Assignment Option Two: Make a Media Presentation Throughout this lesson, you have explored how researchers learn from and categorize calls and recorded sounds on hydrophones to better understand what they hear. Using what you know, or additional information from a variety of sources, create a media piece (such as a poster, Prezi, PowerPoint, Glogster, or other) that explores the following issue: Make a visual presentation that shows how your group chose to sort the calls from either the mixed animal group or from the killer-whale group alone. What key features did you look and listen for in your group? What would a viewer need to know about the different features of a call? In your presentation be sure to include the following: Which calls and sounds your presentation focuses on and, most importantly, why. The key features you looked for in each call and any clues you used to help you understand which whales you hear Provide examples where listening was more effective than viewing the calls and vice versa. Explore how grouping calls can help you and researchers learn about new calls. Criteria: 4 3 2 1 Presentation has a clear focus. Thoughtfully explains why certain calls were focused on and is consistent in the presentation. Mostly explains why calls were focused on and is consistent in the presentation. Somewhat explains which calls were focused on, though is occasionally inconsistent. Is often inconsistent on which calls were the focus of the presentation. Explores key features of sorting and provides examples. Provides many examples, including the effectiveness of each. Provides a few examples and touches on the effectiveness of each. Briefly mentions the examples and alludes to the effectiveness of each. Does not mention examples or talk about the effectiveness of each. Examples of how grouping calls helps researchers. Provides relevant, thoughtful examples that enhance the work. Provides mostly relevant examples that improve the work. Provides a few examples, though it does little to improve the work. Does not provide examples. Presentation has been proofread for spelling, No mistakes. 1-2 mistakes. 2-4 mistakes. Many mistakes are evident.
grammar, and accuracy, and includes name, date, and title. Assignment Option Three: Take on a Role Throughout this lesson you have explored how researchers learn from and categorize calls and recorded sounds on hydrophones to better understand what they hear. Using what you know, or additional information from a variety of sources create a presentation (speech, character role, PowerPoint, debate, or discussion) of the following: Take on the role of an interpreter. Explain how you would educate a group of interested people about the differences in whale calls. If you were asked to talk about the differences among whale clans, what would you say? Your presentation should include the following: An introduction to who you are, which calls and sounds your presentation focuses on, and, most importantly, why. The key features you looked for in each call and any clues you used to help you understand which whales you hear. Provide examples where listening was more effective than viewing the calls and vice versa. Explore how grouping calls can help you and researchers learn about new calls. Criteria: 4 3 2 1 Student introduces him or herself and explains how listening and viewing can help his or her practice. Role is defined, and clearly explains how listening and viewing sound enhances practice. Role is mostly defined and mostly explains how listening and viewing enhances practice. Role or the value of listening and viewing is not clear, though it is implied. Role and the value of listening and viewing is not clear. Presentation has a clear focus. Thoughtfully explains why certain calls have been focused on and is consistent in the presentation. Mostly explains why calls were focused on and is consistent in the presentation. Somewhat explains which calls were focused on, though is occasionally inconsistent. Is often inconsistent on which calls were the focus of the presentation. Explores key features of sorting and provides examples. Provides many examples, including the effectiveness of each. Provides a few examples and touches on the effectiveness of each. Briefly mentions the examples and alludes to the effectiveness of each. Does not mention examples or talk about the effectiveness of each. Examples of how grouping calls Provides relevant, thoughtful Provides mostly relevant Provides a few examples, Does not provide examples.