A lyger? An elephish? A duck-billed cat? Apply knowledge of life and scientific reasoning to invent a species!
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Darwin said, "If it could be demonstrated that any complex organ existed which could not possibly have been formed by numerous, successive, slight modifications, my theory would absolutely break down.”
Darwin, C. (1872) Origin of Species, 6th ed. (1988), New York University Press, New York, p. 154.
180 years later, his theory has broken down according to his own criteria! There is ABSOLUTELY NOT ONE TRANSITIONAL FOSSIL BETWEEN KINDS OF ANIMALS. DARWIN'S THEORY IS WRONG!
And his ideas have promoted racism and white supremacy more than any other single person worldwide for the past 150 years! Darwin needs to be Dethroned in our scientific and educational systems.
Darwin said, "If it could be demonstrated that any complex organ existed which could not possibly have been formed by numerous, successive, slight modifications, my theory would absolutely break down.”
Darwin, C. (1872) Origin of Species, 6th ed. (1988), New York University Press, New York, p. 154.
180 years later, his theory has broken down according to his own criteria! There is ABSOLUTELY NOT ONE TRANSITIONAL FOSSIL BETWEEN KINDS OF ANIMALS. DARWIN'S THEORY IS WRONG!
And his ideas have promoted racism and white supremacy more than any other single person worldwide for the past 150 years! Darwin needs to be Dethroned in our scientific and educational systems.
Philosophy of science paper_A Melodrama of Politics, Science and ReligionMahesh Jakhotia
ABSTRACT: The aim of my project is to understand how religious, scientific and political
reasons shaped and inspired the theory of ‘Origin of life and universe’ in a progressive way
and to look it from a philosopher’s point of view. I also want to explore the aspect on what makes a radical idea like Darwin’s evolutionary theory which was different from the existing paradigm to be accepted amongst the scientific community.
Dear learner! Welcome to this module which deals about the course, General Biology. This module chapter is primarily intended for natural science students to familiarize with basic concepts of biological science, the nature and origin of life, scientific methods and the subject matter of biology. I hope you will find it interesting!!!
Required ResourcesText· Botkin, D. B., & Keller, E. A. (2014.docxsodhi3
Required Resources
Text
· Botkin, D. B., & Keller, E. A. (2014). Environmental science: Earth as a living planet (9th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
· Chapter 9: Biological Diversity and Biological Invasions
Multimedia
· American Museum of Natural history. (Producer). (2007). Invasive species [Video clip]. Retrieved from https://secure.films.com/OnDemandEmbed.aspx?Token=47542&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
· Annenberg Learner. (n.d.). Unit 9: Biodiversity decline [Interactive resource]. In The Habitable Planet. Retrieved from http://www.learner.org/courses/envsci/unit/text.php?unit=9&secNum=0
Comparison Report
Part 1 Art & Music Characteristics
1. What are the characteristics of early Christian art and music according to your text and from websites?
2. What are the characteristics of Islamic art and music according to your text and from websites?
3.What are the characteristics of Indian art and music according to your text and from websites?
Part II Building Comparison:
Christian building: Santa Costanza (Chapter 5, p. 181, figure 5.6)
Islamic building: Sinan, Mosque of Sultan Sulayman (Chapter 6, p.223 figure 6.4)
Indian building: Great Stupa (Chapter 7, p. 249 figure 7.3)
Similarities
Differences
Reflects their culture values
Reflection
Part III Comparing Philosophies between Christian and Islamic Thinker
Main thoughts and ideas of Augustine
Comparison
Ideas still influence
Reflection
Part IV Art, music, & literature research
Pyramid of the Sun
Comparison Report
Introduction
Preparing for your assignment:
Part I
1.What are the characteristics of early Christian art and music according to your text and from websites?
2.What are the characteristics of Islamic art and music according to your text and from websites?
3.What are the characteristics of Indian art and music according to your text and from websites?
4. Conclude your answer to this question with a good summary paragraph of what you learned, thoughts, reactions, feelings, etc.
Part II
THEN:Select ONE building from EACH culture to compare. Be sure to accurately tell which building you selected from each chapter, and give the name and the figure number where a picture can be found. Then research each part on the web.
What are the similarities among the buildings?
What are the differences among the buildings?
How do these examples of EACH building reflect their cultural values?
Conclude your answer to this question with a good summary paragraph of what you learned, thoughts, reactions, feelings, etc.
Part III
THEN: Comparing Philosophies between Christian and Islamic Thinkers
Describe the main thoughts and ideas of Augustine.
Compare Augustine's main thoughts with those of the Islamic philosophers, Avicenna and Averroes
Discuss how each of these philosophers' ideas still influence us today. Give specific examples.
Conclude your answer to this question with a good summary paragraph of what you learned, thoughts, reactions, feelings, etc.
Part ...
Globalisation Essay | Essay on Globalisation for School Students and .... An important role of globalization - Free Essay Example | PapersOwl.com. How to Write the Best Globalization Essay: A Step by Step Guide. Louise work - globalisation essay - Globalisation enables developing .... Globalisation Essay | 200541 - Globalisation and Trade - WSU | Thinkswap. Globalisation Essay.
Week 2 DiscussionThe Cell,Lokiarcharum, and the Chemicalsnicolleszkyj
Week 2 Discussion
"The Cell,
Lokiarcharum, and the Chemicals of Life"
This week is all about the some of the smallest parts of life: atoms, molecules, and cells. For your primary post, please respond to
one
of the following two topics and address all questions. Also, reply to at least one fellow student on any topic.
Topic 1 [video]: Introduction to the Cell.
Watch the Khan Academy video “Introduction to the cell” (1)* and then address the following issues.
(a) In the video, the narrator says that we might think that since cells are so small, that they must be simple, but “nothing could be further from the truth.” What did he mean by that?
(b) Describe features that are only found in eukaryotic (but not prokaryotic) cells.
(c) Did anything in this video surprise you, or was it mainly a recap of material you already knew?
Topic 2 [article]:
Lokiarchaeum.
Read about Lokiarcheum in the article by Yong (2)* and/or the article by Zimmer (3)*. Both articles describe recently discovered evidence about a previously unknown organism. Then, address the following questions:
(a) Lokiarchaeum may be a “transitional form” between archaea and eukarya. What evidence suggests this?
(b) Describe one way that this relates to this week's lesson.
Topic 3 [video]: Chemicals of Life Video
. (added on 1/8/2018) Watch Dr. Cox's video on the "Chemicals of Life" (4)* in the "Instructor Insights" area of Week 2. Then, describe three things you learned from this video.
Note: To get credit for this topic, your post
must be based on the video
. Answers based on other materials will receive a grade of zero.
References (in Strayer Writing Standards format).
Khan Academy, November 29, 2017. Introduction to the cell,
https://www.youtube.com/watch?v=5KfHxF6Vhps
Ed Yong, May 6, 2015. New Loki microbe is closest relative to all complex life,
http://phenomena.nationalgeographic.com/2015/05/06/new-loki-microbe-is-closest-relative-to-all-complex-life/
Carl Zimmer, May 6, 2015, Under the sea, a missing link in the evolution of complex cells,
http://www.nytimes.com/2015/05/07/science/under-the-sea-a-missing-link-in-the-evolution-of-complex-cells.html?_r=0
James Cox, July 12, 2016, The Chemicals of Life (revised). Kaltura video found in Week 2 - Instructor Insights section.
Week 5 Discussion
"Apoptosis, Crossover, and Tumor-suppressor genes"
This week’s discussion is focused mechanisms that cells use to keep cell division under control, to prevent cancer, and to function well. For your primary post, respond to
one
of the following three topics. Also, please reply to at least one fellow student on any topic.
Topic 1 [video]: Apoptosis
. Watch the Khan Academy video about apoptosis (1)*, then answer the following questions in your own words:
(a) What is the difference between apoptosis and necrosis?
(b) What is the role of apoptosis in the normal, healthy development of animals?
Topic 2 [article]: Crossover
.
Read the article from the University ...
701. Ignite the Fire: Increasing rigor, curiosity, and interest in the science classroom
Turn your classroom into a dynamic student-centered learning environment. We will touch on content-specific free-apps, digital resources, navigating the DPI wiki, and easy to come by lab materials you can use tomorrow in class. Discover simple ways to transform cookbook labs into true inquiry-based lab experiences that get students engaged and learning. Let's get students fired up about science! Bring a device to get the most out of this fast-paced session.
Evolution, Humanity and Religion Where is the evidence for God?William Hall
This hypertextual presentation derives from a nearly completed hypertext book on the co-evolution of and revolutions in tools humans use and human cognition (see below), and was tailored for an atheists and freethinkers group interested in what paleontology, archeology and human genomics have to say about the human origins of religion. Comprehensively detailed scientific evidence for the evolution of modern humans from our primate ancestry leaves no gaps in our long evolution that need any kind of mystical explanation to account for our existence. The presentation begins with a consideration of the biophysical nature of life and the philosopher Karl Popper’s construction of an evolutionary theory of knowledge. These foundation stones explain how natural selection works. The recent development of genomic technology, has enabled detailed genomes to be constructed for many humans, all of the great apes, and two extinct human species, the Neanderthals and Denisovans. The genomes plot the detailed sequences for some 3 billion DNA nucleotides for each species. Humans are 99% identical and chimpanzees / bonobos down to the nucleotide level, 98.4% identical to gorillas, and 97.4% identical to orangutans. Given the vast number of data-points it is easy to unambiguously reconstruct details of the relationships and relative times of speciation in the ancestry. Although scrappy fossils are notoriously difficult to reconstruct they do establish the presence of certain lineages in particular geographic areas. Various forms of radioactive decay allow their ages to be determined with some considerable accuracy. It is clear that we share a “last” common ancestor with chimpanzees and bonobos some 5-7 million years ago. Paleoarcheological evidence traces the initially gradual development of tool use over that period of time. Several videos in the presentation demonstrate that the great apes are also surprisingly accomplished tool users. This evidence is then used to construct in detail the evolution of small-brained tool-using ape men into spear and fire equipped top carnivores into today’s big-brained modern men that are dominating the entire planet. Human speech probably emerged only in the last 100,000 – 200,000 years ago. With the emergence of speech, people could begin to speculate about their origins – positing earth mothers and angry sky gods. Only in the last few decades has the evidence become strong enough to show there is no need for mystical gods and creators to explain human origins. When the writing and editorial work on the book “Application Holy Wars or a New Reformation – A Fugue on the Theory of Knowledge” is finished, it will be published via Kororoit Institute (http://kororoit.org). Crowd funding will be sought to complete the editorial and publishing work. The argument of that book is structured as a fugue, crossing many disciplinary paradigms.
Essay Writing In English With Sample - 1. IELTS BASICS. The Example of Essay | PDF. How to Write an English Essay (with Sample Essays) - wikiHow - How to .... 007 English Essay Example Download Lovely Reflective Online Com ....
Running head YOUR PAPER TITLE 1YOUR PAPER TITLE HERE 2.docxrtodd599
Running head: YOUR PAPER TITLE 1
YOUR PAPER TITLE HERE 2
Your Paper Title
Your Name
Date
Class Name and Section
Dr. Kahlib Fischer
Defining the Problem Comment by Fischer, Kahlib: One paragraph.
May
Biblical guidelines and principles
Constitutional guidelines for federal and state involvement
Can
Political Feasibility Comment by Fischer, Kahlib: One brief paragraph for each of these.
Financial feasibility
Practical feasibility
Should Comment by Fischer, Kahlib (Helms School of Government): Provide a summary of the key ideas of your analysis in support of your position. Must be based on the “May” and “Can” analysis. Offer a recommendation based upon the analysis.
References Comment by Fischer, Kahlib: List your sources in APA format below.
PADM 550
Policy Briefs Instructions
For Modules/Weeks 3–7, you are expected to submit a 1 1/2–2-page paper (not including the title page, abstract, and reference page) in current APA format in which the May-Can-Should model is applied in the context of the policy focus in the assigned module/week. Be certain to emphasize a focused analysis of a particular issue chosen from the broader policy concentration for the assigned module/week. You must include citations from:
1. all of the required reading and presentations from the assigned module/week
2. all relevant sources from Modules/Weeks 1–2 (especially the "Biblical Principles of Government" article), and
3. 3–5 outside sources. NOTE: These sources should be focused on the problem and the piece of legislation, and you may find that you need more than just 3-5 sources to adequately research and discuss these items.
4. Please feel free to use the following link for the purposes of additional research.
Students often struggle with keeping the analysis needed for these policy briefs to just 2 pages of content at most (not counting the title page and references), and it can be hard to see past one's choice of wording to discover that there are indeed many ways to say the same thing with less words. Attached are "before and after" samples of the same policy brief; the first was too long and includes edits of how to shorten it, and the second shows the finished product at 2 pages. Review these before writing your first policy brief.
NOTE: the sample briefs are not perfect in every respect in terms of following the "May-Can-Should" analysis. It is mean to show you how to be more concise in communicating ideas.
Submit the appropriate assignment by 11:59 p.m. (ET) on Sunday of the assigned module/week.
Ecologists have long endeavored to improve ecologi-cal literacy. This goal goes beyond informing stu-
dents about environmental issues: one must excite their
interest in ecological science, regardless of whether or
not they intend to pursue the more advanced technical
and mathematical education that modern ecology
requires (Golley 1998). The challenge is to motivate
people to tackle difficult ecological problem.
Philosophy of science paper_A Melodrama of Politics, Science and ReligionMahesh Jakhotia
ABSTRACT: The aim of my project is to understand how religious, scientific and political
reasons shaped and inspired the theory of ‘Origin of life and universe’ in a progressive way
and to look it from a philosopher’s point of view. I also want to explore the aspect on what makes a radical idea like Darwin’s evolutionary theory which was different from the existing paradigm to be accepted amongst the scientific community.
Dear learner! Welcome to this module which deals about the course, General Biology. This module chapter is primarily intended for natural science students to familiarize with basic concepts of biological science, the nature and origin of life, scientific methods and the subject matter of biology. I hope you will find it interesting!!!
Required ResourcesText· Botkin, D. B., & Keller, E. A. (2014.docxsodhi3
Required Resources
Text
· Botkin, D. B., & Keller, E. A. (2014). Environmental science: Earth as a living planet (9th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
· Chapter 9: Biological Diversity and Biological Invasions
Multimedia
· American Museum of Natural history. (Producer). (2007). Invasive species [Video clip]. Retrieved from https://secure.films.com/OnDemandEmbed.aspx?Token=47542&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
· Annenberg Learner. (n.d.). Unit 9: Biodiversity decline [Interactive resource]. In The Habitable Planet. Retrieved from http://www.learner.org/courses/envsci/unit/text.php?unit=9&secNum=0
Comparison Report
Part 1 Art & Music Characteristics
1. What are the characteristics of early Christian art and music according to your text and from websites?
2. What are the characteristics of Islamic art and music according to your text and from websites?
3.What are the characteristics of Indian art and music according to your text and from websites?
Part II Building Comparison:
Christian building: Santa Costanza (Chapter 5, p. 181, figure 5.6)
Islamic building: Sinan, Mosque of Sultan Sulayman (Chapter 6, p.223 figure 6.4)
Indian building: Great Stupa (Chapter 7, p. 249 figure 7.3)
Similarities
Differences
Reflects their culture values
Reflection
Part III Comparing Philosophies between Christian and Islamic Thinker
Main thoughts and ideas of Augustine
Comparison
Ideas still influence
Reflection
Part IV Art, music, & literature research
Pyramid of the Sun
Comparison Report
Introduction
Preparing for your assignment:
Part I
1.What are the characteristics of early Christian art and music according to your text and from websites?
2.What are the characteristics of Islamic art and music according to your text and from websites?
3.What are the characteristics of Indian art and music according to your text and from websites?
4. Conclude your answer to this question with a good summary paragraph of what you learned, thoughts, reactions, feelings, etc.
Part II
THEN:Select ONE building from EACH culture to compare. Be sure to accurately tell which building you selected from each chapter, and give the name and the figure number where a picture can be found. Then research each part on the web.
What are the similarities among the buildings?
What are the differences among the buildings?
How do these examples of EACH building reflect their cultural values?
Conclude your answer to this question with a good summary paragraph of what you learned, thoughts, reactions, feelings, etc.
Part III
THEN: Comparing Philosophies between Christian and Islamic Thinkers
Describe the main thoughts and ideas of Augustine.
Compare Augustine's main thoughts with those of the Islamic philosophers, Avicenna and Averroes
Discuss how each of these philosophers' ideas still influence us today. Give specific examples.
Conclude your answer to this question with a good summary paragraph of what you learned, thoughts, reactions, feelings, etc.
Part ...
Globalisation Essay | Essay on Globalisation for School Students and .... An important role of globalization - Free Essay Example | PapersOwl.com. How to Write the Best Globalization Essay: A Step by Step Guide. Louise work - globalisation essay - Globalisation enables developing .... Globalisation Essay | 200541 - Globalisation and Trade - WSU | Thinkswap. Globalisation Essay.
Week 2 DiscussionThe Cell,Lokiarcharum, and the Chemicalsnicolleszkyj
Week 2 Discussion
"The Cell,
Lokiarcharum, and the Chemicals of Life"
This week is all about the some of the smallest parts of life: atoms, molecules, and cells. For your primary post, please respond to
one
of the following two topics and address all questions. Also, reply to at least one fellow student on any topic.
Topic 1 [video]: Introduction to the Cell.
Watch the Khan Academy video “Introduction to the cell” (1)* and then address the following issues.
(a) In the video, the narrator says that we might think that since cells are so small, that they must be simple, but “nothing could be further from the truth.” What did he mean by that?
(b) Describe features that are only found in eukaryotic (but not prokaryotic) cells.
(c) Did anything in this video surprise you, or was it mainly a recap of material you already knew?
Topic 2 [article]:
Lokiarchaeum.
Read about Lokiarcheum in the article by Yong (2)* and/or the article by Zimmer (3)*. Both articles describe recently discovered evidence about a previously unknown organism. Then, address the following questions:
(a) Lokiarchaeum may be a “transitional form” between archaea and eukarya. What evidence suggests this?
(b) Describe one way that this relates to this week's lesson.
Topic 3 [video]: Chemicals of Life Video
. (added on 1/8/2018) Watch Dr. Cox's video on the "Chemicals of Life" (4)* in the "Instructor Insights" area of Week 2. Then, describe three things you learned from this video.
Note: To get credit for this topic, your post
must be based on the video
. Answers based on other materials will receive a grade of zero.
References (in Strayer Writing Standards format).
