IB SL Biology - Spring Read Assignment
Learning target: I can analyze and discuss the portrayal of a modern biology-related issue in a non-fiction book.
Assignment: Read a nonfiction book of your choice that highlights a biological science issue.
➢Get book approval from instructor before beginning.
➢Submit via google doc on kelleyscience.pbworks.com.
➢Read chosen book for 8 hours or until the book is completed whichever comes first.
➢Create a 3-5 minute presentation or video about the chosen book following the rubric.
Final Grade for Project: 30% of grade will be based on Presentation Skills and 70% of grade will be based on Presentation Content.
Final Score = (0.3 * Presentation Skills Score) + (0.7 * Presentation Content Score)
Due Date: Monday, May 29th, 2017 – Shared with or e-mailed to
Presentations will occur on Tuesday – Thursday of the week.
Presentation Skills Rubric:
Criteria / Excellent - 4 / Above Average - 3 / Average - 2 / Below Average - 1Introduction attracts audience / Exceptional creative beginning with an excellent quote / Creative beginning with a good quote / Not a very creative or interesting beginning with a quote / Not a very good beginning with no quote
Maintains eye contact and is audible / Always maintains eye contact and engages audience. Voice is clear, words are pronounced correctly and tempo is good. / Almost always maintains eye contact. Voice is mostly clear and audible, Pronunciation is mostly correct. / Sometimes maintains eye contact. Sometimes hard to understand or hear the student. Mispronounces common words. / Never maintains eye contact. Spoken word is too soft, mumble, speaking much too fast or slow.
Visual aid / Visual aid is well done, colorful, and very helpful to the presentation / Visual aid is colorful, and helpful to the presentation / Visual aid is completed and might be helpful to the presentation / Visual aid is not done or very poorly done
Conclusion makes us want to read the book (or not read the book) / Very enticing conclusion – draws the listener to read the book / Somewhat interesting conclusion- listener might want to read the book / Concluded but did not draw the listener to read the book / Very boring conclusion or no conclusion at all.
Stays within time Time / Within time limit (3-5 minutes) / Too short or too long
Presentation Content Rubric:
Criteria / Excellent - 4 / Above Average - 3 / Average - 2 / Below Average - 1Audience / purpose - Who does the text target? What does the author wish to achieve through the text? / Strong awareness of audience/viewer in the design. Student can clearly explain why they felt the vocabulary, audio, and graphics chosen fit the target audience.
Establishes a purpose early on and it is clear that the authors believe they have something important to communicate. / Some awareness of audience. Student can partially explain why they felt the vocabulary, audio, and graphics chosen fit the target audience.
There are a few lapses in focus, but the purpose is fairly clear. / Some awareness of audience. Student can partially explain why they felt the vocabulary, audio, and graphics chosen fit the target audience.
There are a few lapses in focus, but the purpose is fairly clear. / Limited awareness of the needs and interests of the target audience.
It is difficult to figure out the purpose of the text.
Content / theme -What is literally ‘happening’ in the text? What is it about? What are the main ideas of the text? / Strong awareness of content and theme.
Student can clearly explain the content and theme through examples and evidence in the text. / Some awareness of content and theme. / Some awareness of content and theme. / It is difficult to figure out the content and/or theme of the text.
Tone / mood -How does the text make you and/or the target audience feel? Describe the atmosphere of the text. / Strong awareness of tone and mood.
Student can clearly explain the tone and mood through examples and evidence in the text. / Some awareness of tone and mood. / Some awareness of tone and mood. / It is difficult to figure out the tone and mood of the text.
Stylistic devices - How does the author use language to convey a sentiment or message? What kinds of linguistic tools does he/she employ? / Strong awareness of stylistic devices
Student can clearly explain the stylistic devices through examples and evidence in the text. / Some awareness of stylistic devices. / Some awareness of stylistic devices. / It is difficult to figure out the stylistic devices of the text.
Structure -How is the text organized, literally (i.e. layout/formatting)? What kinds of structural elements of a particular text type do you see? / Strong awareness of structure.
Student can clearly explain the structure through examples and evidence in the text. / Some awareness of structure. / Some awareness of structure. / It is difficult to figure out the structure of the text.