The scoring guide below is provided to evaluate the student's performance. Students performing roles 1, 2 and 3 are asked to write a letter to their local newspaper and describe what a fractal is, how fractals are created, and why the public needs to understand fractals. These students will then give a presentation to report their findings. Role 4 will copy and run the calculator program "fractal". This group will give a presentation over the program and demonstrate the program to the class. Role 5 will use the software program to draw pictures of fractals. This group will give a presentation and show their drawings of the fractals. Role 6 will generate their own fractal design. This group will give a presentation and explain the process of the generator they chose to use. There will be a common grade for the group.
| Fractal Project Rubric | |||||
| Evaluator: | Topics: | ||||
| Students: | |||||
| Preliminary Work | Inc. | Poor | Avg. | Good | Excellent |
|
Students completed letters to the newspaper . Students were able to run the fractal program on the TI-83 calculator. Students were able to draw pictures of fractal from software program. Students were able to generate their own fractal design. |
1 | 3 | 5 | 7 | 10 |
| Students used primary and secondary research which included factual and interesting information. | 1 | 3 | 5 | 7 | 10 |
| Students included a minimum of __2___ different resources. | 1 | 3 | 5 | 7 | 10 |
| Students created a running bibliography. | 1 | 3 | 5 | 7 | 10 |
| Students asked for permission of any copyrighted material. | 1 | 3 | 5 | 7 | 10 |
| Content | |||||
| Information is relevant and interesting | 1 | 3 | 5 | 7 | 10 |
| Students have used creativity in the design. | 1 | 3 | 5 | 7 | 10 |
| Students have used correct punctuation, complete sentences, grammar and spelling. | 1 | 3 | 5 | 7 | 10 |
| Students showed complete understanding of presented material. | 1 | 3 | 5 | 7 | 10 |
| Students used knowledge of file size manipulation to control the size of the presentation. | 1 | 3 | 5 | 7 | 10 |
| Students have labeled charts and maps for further understanding. | 1 | 3 | 5 | 7 | 10 |
| Presentation | |||||
| The presentation is fluent from beginning to end. | 1 | 3 | 5 | 7 | 10 |
| Students shared responsibilities of presentation. | 1 | 3 | 5 | 7 | 10 |
| Total: ________ | |||||