Khan Academy, November 29, 2017. Introduction to the cell,
https://www.youtube.com/watch?v=5KfHxF6Vhps
Ed Yong, May 6, 2015. New Loki microbe is closest relative to all complex life,
http://phenomena.nationalgeographic.com/2015/05/06/new-loki-microbe-is-closest-relative-to-all-complex-life/
Carl Zimmer, May 6, 2015, Under the sea, a missing link in the evolution of complex cells,
http://www.nytimes.com/2015/05/07/science/under-the-sea-a-missing-link-in-the-evolution-of-complex-cells.html?_r=0
James Cox, July 12, 2016, The Chemicals of Life (revised). Kaltura video found in Week 2 - Instructor Insights section.
Week 5 Discussion
"Apoptosis, Crossover, and Tumor-suppressor genes"
This week’s discussion is focused mechanisms that cells use to keep cell division under control, to prevent cancer, and to function well. For your primary post, respond to
one
of the following three topics. Also, please reply to at least one fellow student on any topic.
Topic 1 [video]: Apoptosis
. Watch the Khan Academy video about apoptosis (1)*, then answer the following questions in your own words:
(a) What is the difference between apoptosis and necrosis?
(b) What is the role of apoptosis in the normal, healthy development of animals?
Topic 2 [article]: Crossover
.
Read the article from the University ...
701. Ignite the Fire: Increasing rigor, curiosity, and interest in the science classroom
Turn your classroom into a dynamic student-centered learning environment. We will touch on content-specific free-apps, digital resources, navigating the DPI wiki, and easy to come by lab materials you can use tomorrow in class. Discover simple ways to transform cookbook labs into true inquiry-based lab experiences that get students engaged and learning. Let's get students fired up about science! Bring a device to get the most out of this fast-paced session.
Evolution, Humanity and Religion Where is the evidence for God?William Hall
This hypertextual presentation derives from a nearly completed hypertext book on the co-evolution of and revolutions in tools humans use and human cognition (see below), and was tailored for an atheists and freethinkers group interested in what paleontology, archeology and human genomics have to say about the human origins of religion. Comprehensively detailed scientific evidence for the evolution of modern humans from our primate ancestry leaves no gaps in our long evolution that need any kind of mystical explanation to account for our existence. The presentation begins with a consideration of the biophysical nature of life and the philosopher Karl Popper’s construction of an evolutionary theory of knowledge. These foundation stones explain how natural selection works. The recent development of genomic technology, has enabled detailed genomes to be constructed for many humans, all of the great apes, and two extinct human species, the Neanderthals and Denisovans. The genomes plot the detailed sequences for some 3 billion DNA nucleotides for each species. Humans are 99% identical and chimpanzees / bonobos down to the nucleotide level, 98.4% identical to gorillas, and 97.4% identical to orangutans. Given the vast number of data-points it is easy to unambiguously reconstruct details of the relationships and relative times of speciation in the ancestry. Although scrappy fossils are notoriously difficult to reconstruct they do establish the presence of certain lineages in particular geographic areas. Various forms of radioactive decay allow their ages to be determined with some considerable accuracy. It is clear that we share a “last” common ancestor with chimpanzees and bonobos some 5-7 million years ago. Paleoarcheological evidence traces the initially gradual development of tool use over that period of time. Several videos in the presentation demonstrate that the great apes are also surprisingly accomplished tool users. This evidence is then used to construct in detail the evolution of small-brained tool-using ape men into spear and fire equipped top carnivores into today’s big-brained modern men that are dominating the entire planet. Human speech probably emerged only in the last 100,000 – 200,000 years ago. With the emergence of speech, people could begin to speculate about their origins – positing earth mothers and angry sky gods. Only in the last few decades has the evidence become strong enough to show there is no need for mystical gods and creators to explain human origins. When the writing and editorial work on the book “Application Holy Wars or a New Reformation – A Fugue on the Theory of Knowledge” is finished, it will be published via Kororoit Institute (http://kororoit.org). Crowd funding will be sought to complete the editorial and publishing work. The argument of that book is structured as a fugue, crossing many disciplinary paradigms.
Essay Writing In English With Sample - 1. IELTS BASICS. The Example of Essay | PDF. How to Write an English Essay (with Sample Essays) - wikiHow - How to .... 007 English Essay Example Download Lovely Reflective Online Com ....
Running head YOUR PAPER TITLE 1YOUR PAPER TITLE HERE 2.docxrtodd599
Running head: YOUR PAPER TITLE 1
YOUR PAPER TITLE HERE 2
Your Paper Title
Your Name
Date
Class Name and Section
Dr. Kahlib Fischer
Defining the Problem Comment by Fischer, Kahlib: One paragraph.
May
Biblical guidelines and principles
Constitutional guidelines for federal and state involvement
Can
Political Feasibility Comment by Fischer, Kahlib: One brief paragraph for each of these.
Financial feasibility
Practical feasibility
Should Comment by Fischer, Kahlib (Helms School of Government): Provide a summary of the key ideas of your analysis in support of your position. Must be based on the “May” and “Can” analysis. Offer a recommendation based upon the analysis.
References Comment by Fischer, Kahlib: List your sources in APA format below.
PADM 550
Policy Briefs Instructions
For Modules/Weeks 3–7, you are expected to submit a 1 1/2–2-page paper (not including the title page, abstract, and reference page) in current APA format in which the May-Can-Should model is applied in the context of the policy focus in the assigned module/week. Be certain to emphasize a focused analysis of a particular issue chosen from the broader policy concentration for the assigned module/week. You must include citations from:
1. all of the required reading and presentations from the assigned module/week
2. all relevant sources from Modules/Weeks 1–2 (especially the "Biblical Principles of Government" article), and
3. 3–5 outside sources. NOTE: These sources should be focused on the problem and the piece of legislation, and you may find that you need more than just 3-5 sources to adequately research and discuss these items.
4. Please feel free to use the following link for the purposes of additional research.
Students often struggle with keeping the analysis needed for these policy briefs to just 2 pages of content at most (not counting the title page and references), and it can be hard to see past one's choice of wording to discover that there are indeed many ways to say the same thing with less words. Attached are "before and after" samples of the same policy brief; the first was too long and includes edits of how to shorten it, and the second shows the finished product at 2 pages. Review these before writing your first policy brief.
