The Scoop on Hurricanes!
Name: ________________________
Teacher:
Date Submitted: ____________
Title of Work: ___________________
Criteria
Process:
Teamwork
(Group
Grade)
News Team
Product:
(Group
Grade)
Points
4
3
2
1
It is evident that a
mutual effort and
cohesive unit
created the final
product. The
news cast was
grounded with
facts and research
from the role
pages and
background
activities
The team worked
well together, but
could have utilized
more facts and
research from the
roles and
background
activities.
The team had
problems working
together. There
was little presence
of facts or
research from the
roles or
background
activities.
The news cast is not
the result of a
collaborative effort.
The group did not
use research or
facts from the roles
or background
activities.
The news cast as
a whole reflects
the group’s
understanding of
social awareness,
hurricane
formation, the
effects of climate
change on
hurricanes,
hurricane tracking,
and disaster,
safety, and relief.
The understanding
is deep in every
area.
The news cast as
a whole reflects
the group’s
understanding of
all of the following:
social awareness,
hurricane
formation, the
effects of climate
change on
hurricanes,
hurricane tracking,
and disaster,
safety, and relief.
But the level of
understanding is
not equally
developed in every
area
The news cast as
a whole reflects
the group’s
understanding of
most of the
following: social
awareness,
hurricane
formation, the
effects of climate
change on
hurricanes,
hurricane tracking,
and disaster,
safety, and relief.
Also,
understanding is
not equally
developed in every
area.
The news cast as a
whole reflects the
group’s
understanding of just
a few of the
following: social
awareness,
hurricane formation,
the effects of climate
change on
hurricanes,
hurricane tracking,
and disaster, safety,
and relief. Also,
understanding is not
equally developed in
every area.
Total---->
Teacher Comments:
Individual Background Assignments
Teacher:______________
____
Name:______________
Criteria
Background
Activities
Types of Storms
(Hurricane,
Cyclone,
Typhoon)
Treasure Hunt
Hurricane
Formation
Hurricane
Tracking
4
The reflection,
research, and
group discussion
reflect deep
understanding of
the difference
between the
storms (location,
climate, etc…)
The student
contributed a great
deal of
information and
findings to the
group presentation
and discussion,
reflecting a deep
understanding of
the history of
hurricanes
The student
incorporated
findings from
readings and the
class activity, well
written (grammar
and spelling), and
include creativity
(written from the
voice of a
hurricane.) It
reflected a deep
understanding of
how a hurricane
begins and moves.
The student’s
chart and
explanation reflect
deep
understanding of a
hurricane’s path
and movement
3
2
The reflection,
research, and
group discussion
reflect moderate
understanding of
the difference
between the
storms
1
The reflection,
research, and
group discussion
reflect
introductory
understanding o
the difference
between the
storms
The student
The student
contributed
contributed some
information to the information to the
group presentation group presentation
and discussion,
and discussion,
reflecting a
reflecting an
moderate level of introductory
understanding of
understanding of
hurricane history. hurricane history.
The reflection,
research, and
group discussion
reflect minimal
understanding o
the difference
between the
storms
The student
incorporated some
of the findings
from readings and
the class activity,
it had a some
grammar or
spelling errors, but
included
creativity. It
reflected a
moderate
understanding of
how a hurricane
begins and moves.
The student did
not incorporate
findings from
readings or the
class activity. It
had many
grammar and
spelling errors and
it was not creative.
It reflected a
minimal level of
understanding of
how a hurricane
begins and moves.
The student
incorporated a
minimal amount
of findings from
readings or the
class activity. It
had some
grammar and
spelling errors, it
did not include
creativity. It
reflected an
introductory level
of understanding
of how a hurricane
begins and moves.
The student’s
The student’s
chart and
chart and
explanation reflect explanation reflect
moderate
an introductory
understanding of a level of
hurricane’s path
understanding of a
and movement
hurricane’s path
and movement
The student did
not contribute
information to the
group presentation
or discussion,
reflecting that the
student has a
minimal level of
understanding of
hurricane history.
The student’s
chart and
explanation reflect
that the student
has a minimal
level of
understanding of a
hurricane’s path
and movement
Climate Changes
Safety and Relief
Reflections of the
People
The student’s
research and
contribution to the
discussion reflects
that (s)he deeply
understands what
role climate plays
in a hurricane,
how it has
changed, and how
it impacts
hurricanes.
The student’s
safety kit
content’s is
thoroughly
supported by
reasoning. The
student’s “Mayor
List” of what
needs to be
considered in city
planning for
hurricanes and
discussion reflects
deep
understanding of
how to be
prepared as an
individual and a
city.
The student’s
response reflects
deep
understanding of
the effects of
hurricanes on the
people and
community
(psychologically
and physically.)
The response is
detailed and
empathetic.
The student’s
research and
contribution to the
discussion reflects
that (s)he
understands this
concept but needs
to further develop
specific
information
The student’s
research and
contribution to the
discussion reflects
that (s)he has an
introductory level
of understanding
of the concept
The student’s
research and
contribution to the
discussion reflects
a minimal level of
understanding.
The student’s
safety kit is
supported by
reasoning. The
Mayor List and
class discussion
reflect a moderate
level of
understanding of
how to be
prepared as an
individual and
city.
The student’s
safety kit is not
entirely supported
by reasoning. The
Mayor List and
class discussion
reflect an
introductory level
of understanding
of how to be
prepared as an
individual and a
city.
The student’s
safety kit is not
supported by
reasoning. The
Mayor List and
class discussion
reflect a minimal
level of
understanding of
how to be
prepared as an
individual and a
city.
The student’s
response reflects a
moderate
understanding of
the effects of
hurricanes on the
people and
community
(psychologically
and physically.)
The response is
empathetic but
could be more
detailed.
The student’s
response reflects
an introductory
understanding of
the effects of
hurricanes on the
people and
community
(psychologically
and physically.)
The response
could be more
empathetic and
more detailed.
The student’s
response reflects a
minimal
understanding of
the effects of
hurricanes on the
people and
community
(psychologically
and physically.)
The response
lacks detail and
empathy.