Breaking Down the Rubric

How will my Relationships Pecha Kucha be assessed?

In Social Studies…

We are assessing three indicators…

M.SS7.7 analyze conventional and alternative uses of resources

M.SS7.4 explain and compare ways in which people satisfy their basic needs and wants through the production of goods and services

SS2.8 explain causes and consequences of conflict and cooperation among individuals, groups, societies and nations

Remember the Guiding Questions?

While researching the social studies piece, we asked you to focus on guiding questions that were aligned to each indicator assessed…

M.SS7.7 analyze conventional and alternative uses of resources

Guiding Questions: What is your resource? Who uses it? In what ways is it used? Is there an alternative, more fair or socially sustainable way to get or use this resource?

Exemplary Proficient Developing ApproachingStudents clearly and thoroughly explain both the conventional and alternative uses of their resource.

Students clearly explain the conventional and alternative uses of their assigned resource.

Students partially explain the conventional and/or alternative uses of their assigned resource.

Students attempt to explain the uses of their assigned resource, but there are misunderstandings or minimal details are provided.

M.SS7.4 explain and compare ways in which people satisfy their basic needs and wants through the production of goods and services

Guiding Question: Why do people want or need this resource?

Exemplary Proficient Developing Approaching

Students insightfully explain the variety of ways in which different people involved in the materials economy satisfy their needs and wants.

Students clearly explain ways in which different people involved in the materials economy satisfy their needs and wants.

Students partially explain how people involved in the materials economy satisfy their needs and wants. More information needed.

Students attempt to explain how people involved in the materials economy satisfy their needs and wants, but there are misunderstandings or minimal details are provided.

SS2.8 explain causes and consequences of conflict and cooperation among individuals, groups, societies and nations

Guiding Questions: How does this resource cause conflict between people? What are the consequences of the conflict? AND How do people cooperate to resolve conflict? What are some benefits of cooperation to the economy, society or environment?

Exemplary Proficient Developing Approaching

Students evaluate and clearly explain causes and consequences of conflict and cooperation between individuals, groups and nations related to one phase of the materials economy.

Students clearly explain causes and consequences of conflict and cooperation between individuals, groups or nations related to one phase of the materials economy.

Students can partially explain a cause or consequence of conflict or cooperation between individuals, groups or nations related to one phase of the materials economy.

Students attempt to explain an instance of conflict or cooperation between individuals, groups or nations related to one phase of the materials economy, but there are misunderstandings or minimal details are provided.

In English…

We are assessing two indicators…each related to your oral communication skills:

E.MS.6.1 Students can refer to main ideas and supporting details on a topic, story, or idea while speaking orally

E.MS.6.6 Students can speak using language specific to topic, genre, audience, and purpose

E.MS.6.1 Students can refer to main ideas and supporting details on a topic, story, or idea while speaking orally

Guiding Questions: What is the purpose of this presentation? What are your conclusions and recommendations about this product?

***Your purpose is your THESIS! You all have one!

Exemplary Proficient Developing Approaching

Students develop a thesis on a topic or idea through the use of persuasive evidence and authentic examples while speaking orally.

Students refer to main ideas and supporting details on a topic or idea while speaking orally.

Students define a main idea and use vague or limited details related to that topic or idea while speaking orally.

Students select a main idea while speaking orally but have little supporting evidence to develop that idea.

E.MS.6.6 Students can speak using language specific to topic, genre, audience, and purpose

Word Bank: To help you achieve proficiency with this indicator, you were given a word bank of content rich vocabulary. Have you used it? Have you added to it?

Exemplary Proficient Developing Approaching

Students speak using a range of precise vocabulary and content-specific terminology relevant to the topic, genre, audience, and purpose.

Students speak using language specific to topic, genre, audience, and purpose.

Students speak using a combination of language related and vaguely connected to the topic, genre, audience, and purpose.

Students speak using imprecise language that has little connection to their topic, genre, audience, and purpose.

You will also earn a score for your research…

How were you able to USE INFORMATION? Did you:

• Extract relevant information to answer the research questions?

• Write organized notes in your own words?• Have a system for recording your sources?• Use the correct format to cite your sources?***This score will be a part of your SS grade

How are we going to get this done? When will the teachers assess my work?

• This week we continue storyboarding and search for pictures…

• At the beginning of next week we create our presentations in three blocks…THEY ARE DUE WEDS!

• Projects will be viewed and assessed on Thursday, Dec 9 and Friday, Dec 10.

• Your project will either be graded by two teachers• You will also self assess your work, and receive

feedback from your peers.