NOTE: the sample briefs are not perfect in every respect in terms of following the "May-Can-Should" analysis. It is mean to show you how to be more concise in communicating ideas.
Submit the appropriate assignment by 11:59 p.m. (ET) on Sunday of the assigned module/week.
Ecologists have long endeavored to improve ecologi-cal literacy. This goal goes beyond informing stu-
dents about environmental issues: one must excite their
interest in ecological science, regardless of whether or
not they intend to pursue the more advanced technical
and mathematical education that modern ecology
requires (Golley 1998). The challenge is to motivate
people to tackle difficult ecological problem.
John A. Pollock - How People Learn: Stories from Transmedia for STEM and Heal...SeriousGamesAssoc
Presenter: John A. Pollock, Partnership in Education, Duquesne University
This presentation will provide advice through examples of successful and not so successful interactive media projects. Our perspective is from an academic world, where evaluation and assessment are integrated into the entire logic model of development and workflow. Out goal is to produce innovative and engaging resources that enrich STEM and health literacy. While our target audience are late elementary through middle-school tweens, projects are developed with a general public audience in mind. Many projects have benefited from development carried out in concert with co-development of exhibits for local science museums, which then transition to schools and general public use. The materials produced have included animated digital dome, group interactive media, single-player video games, Apps, and interactive museum exhibits, tangible exhibits, comic books and broadcast television. Published studies on statistically significant learning will be discussed along with the imperative undercurrent of the need for the gaming experience to be fun.
“To what extent has the Modern Revolution been a positive or a negative force?” is the driving question for Unit 9. The purpose of this activity is to apply Unit 9’s driving question
to a modern-day infrastructure development: the Interoceanic Highway (La Carretera). Construction on La Carretera, which connects the east and west coasts of South America, began in the early twenty-first century. By studying the scenes depicted in a photojournalist’s photographic essay, students will come to their own conclusions about the extent to which this road has been a positive or negative force as related to certain trends and topics (economic development and natural environment, for example). This activity will also help prepare students for Investigation 9, in which they’re asked to identify good and bad outcomes of trends referenced in the Investigation texts.
This activity will give students a chance to review some of what they learned in this lesson, and use it to think more deeply about what and how they would communicate with an alien species.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Circling one star among hundreds of billions, in one galaxy among a hundred billion more, in a Universe that is vast and expanding ever faster – perhaps toward infinity. It’s easy to forget that we live in a place of astonishing grandeur and mystery.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 9: Comparing the Costs of Renewable and Conventional Energy SourcesBig History Project
You can’t get too far in a discussion about the nation’s electric power sector without running into the question of costs.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
This quick activity will get students brainstorming about life on Mars and what they would need to survive there.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Use www.gapminder.org/data to fill out the data in each of the tables below. To find the data you need, make sure that you have the name of the category. On the gapminder.org/data page, you’ll see a table called “List of indicators in “Gapminder World.” Beneath that title, on the right side of the table, find the
Search box. Type the name of the category into that search area. Once you find the category, click on the magnifying glass on the right. That link will have the data you need to fill out each of the tables below.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Spanning three centuries of history, from the dawn of the industrial age to modern times, three diverse
thinkers developed their own landmark theories on commerce, labor, and the global economy.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
In the final essay of a four-part series, David Christian explains
how advances in communication and transportation accelerated
collective learning.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 9.2 Activity: The Impact of Population Growth EssayBig History Project
For this closing activity, students will construct an essay in which they discuss what they think are the three biggest impacts of human population growth in the modern era. By looking more closely at population growth, they will deepen their understanding of the impact of acceleration and will think about themselves in relation to population growth and the effect it might have on their own futures.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 8: Guns, Germs, and Steel: The Fates of Human SocietiesBig History Project
Jared Mason Diamond (1937 — ) is an American scientist and author whose work draws from a variety of fields. He is currently a professor of geography and of physiology at UCLA. His 1997 book, Guns, Germs, and Steel: The Fates of Human
Societies, from which the following passages are excerpted, won the 1998 Pulitzer Prize for general nonfiction and the Aventis Prize for Best Science Book. The basic premise of the book is to explain why Eurasian civilizations have survived
and conquered others, while refuting the idea that Eurasian hegemony is due to intellectual, moral, or genetic superiority.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Making comparisons is an important intellectual tool for all people and especially for historians and scientists. Historians, in particular, make comparisons across time to understand what
has changed and what has remained constant. This question looks at the spread of plague and our collective reaction to plague at two different times in human history—the fourteenth century and the nineteenth century. Such a comparison enables us to see clearly how we have changed.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 8.3 Activity: Revising Investigation Writing - Sentence Starters Part 2Big History Project
Students have examined and revised an Investigation writing sample based on Criteria A, B, and C of the rubric. Now, they’ll undergo the same process with a peer essay. In addition, they’ll do this alone instead of in groups. So, although the process is the same as in the last Investigation writing activity, this one might be more difficult since students will move away from group work and will complete this worksheet on their own. However, it’s important for students to be able to accomplish this exercise on their own since in the next lesson, they’ll apply this same process to their own writing. Again, while the categories in the rubric are a useful tool for initially understanding the different elements of writing, they need to be looked at as a whole since the areas of focus are interrelated.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 8: When Humans Became Inhumane: The Atlantic Slave TradeBig History Project
Once Europeans had figured out how to be effective middlemen — buying and selling silver, tea, and fur, they turned to figuring out how to also become producers of the commodities they were trading.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 8: Investigating the Consequences of the Columbian ExchangeBig History Project
A new era in human history began in 1492 as the four world zones became connected. For the first time, humans created truly global networks.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
The account of the travels of the Muslim legal scholar Ibn Battuta in the first half of the fourteenth century reveals the wide scope of the Muslim world at that time.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
This collection of biographies provides students with detailed information about the voyages of these explorers including information about their motivation and how they inspired future generations of explorers. These men opened the door to a more interconnected world as the contacts they made helped to create connections between distant peoples and stimulate the growth of exchange networks and long-distance trade.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 7.2 Activity: Essay - Were They Pushed or Did They Jump?Big History Project
You’re going to pick a civilization you’ve already researched, and then use the information from your Early Civilizations Museum Project, your Comparing More Civilizations Worksheet, and your Rise, Fall, and Collapse of Civilizations Worksheet to write a five-paragraph essay about whether that civilization was pushed (external forces were the main cause of its downfall) or it jumped (something internal was responsible—they were their own worst enemy). A “pushed” example: Two empires went to war. You might say the winning empire “pushed” the losing empire into collapse. An example of a civilization having “jumped” can be found in the Easter Island Activity earlier in the course: One of the theories for the collapse of Easter Island is that the inhabitants depleted the natural resources they needed to survive. The people were, in a sense, the cause of their own destruction—they “jumped.”
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 7.2 Activity: Social Status, Power, and Human BurialsBig History Project
This activity provides students with an opportunity to start thinking about the impact that farming can have on the way humans live and relate to each other. It will also allow them to think about the kinds of questions archaeologists and historians might ask when they must rely upon artifacts rather than written evidence to learn about the past.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 7: Greco-Roman: Early Experiments in Participatory GovernmentBig History Project
Instead of rule by a single person, Athens and Rome developed governments with widespread participation by male elites, which lasted about 170 years in Athens and 480 years in Rome.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
During the same narrow sliver of cosmic time, cities, states, and civilizations emerged independentlyin several places around the world.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. PROJECT BASED
LEARNING
Invent a species
GROUP DIRECTIONS
2
KICKOFF 6
PROJECT CHECKLIST
9
INFORMATIONAL WRITING RUBRIC
10
PRESENTATION RUBRIC
11
COLLABORATION RUBRIC
12
FEEDBACK TABLE
13
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
1
2. PBL: INVENT A SPECIES
Group directions
Group Name
Group Members
Project Prompt
Invent a species.
Task
As a group you have the opportunity to invent a new species. Where did your species come from
and how did it evolve? What skills and abilities does it have? What are the connections between
the trends that led to its survival, its current ecosystem, and its characteristics and adaptations?
What is its familial structure and location in the food web? How would your species impact other things, both biologically and socially?
The development of your species must be grounded in scientific thought and reason. Evidence
gathered from multiple sources must support the key features and descriptions of your species.
Final deliverables are due on:
Deliverables
A. A built model of your new species (physical or digital)
B. A Wikipedia entry about your new species
C. A presentation about your new species
A. Model
This is a built model of your species. Be creative. Make sure your model demonstrates at
least six key features of your species. The model can be physical or digital. Physical models
must be built from scratch (for example, you cannot alter a doll that you bought) and durable
enough to withstand presentations and transportation.
B. Wikipedia Entry
This is a written document that describes your species. Design it similar to a Wikipedia
page. Your information must contain supporting evidence that clearly, concisely, and
logically follows a line of reasoning.
Your Wikipedia page will include:
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
2
3. 1. n image or photo
A
2. An introductory description
3. etails about the categories below. You must include all five categories as well as a
D
cohesive summary that clarifies the relationships among the categories.
a. Etymology (origin) and Definition
b. History and Evolution
• ould include but is not limited to the following topics:
C
i. Environmental trends that lead to survival
ii. Current ecosystem
iii. Characteristics, attributes, and adaptations
c. Habitat and Population
• ould include but is not limited to the following topics:
C
i. Familial structure
ii. Location in the food web
d. Biology
• ould include but is not limited to the following topics:
C
i. Anatomy and physiology
ii. Life cycle
iii. Diet
e. Impact on the Earth
4. Sources (properly cited)
• ake sure you use claim testers (logic, evidence, authority, intuition) to validate
M
each source.
C. Presentation
a group, you will give an eight-minute presentation to the class about your species. The
As
presentation will be directly followed by a four-minute question-and-answer (QA) session.
Every group member must speak in the presentation. Prepare visuals aids as needed. Consult the Presentation Rubric as you prepare.
Timeline and Checkpoints
As a group, use the template below to plan how you will complete all the deliverables by the due
dates. Your teacher will sign off on each checkpoint. You must complete each checkpoint — it
will be factored into your final grade. Everyone in your group will receive the same grade for the
overall project; each individual will also receive points for collaboration.
A. Group decision about the species and its key features
B. Draft model plan
C. Draft of Wikipedia page
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
Date due:
Date due:
Date due:
3
4. Resources2
Remember to use claim testers (logic, evidence, authority, intuition) to validate each source.
Books
1. Last Ape Standing, by Chip Walter
2. A Brief History of Time, by Stephen Hawking
3. The 10,000 Year Explosion: How Civilization Accelerated Human Evolution,
by Gregory Cochran and Henry Harpending
4. Brave New World, by Aldous Huxley
5. Nineteen Eighty-Four, by George Orwell
Articles
1. aily Galaxy, “Are We Close to Creating Super Humans? –A Galaxy Insight”
D
http://www.dailygalaxy.com/my_weblog/2009/01/are-we-close-to.html
2. Wikipedia page on humans
http://en.wikipedia.org/wiki/Human
3. The Wall Street Journal, “Humans: Why They Triumphed”
http://online.wsj.com/article/SB10001424052748703691804575254533386933138.html
4. An Overdue Family Reunion,” by Stephanie Guzik
“
http://vertebrates.si.edu/fishes/whalefish/index.html
5. National Geographic, “Species Hunt”
http://ngm.nationalgeographic.com/2013/04/125-explore/seeking-new-species
Websites
1. Humanity+ is an international nonprofit membership organization that advocates the
ethical use of technology to expand human capacities
http://humanityplus.org/
2. “All About the Human Genome Project (HGP),” the National Human Genome
Research Institute
http://www.genome.gov/10001772
3. he Top 10 New Species — 2012
T
http://species.asu.edu/Top10
4. ncyclopedia of Life
E
http://eol.org/
5. Science Daily New Species News
http://www.sciencedaily.com/news/plants_animals/new_species/
6. The Telegraph Earth Picture Galleries — “New Species Found: Walking Catfish,
Beelzebub Bat and Two-legged Lizard”
http://www.telegraph.co.uk/earth/earthpicturegalleries/9753208/New-species-foundwalking-catfish-Beelzebub-bat-and-two-legged-lizard.html?frame=2431153
2
Y
ou may draw from any Big History Project resources, the resources provided here, or any resources that you
find in your own research.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
4
5. Videos
1. Juan Enriquez: Will Our Kids Be a Different Species?”
“
http://www.ted.com/talks/juan_enriquez_will_our_kids_be_a_different_species.html
2. “Spencer Wells Builds a Family Tree for Humanity”
http://www.ted.com/talks/spencer_wells_is_building_a_family_tree_for_all_humanity.
html
Scientific Journal Articles
1. Adaptive Evolution of a Key Phytoplankton Species to Ocean Acidification”
“
http://www.nature.com/ngeo/journal/v5/n5/abs/ngeo1441.html
2. “Impacts of Climate Change on the Future of Biodiversity”
http://onlinelibrary.wiley.com/doi/10.1111/j.1461-0248.2011.01736.x/full
3. Human Enhancement, Evolution and Lifespan: Evolving Towards Immortality?”
“
http://link.springer.com/chapter/10.1007/978-3-642-35096-2_8
4. The Genomic Impact of 100 Million Years of Social Evolution in Seven Ant Species”
“
http://www.sciencedirect.com/science/article/pii/S0168952511001387
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
5
6. PBL: INVENT A SPECIES
Kickoff
Directions
Read these short articles and then brainstorm your initial ideas about what species you’ll invent.
Mysterious Extinction
From: http://www.livescience.com/23711-history-mysterious-extinctions.html
Holding a shark jaw inside a model of a megalodon jaw
Megalodon
Between 28 million and 1.5 million years ago, megalodon ruled Earth’s oceans. This terrifyingly
large shark, which dined on giant whales with its seven-inch (18-cm)-long teeth, reached a
maximum length of over 60 feet and weighed as much as 100 tons. For comparison, great white
sharks — megalodon’s closest living relative — rarely reach the 20-foot (6-m) mark.
So what could cause a monster at the top of the food chain to sputter out of existence? Theories
abound. One idea posits that megalodon couldn’t handle the oceanic cooling and sea-level drops
that came with the ice ages of the late Pliocene and early Pleistocene epochs. Another explanation ties the shark’s demise to the disappearance of the giant whales it fed on.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
6
7. Lifesaving Adaptations
From: http://education.nationalgeographic.com/education/encyclopedia/adaptation/?ar_a=1
Koala mother with young
Koala
Koalas have adapted to eat only the leaves of eucalyptus trees. Eucalyptus trees are very low in
protein and are toxic to many animal species. Being able to digest eucalyptus leaves is an adaptation that benefits the koala by providing it a food source for which there is little competition.
What’s Next for Humans?
From: http://www.popsci.com/science/article/2013-01/the-human-race-will-come-to-an-end
An illustration of human evolution
Can humans survive themselves? What does the future have in store for the human race? Evolution, as the past 4 billion years has repeatedly illustrated, holds an endless supply of tricks up
its long and ancient sleeve. Anything is possible, given enough millennia. Inevitably the forces of
natural selection will require us to branch out into differentiated versions of our current selves,
like so many Galápagos finches — assuming, that is, that we have enough time to leave our evolution to our genes.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
7
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All life on Earth shares one
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1707 - 1778
BIOLOGICAL CLASSIFICATION
Swedish botanist Carl
Scientists refer to a specific life form using its
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technique is called binomial nomenclature.
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are now recognized as a separate domain of life.
Yersinia
po
Tro
Our species, primates in the
Animalia kingdom of the
Eukaryota, is thought to have
first evolved in Africa about
200,000 years ago. Genetically,
our closest living relative
is the chimpanzee.
The creatures most familiar to us,
animals, are members of the
same kingdom.
Animalia
Fungi
Amoebozoa
Plantae
Archaeplastida
Chromalveolata
Excavata
ARCHAEA
ARCHAEA
Tre
mon
39
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Lept
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Humans
Homo sapiens
idatu
B
This domain includes all of the plants, animals, and fungi, and some
single-celled organisms. Eukaryotes are distinguished by their complex
cells, which contain a membrane-enclosed nucleus.
is
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Ther
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This domain includes all of the plants, animals, and fungi, and some
single-celled organisms. Eukaryotes are distinguished by their complex
EUKARYOTA
cells, which contain a membrane-enclosed nucleus.
is
ss
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Gem
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THE TREE OF LIFE
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EUKARYOTA
TAXONOMY
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Initial ideas
Species are always adapting and evolving. Where is your new species on the tree of life? Add
a branch that demonstrates what other species it’s related to and when it evolved.
pest
o
on
la pne
ydop
TAXONOMY
http://itol.embl.de/
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
A BRIEF HISTORY OF TAXONOMY
Taxonomy is the science of naming and classifying different life forms. Oral traditions of taxonomy
predate writing and were first used when human ancestors described different food sources, predators,
and medicinal or poisonous plants. The advent of writing enabled more detailed, recorded taxonomies.
1977
American microbiologist Carl
Woese defines the Archaea
as separate domain of life,
introducing the three-domain
8
BIOLOGICAL CLASSIFICATION
Scientists refer to a specific life form using its
Genus and species classifications. This naming
technique is called binomial nomenclature.
9. PBL: INVENT A SPECIES
Project Checklist
Project Component
Notes
Score
Possible
Score
Checkpoint:
Group decisions
about the species and
its key features
Checkpoint:
Draft model plan
Checkpoint:
Draft of Wikipedia page
Wikipedia Entry
Note: Evaluated
with Writing Rubric
Built Model
of Species
Presentation
Score
Collaboration Score
Note: to be adjusted
down if peer-review
requirements are not met.
Total
Score
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
9
10. T
akes an informal tone and
shows limited or inconsistent
awareness of topic-specific
vocabulary.
• ontains multiple grammatical
C
errors.
Language and
Conventions
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
•
C
ontains few, if any, words,
phrases, and clauses to link the
major sections of the text.
• oes not connect topic and
D
examples and/or facts.
•
Cohesion
•
•
L
acks an awareness of the
audience’s knowledge level
and needs.
C
ontains limited facts and
examples related to the topic.
• oes not include a conclusion.
D
Development
Support
Audience
D
oes not have an
identifiable topic.
• resents minimal ideas
P
and concepts.
Focus
•
Below Standard (1)
Description
Informational Writing Rubric
H
as an unclear topic.
P
resents some ideas and
concepts.
S
hows an inconsistent
awareness of the audience’s
knowledge level and needs.
T
akes a formal tone but shows
limited awareness of topicspecific vocabulary.
• ncludes some grammatical
I
errors.
•
C
ontains limited words, phrases,
and clauses to link the major
sections of the text.
• ttempts to connect topic and
A
examples and/or facts.
