Evaluation:

Collaborative Work Skills: Emergency Plan
CATEGORY 4 = Exceeds the standard 3 = meets the standard 2 = partially meets the standard 1 = does not meet the standard Score
Ideas/Research Questions
 		 Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research. Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research. Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research. Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research.  
Delegation of Responsibility
 		 Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. Each student in the group can clearly explain what information s/he is responsible for locating. Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating. One or more students in the group cannot clearly explain what information they are responsible for locating.  
Group Timeline Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g.,planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline. Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline. Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline. Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline.
Knowledge Gained / Presentation to Community
 

 

 

 

 

 All students in the group can accurately present the emergency plan to their community and answer all questions related to facts in the emergency plan.  All students in the group can accurately present the emergency plan to their community and accurately answer most questions related to facts in the emergency plan. Some students in the group can accurately present the emergency plan to their community and accurately answer most questions related to facts in the emergency plan. Students in the group appear to have little knowledge about the facts in the emergency plan.
 

          

Making A Brochure

CATEGORY 4 = Exceeds the standard 3 = meets the standard 2 = partially meets the standard 1 = does not meet the standard Score
Content - Accuracy (16pts.) All facts in the brochure are accurate. 90-99% of the facts in the brochure are accurate. 80-89% of the facts in the brochure are accurate. Fewer than 80% of the facts in the brochure are accurate.  
Knowledge Gained
(16pts.)		 All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure. All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure.  
Writing - Grammar (8pts.) There are no grammatical mistakes in the brochure. Capitalization and punctuation are correct throughout the brochure. There are no grammatical mistakes in the brochure after feedback from an adult. Capitalization and punctuation are correct throughout the brochure after feedback from an adult. There are 1-2 grammatical mistakes in the brochure even after feedback from an adult. There are 1-2 capitalization and/or punctuation errors in the brochure even after feedback from an adult. There are several grammatical mistakes in the brochure even after feedback from an adult. There are several capitalization or punctuation errors in the brochure even after feedback from an adult  
Spelling & Proofreading (8pts.) No spelling errors remain after one person other than the typist reads and corrects the brochure. No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure. No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure. Several spelling errors in the brochure.  
Attractiveness & Organization (8pts.) The brochure has exceptionally attractive formatting and well-organized information. The brochure has attractive formatting and well-organized information. The brochure has well organized information. The brochure's formatting and organization of material are confusing to the reader.  
Graphics (8pts.) Excellent choice of graphics that enhance  understanding of the text. There is a good mix of text and graphics. Graphics go well with the text and there is a good mix of text and graphics. Graphics go well with the text, but there are so many that they distract from the text or too few and the brochure seems "text-heavy" Graphics do not go with the accompanying text but appear to be randomly chosen.  
Call to Action (36 pts.) The brochure presents a clear explanation of usefulness of information and a clear expectation for community mobilization around your emergency action plan. The brochure calls for community mobilization around your emergency action plan. The brochure presents  clear information, but does not call for action. Information or expectation is not clear   
           /100

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