Criteria Level 4 3 2 1 R Application Climate Change Argument or rebuttal clearly addresses the topic in relation to climate change with thorough information 10.0 9.0 8.0 Argument or rebuttal addresses the topic in relation to climate change with considerable information 7.8 7.4 7.0 Argument or rebuttal addresses the in relation to climate change with some information 6.8 6.4 6.0 Argument or rebuttal addresses the topic in relation to climate change but with only limited information 5.8 5.4 5.0 Argument or rebuttal lacks consideration of climate change or only with very limited information 4.0 2.0 0.0 Communication Communication Skills Speaks very clearly at an excellent volume and pace Frequently eye contact with audience Only glances at cue cards or notes 5.0 4.5 4.0 Speaks clearly with a good volume and pace Makes eye contact with audience some of the time Uses cue cards or notes on a few occasions 3.9 3.7 3.5 Volume could be louder and/or pace could be slower Makes eye contact with audience a few times Uses cue cards or notes frequently 3.4 3.2 3.0 Volume could be much louder and pace could be slower Makes eye contact with audience rarely Heavily relies on cue cards or notes 2.9 2.7 2.5 Speaker could not be understood clearly Very limited eye contact with audience Relies completely on cue cards or notes 2.0 1.0 0.0 /5 KU /10 TI /10 A /5 C TOTAL MARKS: /30
Climate Change Culminating Task Rubric Students Doing Overview Name: Role: Criteria Level 4 3 2 1 R Knowledge & Understanding Overview & Key Information Provides a very detailed overview of topic including supporting and opposing views that is understandable to all who listen Clearly identifies key information for the group on the selected topic 10.0 9.0 8.0 Provides a detailed overview of topic including supporting and opposing views that students can understand Identifies key information for the group on the selected topic 7.8 7.4 7.0 Provides an overview of topic with some detail and some supporting and opposing views Key information on topic is identified but may need more detail 6.8 6.4 6.0 Provides an overview of topic with limited details and less than two supporting and two opposing views Key information may not be clearly identified 5.8 5.4 5.0 Provides a very limited overview of topic and lacks supporting or opposing details Key information is not identified 4.0 2.0 0.0 Thinking & Inquiry Winner Summary & Rationale Provides a very clear and detailed explanation as to who has won the debate including at least two supporting details 5.0 4.5 4.0 Provides a clear explanation as to who has won the debate including two supporting details 3.9 3.7 3.5 Provides some explanation as to who has won the debate but supporting information may not have enough detail 3.4 3.2 3.0 Provides a limited explanation as to who has won the debate and supporting information lacks detail or clarity 2.9 2.7 2.5 Provides a very limited or no explanation as to who has won the debate 2.0 1.0 0.0
Criteria Level 4 3 2 1 R Application Climate Change Overview and rationale clearly addresses the topic in relation to climate change with thorough information 10.0 9.0 8.0 Overview and rationale addresses the topic in relation to climate change with considerable information 7.8 7.4 7.0 Overview and rationale addresses the topic in relation to climate change with some information 6.8 6.4 6.0 Overview and rationale addresses the in relation to climate change but with only limited information 5.8 5.4 5.0 Overview and rationale lacks consideration of climate change or only with very limited information 4.0 2.0 0.0 Communication Communication Skills Speaks very clearly at an excellent volume and pace Frequently makes eye contact with audience Only glances at cue cards or notes 5.0 4.5 4.0 Speaks very clearly at an excellent volume and pace Frequently makes eye contact with audience Only glances at cue or notes 3.9 3.7 3.5 Speaks clearly with a good volume and pace Makes eye contact with audience some of the time Uses cue cards or notes on a few occasions 3.4 3.2 3.0 Volume could be louder and/or pace could be slower Makes eye contact with audience a few times Uses cue cards or notes frequently 2.9 2.7 2.5 Volume could be much louder and pace could be slower eye contact with audience rarely Heavily relies on cue cards or notes 2.0 1.0 0.0 /10 KU /5 TI /10 A /5 C TOTAL MARKS: /30
STAKEHOLDERS: Local villager with family Cardinal Regional politician STAKEHOLDERS: Regional aid worker Local farmer Biotechnologist/manufacturer DEBATABLE TOPICS high cost of seeds development of resistance cross-breeding long-term effects DEBATABLE TOPICS increased crop yields decrease in pest populations less fertilizer and pesticides lower environmental impact OVERVIEW OF THE ISSUE One student is responsible for providing an “overview” of GM crops so that the students listening to the debate can understand the discussion that follows. FOR THE REMAINDER OF THE STUDENTS: Each student must take on the role of one of the stakeholders. Balance the number of students who will be in support of and in opposition to the use of GM crops. Each student is responsible for researching how the use of GM will affect someone in their “stakeholder position”. Take note that to prepare a debate, one must also anticipate counterarguments (points that someone might bring up to argue against you). STAKEHOLDER OPPOSED TO THE USE OF GM CROPS You must be prepared to argue against the supporters of the use of GM crops; research the supporting points and be prepared to “debunk” them. STAKEHOLDERS IN SUPPORT OF THE USE OF GM CROPS You must be prepared to argue against those who oppose the use of GM crops; research the opposing points and be prepared to “debunk” them. Debate Topic: Pipelines that Deliver Crude Oil to Refineries Background Reading: and In opposition to pipelines In support of pipelines STAKEHOLDERS: STAKEHOLDERS: