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iRubric: YOU TEACH THE LESSON: Chapter 14 Eating Patterns rubric

iRubric: YOU TEACH THE LESSON: Chapter 14 Eating Patterns rubric

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YOU TEACH THE LESSON: Chapter 14 Eating Patterns 
YOU TEACH THE LESSON
Develop a lesson to teach your portion of information for the Eating Patterns. You must identify the important information, and include vocabulary. All partners must know your content and lesson fully in case you have to teach on your own. You must create an assignment for your classmates to complete in pairs.
Rubric Code: EX6W453
By EDDevine
Ready to use
Public Rubric
Subject: Social Sciences  
Type: Project  
Grade Levels: 9-12

Powered by iRubric YOU TEACH THE LESSON
  POOR

4 pts

FAIR

6 pts

WELL DONE

8 pts

SPECTACULAR

10 pts

CONTENT DEPTH-COMPLEXITY

POOR

Needs more information. Information was insufficient or irrelevant , very simple
FAIR

Includes only 1-2 of the requirements.
WELL DONE

Includes only 3-4 of the requirements.
SPECTACULAR

Includes all 5 requirements (Identifies the goal the lesson is designed to meet, teaches the sections important information and vocabulary, has an assignment for the class to complete with an answer sheet).
Anticipatory Set

POOR

Does not grab attention of students at introduction of lesson.
FAIR

Somewhat grabs attention of students at introduction of lesson.
WELL DONE

Grabs the attention of all students at introduction of lesson.
SPECTACULAR

Grabs the attention of all students at introduction of lesson and students are excited about lesson.
Interactive, Engaging Lesson

POOR

Soft voice, hard to understand, weak, poor confidence and competence, poor eye contact, unclear directions
FAIR

Normal voice tone, some eye contact, some confidence and competence, unclear directions
WELL DONE

Passion in voice some of the time, good eye contact, confident and competent, clear directions
SPECTACULAR

Excited about topic, great eye contact; very confident and competent, clear, directions
Vocabulary

POOR

Bare minimum for requirement
FAIR

Adequate presentation of vocabulary; no student interaction
WELL DONE

Creative integration of vocabulary; students required to reproduce
SPECTACULAR

Thorough integration of vocabulary; students required to know/reproduce terms
Goal Obtained

POOR

Poorly measures student knowledge of your goal.
FAIR

Somewhat measures student knowledge of your goal.
WELL DONE

Measures student knowledge and understanding of your goal.
SPECTACULAR

Exceedingly measures student knowledge of your goal.
Product

POOR

Poorly done; not engaging, incomplete
FAIR

Somewhat engaging and interactive, somewhat memorable
WELL DONE

Creative integration; active and engaging,
SPECTACULAR

Unique ideas; Well organized; interesting
Assessment

POOR

Does not have an assignment for classmates to complete.
FAIR

Has an assignment for classmates to complete that evaluates understanding. Does not have an answer sheet with assignment.
WELL DONE

Has an assignment for classmates to complete that evaluates understanding. Included an answer sheet with assignment.
SPECTACULAR

Has an assignment for classmates to complete that evaluates understanding and exceeds teachers expectation. Included an answer sheet with assignment.
Preparedness

POOR

Student does not seem at all prepared to present.
FAIR

The student is somewhat prepared, but it is clear that rehearsal was lacking.
WELL DONE

Student seems pretty prepared but might have needed a couple more rehearsals.
SPECTACULAR

Student is completely prepared and has obviously rehearsed
Listens to Other Presentations

POOR

Sometimes does not appear to be listening and has distracting noises or movements.
FAIR

Sometimes does not appear to be listening but is not distracting.
WELL DONE

Listens intently but has one distracting noise or movement.
SPECTACULAR

Listens intently. Does not make distracting noises or movements.



Keywords:
  • Social Reasoning



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