•
•
P
rovides facts, definitions,
details, quotations, and examples
that attempt to develop and
explain the topic.
• onclusion restats the
C
development.
•
•
•
Approaching Standard (2)
F
ocuses on a topic to
inform a reader with ideas
and concepts.
10
T
akes a formal, objective tone
and uses precise language
and topic-specific vocabulary.
• ncludes proper grammar and
I
follows preferred formatting
(e.g., MLA, APA).
•
U
ses words, phrases, and
clauses to link the major
sections of the text.
• onnects topic and examples
C
and/or facts.
•
C
onsiders the audience’s
knowledge level and concerns
about the claim.
• ddresses the needs of the
A
audience.
•
P
rovides relevant facts,
definitions, concrete details,
quotations, and examples that
develop and explain the topic.
• onclusion ties to and
C
supports the information.
•
•
At Standard (3)
F
ocuses on an interesting
topic that informs the reader
with ideas and concepts.
•
T
akes an appropriately formal,
objective tone and uses relevant
language and topic-specific
vocabulary. Uses proper
grammar and follows preferred
formatting (e.g., MLA, APA).
S
killfully uses words, phrases,
and clauses to link the major
sections of the text.
• dentifies the relationship
I
between topic and examples
and/or facts.
•
A
nticipates the audience’s
knowledge level and concerns
about the topic.
• ddresses the specific needs
A
of the audience.
•
P
rovides effective facts,
definitions, concrete details,
quotations, and examples
that sufficiently develop and
explain the topic.
• onclusion lays out the
C
implications, significance, and
future relevance of the topic.
•
•
Above Standard (4)
11. D
oes not present information,
arguments, ideas, or findings
clearly, concisely, or logically.
• acks supporting evidence.
L
• as a line of reasoning that is
H
difficult to follow.
• ses information that is not in
U
line with the overall purpose.
• oes not consider alternate
D
perspectives.
D
oes not meet the
presentation guidelines.
• oes not have a proper
D
introduction or conclusion.
• oes not use time allotted
D
(i.e., too long or too short).
D
oes not look at the audience
or make eye contact.
• acks poise (appears nervous,
L
fidgety, slouchy).
• peaks in a way that is hard
S
to understand.
D
oes not directly address
the questions, goes off topic.
Explanation
of Ideas
Information
Organization
Eyes, Body,
and Voice
Response to
Audience
Questions
•
A
nswers audience questions, but
not always completely and clearly.
M
akes infrequent eye contact with
the audience.
• hows some poise (limited fidgeting,
S
nervousness, etc.).
• peaks clearly most of the time,
S
but may be difficult to understand
or hear at times.
•
M
eets most requirements for the
presentation guidelines.
• as a proper introduction and
H
conclusion, but they are not clear
or interesting.
• ses the time allotted, but does
U
not divide up that time logically
(i.e., uses too little or too much
time on a topic or idea).
•
P
resents information, arguments,
ideas, or findings in ways that are not
always clear, concise, or logical.
• rgument is supported by partial
A
evidence.
• as a line of reasoning that is
H
sometimes difficult to follow.
• ses information that is only
U
sometimes in line with the overall
purpose.
• ttempts to consider and address
A
alternative perspectives but does
not do so completely.
•
Approaching Standard (2)
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
•
•
•
•
Below Standard (1)
Description
Presentation Rubric
11
A
nswers questions clearly
and completely.
• reely admits not knowing the
F
answer to a question.
•
K
eeps eye contact with the
audience most of the time —
only glances at notes or slides.
• hows poise and confidence.
S
• peaks clearly and is easy to
S
understand.
•
M
eets all presentation
guidelines.
• ad a proper introduction
H
that is clear and logical.
• ses the time allotted well
U
and has organized the time
appropriately.
•
P
resents information,
arguments, ideas, or findings
clearly, concisely, or logically.
• s well-supported by
I
evidence.
• as a line of reasoning that
H
is easy to follow.
• learly and completely
C
addresses alternative or
opposing perspectives.
•
At Standard (3)
A
nswers clearly and completely
and provides relevant details.
• dmits not knowing the answer
A
to a question, and provides ideas
for finding answers.
•
K
eeps eye contact with the
audience throughout.
• how exceptional poise and
S
confidence.
• peaks clearly, and is interesting
S
to listen to.
•
M
eets all presentation guidelines
and is particularly interesting and
thoughtfully organized.
• as an introduction that hooks
H
the audience and a conclusion
that incites questions and further
interest.
• rganizes and uses times
O
effectively.
•
D
oes an exceptional job presenting
information, arguments, ideas,
or findings clearly, concisely, and
logically.
• s well-supported with relevant,
I
and interesting evidence.
• he line of reasoning is logical, easy
T
to follow, well crafted, and uses
information that is in line with the
overall purpose.
• learly and completely addresses
C
relevant alternative or opposing
perspectives.
•
Above Standard (4)
12. BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
Adapted from the Buck Institute Collaboration Rubric.
Group Member’s Name:
Group Member’s Name:
Group Member’s Name:
Your Name:
Score
This group member completes tasks
without being reminded and uses feedback from others. He/she helps the
group solve problems and stay organized, and listens carefully to group
mates. This person is polite and kind.
At Standard (3)
12
Why did you choose this score?
This group member is sometimes prepared to work with the group. This
group member does project tasks when
reminded and sometimes completes
tasks on time. He/she sometimes offers
to help others, sometimes shares ideas,
and is usually polite and kind to group
mates.
This group member does not complete
project tasks or does not complete
tasks on time. He/she does not help the
group solve problems, give useful feedback, or use feedback from others. The
group member does not show respect
for group mates (e.g., interrupting,
ignoring ideas, being unkind).
Name
Approaching Standard (2)
Below Standard (1)
This group member does more than
what is required and asks for feedback
to improve his/her work. He/she steps
in to help other group members when
they are absent or need help, and he/
she encourages group mates to share
ideas by recognizing and promoting
everyone’s strengths.
Above Standard (4)
Directions: Give yourself and each member of your group a score from the Collaboration Rubric. Your teacher will use these scores as part of each group member’s individual
score for the project. If you need more rows for additional group members, use the back of this sheet.
Collaboration Rubric
13. PBL: FEEDBACK TABLE
What did you like?
What do you think could be improved?
What questions came up?
What ideas did you have?
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
13