Ecology Research Project:
Research teams. Break into pairing groups and research your choice of the following questions:
1) Historic uses of whales; how have whales significantly contributed to society? Consider whale oil products, whale bone corsets, and inventions that have aided in whaling missions. What is the status of the whaling industry today? What does international law say? How about country by country? Is it working?
2) Consider the human fear and fascination with sharks through the ages. What products have been and continue to be made from sharks? What is the status of sharks today? Why are sharks so successful in their niche and not so successful up against human desires? What can be done?
3) Cod fishing in New England. When was it prosperous? What and when was it’s height and what contributed to its decline? What is the plight of the cod today?
Project Guidelines
Time frame - Thursday morning meet at the library for a 60 minute class to learn research
science. 30 minutes remaining in class to organize in groups.
Thursday July, 8 evening class - 7:30 - 8:45p to work on project presentation.
Friday July,9 morning class-group work
Saturday July, 10 in with group 20 mins and finish projects. Regular class afterwards
Monday July 12 presentations
Groups -3 students per group (5) and 1 with 4. Give each group a research question. 2 mins speaking per student
Google slides each student takes a question and is responsible for that research and presentation
Ten Secrets For Using PowerPoint Effectively
Best of luck on your project!
Visme provides good advice for creating good infographics. Here is what they recommend.
1. Have the infographic tell a story.
2. Take your eyes on a predefined journey.
3. Provide a new angle of approaching the subject.
4. Have the infographic add value to the audience.
5. Be sure to well-structure the components.
6. Send one key message.
7. Make the infographic visually appealing.
8. Create an infographic that is accurate and well-researched.
9. Make copy short and sweet in any infographic created.
| CATEGORY | Exemplary (4) | Satisfactory (3) | Unsatisfactory (2) | Poor (1) |
|---|---|---|---|---|
| CONTENT |
Shows a full understanding of the topic. |
Shows a good understanding of the topic. |
Shows a good understanding of parts of the topic. |
Does not seem to understand the topic very well. |
| COMPREHENSION |
Student is able to accurately answer almost all questions posed by classmates about the topic. |
Student is able to accurately answer most questions posed by classmates about the topic. |
Student is able to accurately answer a few questions posed by classmates about the topic. |
Student is unable to accurately answer questions posed by classmates about the topic. |
| PREPAREDNESS |
Student is completely prepared and has obviously rehearsed. |
Student seems pretty prepared but might have needed a couple more rehearsals. |
The student is somewhat prepared, but it is clear that rehearsal was lacking. |
Student does not seem at all prepared to present. |
| COLLABORATION WITH PEERS |
Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. |
Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. |
Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. |
Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. |
| LISTENS TO OTHER PRESENTATONS |
Listens intently. Does not make distracting noises or movements. |
Listens intently but has one distracting noise or movement. |
Sometimes does not appear to be listening but is not distracting. |
Sometimes does not appear to be listening and has distracting noises or movements. |
| STAGE PRESENCE |
Speaks clearly and distinctly all (100- 95%) the time, and mispronounces no words. Volume is loud enough to be heard by all audience members throughout the presentation. |
Speaks clearly and distinctly all (100- 95%) the time, but mispronounces one word. Volume is loud enough to be heard by all audience members at least 90% of the time. |
Speaks clearly and distinctly most ( 94- 85%) of the time. Mispronounces no more than one word. Volume is loud enough to be heard by all audience members at least 80% of the time. |
Often mumbles or can not be understood OR mispronounces more than one word. Volume often too soft to be heard by all audience members. |
| POSTURE AND EYE CONTACT |
Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. |
Stands up straight and establishes eye contact with everyone in the room during the presentation. |
Sometimes stands up straight and establishes eye contact. |
Slouches and/or does not look at people during the presentation. |
| VISUAL AID |
Student uses several visual aids (could include costume) that show considerable work/creativity and which make the presentation better. |
Student uses 1 several visual aid that shows considerable work/creativity and which makes the presentation better. |
Student uses 1 visual aid which makes the presentation better. |
The student uses no visual aids OR the visual aids chosen (could include attire) detract from the presentation. |