SBI4U0

Final Assessment Performance Task - Create a Model

A model is used to be a physical representation of some thing. That thing may be a single item or object (for example, the heart) or a large system (for example, the digestive system). Models can be simulations, replicas, structures, demonstrations, manipulatives, interactives.

A model of something large is usually smaller, and of something very small is larger. A model of something that can move, like a vehicle or machine, may be completely static, or have parts that can be moved manually, or be powered. A model may show inner parts that are normally not visible. The purpose of a model on a smaller scale may be to have a better overview, for understanding or testing purposes. The purpose of a model on a larger scale may be to see the structure of things that are normally too small to see properly or to see at all, for example a model of an insect or of a molecule.

Models in science and technology allow us to simulate or visualize something about the thing it represents. In school, they help students learn about and to understand complex biological, chemical and physical concepts.

Task:

Your task is to create a model for something you’ve learned about this past semester in biology. You will teach/present this area of study to the class with the aid of your model. Each presentation will be between 5 and 7.5 minutes long.

Evaluation:

You will be evaluated based on the following criteria:

 Knowledge of the subject you chose

 The quality, effort, creativity associated with your model.

 How well you present to the class

This task is 6% of your final evaluation.

Important Info and Dates:

You must choose your topic by:

I am going to make a model of:

Progress Check:

Presentation Dates:

SBI4U0Name:

Final Assessment Performance TaskDate:

Create a Model Evaluation Rubric

Table 1: Create a Model Evaluation Rubric

Criteria / Level 1 / Level 2 / Level 3 / Level 4
Knowledge
 master of the subject (research is evident)
 able to answer questions
[20 marks] / Student demonstrates having little understanding of the subject. Uses scientific terminology with a lot of difficulty. Many factual mistakes, pauses or stops during the presentation.
Does not answer questions correctly or has no response. / Student demonstrates having some understanding of the subject. Uses scientific terminology with some difficulty. There are factual mistakes, pauses or stops during the presentation. Answers questions with some difficulty, wrong answers given and/or shows uncertainty. / Student demonstrates that they have a deep understanding of the subject. Uses scientific terminology accurately. Minimal factual mistakes, pauses or stops during presentation.
Answers to questions are mostly correct and may involve some uncertainty. / Student demonstrates that they are an expert on the subject. Uses scientific terminology accurately. No factual mistakes, pauses or stops during presentation.
Answers to questions are confident and correct.
Model
 is a unique creation
 effort invested is evident (research is evident)
 is of high quality
 is an effective scientific tool
[16 marks] / Model is not unique. The model is of a very low quality. Little time and effort has been invested in it’s construction. The model is not effective at modeling the thing in which it was based. / Model is not unique, a product of the students imagination. The model is of a lower quality. Some time and effort look to have been invested in it’s construction. The model is somewhat effective at modeling the thing it which it was based. / Model is unique, a product of the students imagination. The model is of high quality. The investment of time and effort is evident in it’s construction. The model is effective at modeling the thing in which it was based. / Model is creative and unique. The model is of professional quality. Time, effort and care have been invested in it’s construction. The model is exceptional at modeling the thing in which it was based.
Presentation
 use of model throughout
 loud, clear and confident
 makes an effort to engage audience
 no reading
[4 marks] / Student uses model ineffectively during the presentation.
Student speaks with little confidence and voice is not loud and clear.
Student makes little effort to engage the audience and involve them.
Lots of reading by the student during the presentation. / Student uses model for most of the presentation.
Student speaks with a loud and clear voice.
Student makes little effort to engage the audience and involve them.
Some reading by the student during the presentation. / Student uses model throughout presentation.
Student speaks with a loud and clear voice.
Student makes an effort to engage the audience and involve them.
Little reading by the student during the presentation. / Student effectively uses model throughout presentation.
Student speaks with a loud, clear and confident voice.
Student successfully engages the audience and involves them.
No reading by the student during the presentation.