GRADE 7- Themes of Geographic Inquiry
MAJOR PROJECT
(worth 30% of Term 1's Geography grade)
DUE DATE: Wednesday October 12th, 2004
For you final project you have a choice of one of the following:
1. Create a brochure/information pamphlet to teach young people what they should do to be safe during a specific natural
disaster (eg. tornado, hurricane, earthquake, etc.).
2. Design and build a working model that demonstrates how a specific natural disaster occurs and the types of damage it
can cause. This investigation should follow the same scientific format as the wind speed experiment, including;
purpose
hypothesis (what do you predict will be the outcome?)
materials
procedure (step by step, numbered)
observations (labelled diagram)
conclusions (what did you learn?)
3. Build your own webpage dedicated to the history of a particular type of natural disaster through time (eg. "Robyn’s
Virtual Tornado Tour!"). This should include pictures, history, maps, explanations of how the disaster occurs and the damage
it can do.
The first thing you will do for this project is to decide on which type of disaster most interests you. Now you need to
decide which product you would like to produce- a brochure, model or webpage.
CHOSEN DISASTER: ______________________________________________
FINAL PRODUCT WILL BE: ________________________________________
I WILL DO MY RESEARCH: __________ by myself OR ________ with a partner
GRADE 7 TERM ONE PROJECT RUBRIC
Natural Disasters of the World
|
KNOWLEDGE/
SKILLS |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Understanding Concepts |
The student:
* shows understanding of few of the concepts/terms presented in this unit (ie. the five themes of geographic
inquiry)
* rarely supports their findings with complete explanations.
|
* shows understanding of some of the concepts/terms presented in this unit (ie. the five themes of geographic
inquiry)
* sometimes supports their findings with complete explanations. |
* shows understanding of most of the concepts/terms presented in this unit (ie. the five themes of geographic
inquiry)
* usually supports their findings with complete explanations. |
* shows understanding of all/almost all of the concepts/terms presented in this unit (ie. the five themes
of geographic inquiry)
* always/almost always supports their findings with complete explanations. |
|
Inquiry and Research Skills |
The student:
* is unable to research without assistance
* shows no apparent growth in skills over the course of the unit
|
* is able to research with some assistance
* shows some growth in skills over the course of the unit |
* is able to research with little assistance
* shows general growth in skills over the course of the unit |
* is able to research independently
* shows significant growth in skills over the course of the unit. |
|
Communication of Required Knowledge |
The student:
* includes only a few of the required elements with little/no additional research
* produces written work, graphs and maps with little clarity and precision
* rarely uses topic specific terminology correctly
|
* includes most of the required elements with little/no additional research
* produces written work, graphs and maps with some clarity and precision
* sometimes uses topic-specific terminology correctly
|
* includes all of the required elements with some additional research
* produces written work, graphs and maps with general clarity and precision
* generally uses topic-specific terminology correctly
|
* includes all of the required elements with extensive additional research
* produces written work, graphs and maps with consistent clarity and precision
* consistently uses topic-specific terminology correctly
|
|
Applying Concepts and Skills in Various Contexts: |
The student:
* applies few concepts regarding the "place" and "environment" themes in the context of their natural
disaster research
|
* applies most concepts regarding the "place" and "environment" themes in the context of their natural
disaster research
|
*applies all/almost all concepts regarding the "place" and "environment" themes in the context of their
natural disaster research
|
* applies all concepts regarding the "place" and "environment" themes in the context of their natural
disaster research
|
