|Memo to Students||Needs Assessment||Greenhouse Basics||Building Design||Funding|
|Project Approval||Construction||Leadership||Student Assessment||General Resources|
|Building Design||Funding||Project Approval||Leadership|
The project score for the Needs Assessment component completed by the Physical Science students and the Greenhouse Basics component completed by the Construction Technology students will be computed in the following manner.
Max. Possible Research Teacher - 5 Oral Presentation Peers - 20 Oral Presentation Teacher - 20 Written Summary Teacher - 5
5 Has utilized information from at least 10 resources reflecting at least 4 different types of sources (web pages, list serves, e-mail, chat, ftp, interviews, books, magazines, etc.). Resources provide solid information to prepare an outstanding presentation. Sources are documented in proper MLA format. 4 Has utilized information from at least 8 resources reflecting at least 3 different types of sources. Resources provide adequate information to prepare a quality presentation. Sources are documented in MLA format although there may be minor formatting errors 3 Has utilized information from at least 6 resources reflecting at least 3 different types of sources. Information obtained was the minimal necessary to prepare an adequate presentation. All sources documented, but may not follow MLA format. 2 Has utilized information from at least 4 resources reflecting at least 2 different types of sources. Further information (quality and/or quantity) would have been required to prepare an adequate presentation. Source documentation was incomplete. 1 Has utilized information from at least two different resources, but they may be of the same type. Information gathered is clearly insufficient to prepare presentation. Documentation of information is incomplete or missing. 0 No Sources
When the oral presentation is made, it will be evaluated by both students and teachers using the Oral Presentation Evaluation Form. An average score from all the students (or teachers) will be converted from a percentage into a numerical score (i.e. 80% = 16 out of 20)
Either before, during, or after the oral presentation; participants should receive a written summary of the presentation. This summary could be in a variety of formats; for example, you might choose to prepare and print out copies of webpages, or use the options to print out PowerPoint slides or an outline. It could also take the format of a simple word processing document. The purpose of this document is to serve as a reference for the building design component of the Greenhouse project.
5 Written summary is exemplary. It summarizes the oral presentation effectively and serves as an outstanding reference to be used in preparing the subsequent portions of this project. The format chosen enhances users ability to locate information quickly and efficiently. Presentation is clear, concise and neat. 4 Written summary is adequate to provide necessary information for subsequent project components. 3 Written summary provides the minimal information needed for further project development. Members of subsequent groups may need to request further clarification from the group creating the document in order to proceed with their own work. 2 Written summary is incomplete. There are some positive characteristics, but either due to lack of content or presentation style it is ineffective as a resource for further project development. Users will need to do further research or contact the responsible group to obtain some of the missing pieces. 1 Written summary is inadequate. There is a lack of sufficient content to facilitate further development of project components. Information is unorganized or sloppily presented. 0 No written summary provided.
Created for the Fermilab LInC program sponsored by Fermi National Accelerator Laboratory Education Office and Friends of Fermilab, and funded by United States Department of Energy, Illinois State Board of Education, North Central Regional Technology in Education Consortium which is operated by North Central Regional Educational Laboratory (NCREL), and the National Science Foundation.
Authors: Ina Ahern, Mardean Badger, and Doug Ross
School: Plymouth Regional High School, Plymouth, NH
Created: April 12, 1999 - Updated: May 04, 1999