Presentation Rubric:
Part 1: Presentation Content
Filter design takes global
factors into consideration
Presentation references
student generated
model
Presentation references
criteria and constraints
Presentation
references the
process and results of
filter testing
Improvements based
on testing are evident
Students do not reference factors
such as cost and portability in the
context of global usability.
Students do not reference
their models.
Students do not reference any
of the criteria and constraints
their design addresses.
Students present no
quantitative data from
testing to support their
argument that their filter is
effective and do not
describe how they collected
data about their proposed
solution.
Students do not justify or
describe improvements
that were made to the
design based on testing.
Students reference their
models but the model is
incomplete and the cause and
effect relationships identified
are inaccurate or incomplete.
Students reference an
incomplete list of the criteria
and constraints their design
addresses or the items they
list are incorrect.
Students present 1-2 items
of quantitative data from
testing to support their
argument that their filter is
effective. Students describe
how they collected data
about their proposed
solution.
Students describe
improvements they made
to their design but to not
use quantitative data to
justify the changes.
Students reference their
models and the model is
fairly complete and the cause
and effect relationships are
accurate.
Students reference a complete
list of the criteria and
constraints their design
addresses.
Students present 2-3 items
of quantitative data from
testing to support their
argument that their filter is
effective. They use the
Crosscutting Concepts to
make sense of the data.
Students describe how they
collected data about their
proposed solution.
Students use quantitative
data from testing to clearly
justify and describe 1-2
improvements they made
to their design.
0
1
2
Students reference factors such as
cost and portability in the context of
global usability but do not include
specific references about global
filtration needs and use patterns.
Presentation Rubric:
Students reference factors such as
cost and portability in the context of
global usability. Students cite
specific references about global
filtration needs and use patterns.
3
Students use their models to
articulate the connection
between changes in
biodiversity and the
ecosystem services humans
rely on. Students use the
model to demonstrate how
they made predictions about
how their filters will impact
the target community.
Students reference a complete
list of the criteria and
constraints their design
addresses and articulate the
process of generating their
criteria and constraints.
Students present 3+ items
of quantitative data from
testing to support their
argument that their filter is
effective. They use the
Crosscutting Concepts to
make sense of the data.
Students describe how they
collected data about their
proposed solution.
Students use quantitative
data from testing to clearly
justify and describe 2-3
improvements they made
to their design.
Part 2: Common Core ELA Speaking and Listening
Presentation Flow
Eye Contact and Volume
0
The presentation does not flow well and the main
idea is unclear. Pertinent details are omitted.
Speaker does not maintain eye contact and must
repeatedly be asked to speak louder (or more
quietly).
The presentation includes no multimedia
components or visual displays.
1
The presentation does not flow well. Some
pertinent details are presented. Presentation also
included non-pertinent information.
Speaker maintains some eye contact and is
inaudible (or too loud) at times.
The multimedia components or visual displays
are not clear and/or they do not contain
information that supports the presentation.
Presentation sequence is clear. The presentation
consists of mostly pertinent information.
Student maintains good eye contact and is
audible for most of the presentation.
The multimedia components or visual displays
are clear. Components include information that
supports the presentation as well as extra
information that is not relevant to the
presentation.
The presentation flows well. The main idea is
very clear. The presentation contains only
pertinent details.
Student maintains good eye contact and is
audible for the duration of the presentation.
The multimedia components or visual displays
are clear, well-produced, and include only
information that supports the presentation.
2
3
Supporting Components
Presentation Rubric: