BLM Leg 3 #5	Animal Adaptations to the Environment

Animal Web Page/Electronic Presentation: Project Guidelines
Directions:
Your group will create a 10-part electronic presentation or a web site that profiles your prairie animal.

1.	First decide on your animal and check your choice with your teacher. Our prairie animals is the ______________________________________________________

2.	Next decide which students in you group will do each slide or web page.

3.	Review the Web Page/Electronic Presentation Rubric with your teacher so you know what is expected.

4.	Use various sources to research the information for each slide or web page. You may use CD-ROM, Internet, encyclopedias, or other library sources.

5.	Make jot notes and plan each page on paper.

6.	Create the slides or web pages and link them together.

7.	Check to see that all navigation works.

Slide or Web Page	Student Responsible	
1.	"Title and Menu" web page/slide		
2.	"Physical Description web page/slide
•	What does the animal look like?
•	Is it an endangered species? 
•	Provide an illustration/model of the animal.		
3.	"Habitat" web page/slide
•	What type of home does the animal have?
•	Identify the animal’s habitat on a map.		
4.	"Food" web page/slide
•	What does the animal eat?
•	How does the animal find or catch its food?
•	Is the animal a carnivore, herbivore or omnivore?		
5.	"Reproduction and parenting" web page/slide
•	How does the animal find and attract a mate? 
•	How many young are born at one time?
•	How long are the young dependent?		
6.	"Adaptations" web page/slide
•	Describe the behavioural adaptations of this animal that help it to survive in its environment.
•	Provide an illustration (photograph or drawing) of the structural adaptations of this animal.		
7.	"Protection from Other Organisms" web page/slide
•	What physical structure has the animal developed to protect itself from its enemies?		
8.	"Communication" web page/slide
•	How does the animal communicate with others of its species?		
9.	"Adjustment to Changes in Temperature and Other Climatic Conditions" web page/slide
•	How does the animal adjust to changes in temperature and other climatic conditions?		
10.	"References and Credits" web page/slide		

Web Page/Electronic Presentation Project Evaluation Checklist
(Short Form)*

Project Title  _____________________________________________________________
Teacher's Name __________________________________________________________
Group Members __________________________________________________________

Web Page/Multimedia Presentation Project Criteria	Exemplary	Accomplished	Developed	Beginning	Total	
Planning
•	Students prepared screen planning sheets for the web page/electronic presentation project.	4	3	2	1	___	
•	Students researched interesting factual information.	4	3	2	1	___	
•	Students used appropriate and sufficient references in gathering information.	4	3	2	1	___	
Consistency
•	The design of the web page/electronic presentation project reflects consistency.	4	3	2	1	___	
•	Navigation methods are consistent, easy to understand, and placed in the same location from screen to screen.	4	3	2	1	___	
•	Fonts and transitions are consistent from screen to screen.	4	3	2	1	___	
Design
•	The web page/slide design reflects planning for the intended audience and project purpose.	4	3	2	1	___	
•	Visual contrast between text and background is present.	4	3	2	1	___	
•	Text is easy to read and in appropriate places.	4	3	2	1	___	
Creativity
•	Colour, clipart, and artwork are consistent and complementary.	4	3	2	1	___	
•	Original artwork, sound, etc. are used creatively.	4	3	2	1	___	
•	Information is presented in an interesting and captivating manner.	4	3	2	1	___	
•	Animations are complementary to the project content	4	3	2	1	___	
Content
•	The interesting factual information presented shows understanding of the project topic.	4	3	2	1	___	
•	The text is presented in complete sentences, with correct punctuation, grammar, and spelling.	4	3	2	1	___	
•	The project contains the basic parts: a title screen, menu screen, contents screens, and references/credits section.	4	3	2	1	___	
•	Diagrams are labelled and maps include a map key.	4	3	2	1	___	
•	Appropriate links are made between web pages/slides.	4	3	2	1	___	
* A long form appears in Learning Experience: Leg 5.6	Total Points Earned	___	

Research Assessment Rubric	
Skill	4 - Exemplary	3 - Accomplished	2 - Developing	1 - Beginning	
Research Process	The student
•	shows initiative and leadership
•	uses a wide variety of resources
•	makes extensive notes
•	writes exceptionally detailed rough draft
•	takes leadership in group with confidence
•	uses the research process proficiently	The student
•	works independently
•	uses several resources
•	makes adequate notes
•	writes a detailed rough draft
•	contributes equally in group
•	uses the research process capably	The student
•	writes a sketchy draft
•	follows others' lead
•	needs more confidence using the research process	The student
•	seeks guidance before attempting to solve problems
•	requires more resources
•	needs to provide more detailed notes	
Organization and Sequence	•	introduces the topic effectively
•	arranges information in exceptional sequence
•	concludes report effectively	•	introduces the topic clearly
•	shows careful sequencing in arranging information
•	concludes report capably
	•	needs to provide more evidence of sequencing in arranging information
•	needs to tie conclusion more directly with research question	•	topic introduction needs to provide more clarity
•	needs to sequence more clearly	
Content	•	develops ideas to form an interesting and extensive report
•	reveals extensive knowledge of the subject
•	includes information from several sources	•	develops ideas to form a detailed report
•	reveals satisfactory knowledge of the subject
•	includes information from more than two sources	•	needs to tie ideas and information more directly to purpose
•	includes facts primarily from one source	•	includes facts that are not directly related to the topic
•	demonstrates limited knowledge of subject	
Communication	•	uses a wide variety of sentence structures effectively
•	uses well-written, effective paragraphs
•	uses descriptive vocabulary	•	uses a variety of sentence structures capably
•	uses paragraph format
•	uses general vocabulary	•	generally uses correct sentence structure but more variety is required
•	needs to pay attention to paragraph structure
•	needs to include more varied vocabulary	•	uses sentence structure that requires more clarity
•	needs to divide ideas into clear paragraphs
•	uses some vocabulary that is irrelevant to topic	
Accuracy 
(capitalization, punctuation, spelling, and word usage)	•	consistently uses correct capitalization and punctuation
•	spells accurately
•	demonstrates clear and accurate word usage
•	edits without assistance	•	generally uses correct capitalization and punctuation
•	makes few errors in spelling
•	generally demonstrates correct word usage
•	edits with some assistance	•	needs to pay more attention to correct capitalization, punctuation, and spelling
•	makes few errors in word usage
•	edits with assistance	•	makes distracting  errors in capitalization, spelling, and punctuation
•	requires more clarity and accuracy in word usage	
Creativity	•	uses creativity extensively to enhance the project
•	uses pictures, graphs, charts, and diagrams extensively	•	uses creativity to enhance the project
•	uses pictures, graphs, charts, and diagrams to support the project	•	makes some attempt to enhance the project with creatively
•	includes some pictures, graphs, charts, and diagrams	•	makes little attempt to enhance the project with creativity 
•	needs to use more pictures, graphs, charts, and diagrams	
Appearance	•	produces very attractive and appealing work
•	uses well-organized layout	•	produces attractive and appealing work
•	uses satisfactory layout	•	produces moderately attractive and appealing work
•	needs to make adjustments in layout to improve project appearance	•	needs to take care more care in presenting tidy and appealing work
•	could improve layout through more careful organization	
Presentation	•	keeps the audience's attention
•	is interesting and informative
•	presents in a clear and audible voice
•	shows confidence in presentation	•	generally keeps the audience's attention
•	is informative 
•	presents in a clear and audible voice
•	shows confidence in presentation	•	requires more expressiveness to keep the audience's attention
•	needs to provide additional 	•	does not hold the audience's attention 
•	shows evidence of missing information in presentation
•	is difficult to hear