The Scoop on Hurricanes!
Name: ______/ Teacher:
Date Submitted: ______/ Title of Work: ______
Criteria / Points
4 / 3 / 2 / 1
Process: Teamwork
(Group Grade) / 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.
News Team Product:
(Group Grade) / 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:______
CriteriaBackground Activities / 4 / 3 / 2 / 1
Types of Storms (Hurricane, Cyclone, Typhoon) / The reflection, research, and group discussion reflect deep understanding of the difference between the storms (location, climate, etc…) / The reflection, research, and group discussion reflect moderate understanding of the difference between the storms / The reflection, research, and group discussion reflect introductory understanding o the difference between the storms / The reflection, research, and group discussion reflect minimal understanding o the difference between the storms
Treasure Hunt / 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 contributed information to the group presentation and discussion, reflecting a moderate level of understanding of hurricane history. / The student contributed some information to the group presentation and discussion, reflecting anintroductory understanding of hurricane history. / 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.
Hurricane Formation / 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 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 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 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.
Hurricane Tracking / The student’s chart and explanation reflect deep understanding of a hurricane’s path and movement / The student’s chart and explanation reflect moderate understanding of a hurricane’s path and movement / The student’s chart and explanation reflect an introductory level of understanding of a hurricane’s path and movement / 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 / 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 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.
Safety and Relief / 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 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.
Reflections of the People / 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 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.