logical and well thought out.
Audience has difficulty following
presentation because students
jump around.
The analogy that students
present is somewhat logical.
Audience cannot understand
presentation because there is
no sequence of information.
The analogy that students
present is not logical.
Students incorporate data from 3 of
the investigations into their
presentation to help explain the
phenomena
Students incorporate data from
2 of the investigations into their
presentation to help explain the
phenomena
Students incorporate data from
only one investigation into their
presentation to help explain the
phenomena.
Students incorporate some charts,
graphs and other media into their
presentation
Students incorporate a few
charts, graphs and other media
into their presentation
Students incorporate little to no
charts, graphs and other media
into their presentation
Students use appropriate scientific
terminology in some portions of the
presentation.
Students use appropriate
scientific terminology in a few
portions of the presentation.
Students use very little or no
scientific terminology or misuse
terminology throughout the
presentation.
Spends too much time on
certain portions of the presentation.
Makes good eye contact and looks at
notes occasionally
Uses good tone
Presentation poorly timed
Makes no eye contact and reads
from notes
Hesitation and uncertainty are
apparent
Anticipates audience questions
Understands audience questions
Can integrate knowledge to
answer questions
Thoroughly responds to
questions
Does not anticipate audience
questions
Understands the audience questions
Can integrate knowledge to answer
the question
Thoroughly responds to most
questions
Presentation poorly timed
Some hesitation and uncertainty
are apparent
Makes little eye contact
Monotone and non-engaging
delivery
Does not anticipate audience
questions
Makes an effort to address
question
Can address some questions
Overlooks obvious questions
Often responds poorly to
Either makes no effort to
respond to questions or does so
poorly
questions
Total score: add the numbers and divide by 6 = ________
4 = 90+
3 = 80-90
2 = 65-80
1 = < 65
Grade _______
Plus: _________________________________________________________________________________________
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Minus:_______________________________________________________________________________________
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Next Steps: ___________________________________________________________________________________
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