Grade 10 Science
Climate Change Presentations
1) Find a partner, and together, pick one of the alternatives/initiatives listed below. First come/first
served, starting tomorrow morning for choosing topics. It is OK if you want to work alone.
2) During the two computer classes (Wednesday, May 29th and Thursday, May 30th) and at home,
prepare a five minute presentation. You will be cut off by Mrs. Smith if your presentation goes over
time  The presentations will be made on Thursday, June 6th and Friday, June 7th. Sign up for the date
of presenting is first come, first served, starting tomorrow morning.
3) The presentation should use the projector and the computer in some manner. You may choose to use
powerpoint, but there are other interesting sites as well that you may want to explore, such as
eduglogster and photostory. SHORT videos (less than 30 seconds) are also appropriate.
4) Slides should be PRIMARILY VISUAL, with the “text” of the topic presented ORALLY, in the manner of
a speech. Any text on the slides should be short and in point form, and should refer to the visuals
presented. Visuals should have an immediate impact, and should not include detailed diagrams. Quotes
are often very effective in these presentations. You may use cue cards if necessary.
5) You must have a slide at the end of your presentation that lists your resources (using APA style). You
are also expected to CITE all pictures and quotes taken from a source on the same slide as they appear.
BE CAREFUL NOT TO PLAGIARIZE! IN OTHER WORDS, DON’T CUT AND PASTE DIRECTLY FROM YOUR
SOURCE INTO THE SLIDE PRESENTATION! Plagiarism will result in a grade of zero.
6) During the presentation, the class should be attentive, and may even want to take notes, since the
information covered will be on the Climate Change test. At the end of the presentation, there will be
time for your teacher and the class to ask questions of the presenters.
7) There will be NO written component to this assignment. Do not hand in any paper to me – let’s
conserve our precious resources.
□ home construction
□ solar power
□ wind power
□ waste management
□ reducing air travel
□ electric/hybrid cars -tidal power
□ forest management
□ government intervention in electricity use
□ geothermal power □ reducing over-consumerism
□ natural gas power
□ public awareness campaigns
□ nuclear power
city planning (more urban density, less suburbia)
□ world protocols (Copenhagen, Kyoto)
□ reducing overpopulation □ carbon offset credits
□ better agricultural practices
□ better personal life choices □ fuel cell technology □ biofuel
□ vegetarian diet
□ world peace
□ hydroelectric power
SUCCESS Criteria for the Climate Change Presentation:
O
O
O
O
O
O
O
O
Title and introductory image
O Current use of initiative/alternative
Possibility for use in Muskoka
O Impact on climate change, if in widespread use with reasons
Economic cost and/or profit
O Negative consequences of use
Limits of the technology
O Your position on future use of the alternative/initiative
Minimum three references
O Maximum five minutes for the presentation
Clear titles, subtitles, pictures
O Correct, grammar, spelling, punctuation
Logical flow of ideas
O Appropriate level to generate class understanding
Able to answer questions from classmates and teacher – demonstrates understanding
CRITERIA
LEVEL 1 or Less
LEVEL 2
LEVEL 3
LEVEL 4
MARK
Identifies the alternative
with some clarity.
Sometimes on topic.
Many of the criteria of the
assignment are included.
Covers basics with little
detail or use of scientific
terms and ideas.
Covers some basics,
unable to answer all
reasonable questions.
Identifies the alternative
with considerable clarity.
Usually on topic.
Most of the criteria of the
assignment are included.
Some detail, uses scientific
terms & ideas, good
explaining.
Covers all requirements
well, answers all
reasonable questions.
•Identifies the alternative
with a considerable clarity.
Always on topic.
All required criteria of the
assignment are included.
Detailed explanations.
Use of terms & ideas
above requirement.
Beyond requirements,
easily explains & answers
all questions.
Slightly below/above
grade level. Ensures some
class understanding.
At grade level so majority
of the class could
understand.
Brought challenging
material to grade level, so
the class understands.
Logical flow of ideas from
introduction to conclusion
Several grade levels
below/above the class.
Does not ensure class
understanding.
No intro or conclusion &
no sequence to ideas.
Some sequence to ideas,
some intro / conclusion.
Some sequencing has an
intro & conclusion.
Well sequenced, good
intro & conclusion.
/4
Rate at which
presentation is given
Rushing / stalling
throughout presentation.
Pace too slow or fast.
Overall pace fine, at times
too slow or fast.
Steady pace, but well
varied to add effect.
/2
Smooth presentation,
comfortable with topic
Often pauses, skips info or
backtracks, confusion is
evident
Whispers, mumbles in
monotone, reads notes,
head down.
Some pauses, skips or
backtracking. Some
confusion.
Weak voice, some
intonation. Mostly reads
from notes, some eye
contact.
some references and
citations, format
problems
Seldom pauses, or
backtracks . Comfort with
topic.
Clear strong voice, tries to
vary tone. Some reading,
good eye contact.
No faltering, skips or
backtracking. Clear
comfort level with topic.
Clear strong voice,
changes tone well. No
reading, excellent eye
contact.
3 or more references and
many images cited,
complete info in correct
format
APPLICATION: _______ / 20
Identifies the alternative;
the presentation is on
topic
All criteria of assignment
are included.
Information is detailed
and scientific
Understands content, able
to answer questions
Identifies the alternative
with limited clarity. Rarely
on topic.
A few criteria of the
assignment are included.
Vague, lacking in detail.
No use of scientific terms
or ideas.
Does not cover basic
requirements, unable to
answer questions.
/2
/8
/5
/5
COMMUNICATION: ________ / 20
Information is at
appropriate level for class
Volume and modulation
of voice
Proper citing of sources
few, if any references or
citations
3 references and images
are cited, some formatting
problems
/2
/2
/5
/5