Content Area:Social Studies and Reading, Writing & Communicating

ScarcityPage | 1

Rubric: Scarcity

Content Area:Social Studies and Reading, Writing & Communicating

Grade Level:2

Standards and Grade Level Expectations:SS09-GR.2-S.2-GLE.2,

SS09-GR.2-S.3-GLE.1, RWC10-GR.2-S.1-GLE.1, RWC10-GR.2-S.1-GLE.2

Concepts and skills students master: Scarcity, non-renewable and renewable resources, cause and effect, change in environment, eye contact, voice level, body language, active listening

*For this assessment and rubric which is a DOK 1-2, explain means showing a relationship, basic description and/or giving basic cause and effect.

Rubric: Scarcity Pyramid

Above Mastery / Mastery of Grade Level Standards / Approaching Mastery / Novice
Scoring Criteria / 4 / 3 / 2 / 1
Resources / Student self-challenges by choosing a different resources not included in class list and meets all expectations in proficient. / Draw and label resource from class list. Label resource as non- renewable or renewable. / Draw or label resource from class list. Label resource as non- renewable or renewable. / Attempts to draw or label resource from class list. Does not label resource as non-renewable or renewable.
Use of Resource / Draws and writes two or more ways people use the resource. / Draws or writes two ways people use the resource. / Draws or writes one way people use the resource. / Use of resource is unclear.
Reasons for Scarcity / Draws and writes two or more reasons your resource could become scarce. / Draws or writes two reasons your resource could become scarce. / Draws or writes one reason your resource could become scarce. / Reason for scarcity is unclear.

Rubric: Oral Presentation

Above Mastery / Mastery of Grade Level Standards / Approaching Mastery / Novice
Scoring Criteria / 4 / 3 / 2 / 1
Eye Contact / Student maintains eye contact with audience, seldom returning to pyramid. / Student maintains eye contact most of the time but frequently returns to pyramid. / Student occasionally uses eye contact, but still mainly reads from pyramid. / Student reads all of pyramid with no eye contact.
Voice Level / Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. / Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. / Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. / Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.
Body Language / Facial expressions and body language adds to presentation. / Facial expressions and body language do not distract from presentation. / Facial expressions and body language occasionally distract from presentation. / Facial expressions or body language distract from presentation.
Use to evaluate presenter’s active listening in the audience
Listens to Other Presentations / 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.
Presentation Evaluation Form / Form includes both fact (s) learned with why they liked it, and a comment about the presentation. / Form includes both fact learned and comment about presentation. / Form includes fact or comment about the presentation. / An attempt to include fact or comment, but it is unclear or unrelated to topic.

Template Design by Center for Educational Testing & Evaluation—University of Kansas