EMERGING
1
60-69%
D ESIGNING A
MODEL TO
DEMONSTRATE
FUNCTION
What is the evidence that the students convey the function of each component of the digestive system through
modeling?

Some organs of the digestive system are represented but do not convey their function.

Only a few organs carried out their function.
 The final product either didn’t exist ( or come out of the model) or was the same as the start or too runny.
Website with
Curator
Statements and
Biographies of each member
What is the evidence that the students communicate ideas via technology
 Curator statement isn’t present.

Some individual biographies include photographs and text.

Some or none of biographies indicate the role each played in the exhibit.
E/D
1.5
DEVELOPING
2
70-79%

Some organs of the digestive system are represented in a manner that conveys their function.

Only some organs carried out their function.

There was a final product that was transformed but it was runny.

Creates a curator statement is minimal and but most likely doesn’t excite individuals to visit the exhibit.

Some individual biographies include photographs and text.

Some or none of biographies indicate the role each played in the exhibit.
D/P
2.5
PROFICIENT
3
80-89%

Most organs of the digestive system are represented in a manner that conveys their function.

Most organs carry out their role successfully.

Most accessory organs were included and most demonstrated their role.

There was a final product that was transformed but it was semi- solid waste.
P/A
3.5

Creates a curator statement that is clear and may attract individuals to the exhibit.

Individual biographies include photographs and text that convey each individual briefly.

Some biographies indicate the role each played in the exhibit.
ADVANCED
4
90-100%

Every organ of the digestive system is represented in a manner that conveys its function

Every represented organ of the digestive system carries out its role successfully.

All the accessory organs were included and demonstrated their role.

The final product in the model is altered from the original state showing a solid representation of waste.

Creates an engaging curator statement that attracts individuals to the exhibit.

Individual biographies include photographs and text that convey the uniqueness of each individual.

Biographies indicate the role each played in the exhibit.
PRESENTATION
What is the evidence that the students can communicate their ideas
successfully.
S CIENTIFIC
I NFORMATION
Details of the processed of digestion were conveyed through the oral
presentation.

Only some members participate in actual presentation.

Presenters are reading and don’t demonstrate their expertise.

Many parts of the digestive system were missing and their functions were conveyed minimally. (see back side)

Only some members participate in actual presentation.

Presenters are reading from their notes and partially convey their “expert” information.

Some parts of the digestive system were missing and some parts and their functions were discussed. (see back side)

All members participate in actual presentation

Presenters engage audience by interacting with them and convey their expertise.

Most parts of the digestive system and their functions were discussed
(see back side of this rubric)

All members participate in presentation with enthusiasm and expertise.

Presenters engage audience through interaction and audience focus while conveying knowledge and understanding of the digestive process.

All parts of the digestive system and their functions were discussed
(see below)

Oral Cavity, Salivary Glands and Esophagus demonstrate appropriate o The oral cavity shows mechanical digestion. o Salivary amylase is present o Bolus is created by tongue o Swallowing reflex occurs o Peristalsis is shown.
Stomach o Stomach stores, churns.
o 3 fluids present o Pepsin to break proteins o Stomach shows absorption of certain substances o Chyme is produced
Pancreas o Something represents pancreatic juice secreting into duodenum. o Amylase, lipase, nuclease o Trypsin, chymotrypsin and carboxypeptidase
Liver/gallbladder o Something represents the liver secretes bile to emulsify fat o Stored in gallbladder secretes into duodenum.
Small Intestine o Sm. Intestine represented by something that shows chemical breakdown, absorption of nutrients & movement of chyme. o Something represents the villi that absorb nutrients. o Secretion of peptidases, Sucrase, Maltase and Lactase, lipase o Electrolytes and water are shown being absorbed. o Able to show peristalsis and segmentation.
Comments: Large Intestine, Rectum and Anus o Absorption of water and electrolytes can be shown o Formation and storage of feces is possible. o Intestinal flora present o Peristalsis can be demonstrated to mix and use mass movements to move intestinal contents to rectum. o Sphincters of the anus are represented. o Feces containing non-digested material, water, bile pigments, intestinal cells, and bacteria are able to be released.