WORLD'S FAIR&EXPOSITION

STUDENT GUIDE
TEACHER NOTES


Evaluation...
Costa Rica

A Word History problem based
learning challenge

THE STANDARDS

Goals & Standards
Lesson Sequence
Learning Advice
Lesson Map

 

 

The Rubric

A rubric is a good way for students and teachers to assess problem based learning projects as well as presentations and collaborative work. Teachers and students should design the rubric for the assessment together so that there is a clear understanding about the goals, objectives and evaluation of the project. There are some good educational articles and sample rubrics that can be found at Education sites on the web. A couple of places to look are:

Below is a SAMPLE rubric that might be used for the World's Fair & Exposition lesson. It should be modified by teachers who implement this lesson with their students.



Student Objective

Attempted
Acceptable
Admirable
Awesome


Students present information on the recent history of a nation.
(Honor the Past)

Insufficient knowledge of history, preparation of maps and charts are missing or weak. Biography of key leaders have incorrect information.

Provides main idea of nations' history but only in broad outline form with little detail; Map and charts presented but with some erroneous or unclear information

Report on history well organized, logical and focused with few errors. Maps and charts are clear and add to the presentation. Bibliographies of key leaders are interesting.

Strong analysis of the history; political divisions shown though maps and charts that are rich in depth and precise in detail. Presents nations' religion and biographies in a powerful manner with no errors.


Students present information on the challenges of a nation.
(Discover the Challenges)

Challenges listed with little explanation. Weak charts and graphs. No primary source material. Incorrect information

 

Provides challenges but explained only in broad outline form with little detail; Primary sources are weak. Democratic goals are unclear.

 

Outlines the challenges in an organized, logical and focused way with few errors. Some primary source information is included. Democratic institutions listed.

 

Analyzes the challenges, and shows future trends through charts and graphs. Has primary source information from the countries people or gov't. Compares democratic institutions to other nations.


Students present an action plan proposal.
(Imagine the Future)

Action Plan is weak and in conclusive. Does not take countries culture into account or deal with the world economy.

 

Action plan provides a main idea but only in broad outline form with little detail; There is some inclusion of cultural information.

 

Action plan well organized, logical and focused with countries culture taken into account. Action Plan shows how the nation will deal with the future world economy.

 

Shows realistic action plan for country which incorporates the culture into its goals. Challenges are powerful and rich in depth and detail. Action plan includes detailed information on how the nation will deal with the changing world economy and technology.


Students present a tour of a nation's Exposition Pavilion.
(Poster or multimedia or web presentation.)

Presentation lacks preparation. Poster or multimedia provides few artifacts and little information. Design principles not evident.

Poster or multimedia and oral presentation shows main idea but little detail included. Design shows some consistency and some artifacts are included. Errors are evident.

Presentation is well organized and designed. Poster or multimedia includes artifacts from country and interesting commentary which enhances the content.

Powerful presentation supplemented with strong design principles, good use of color and artifacts from country. Presentation highly organized and easy to follow. Exceptional facts and vivid descriptions are displayed in a interactive multimedia or artistic poster.


Students conduct and evaluate research.
(Information Literacy)

Very few research information sources listed but not supported with "Information Literacy" evaluations. Bibliography listed incorrectly.

Some research listed but not from a wide variety of sources. Some "Information Literacy" evaluations included for some sources but information is not fully evaluated. Bibliography listed.

Research comes from a wide variety of sources including primary sources. "Information Literacy" evaluations complete for each source. Bibliography well organized.

Research is analyzed thoroughly with "Information Literacy" evaluations. A wide variety of sources included with several primary source interviews. Bibliography is clear and well organized.

STUDENT GUIDE

 




THE INVITATION | THE TASK | THE PROCESS| THE RESOURCES

THE LEARNING ADVICE | THE EVALUATION | THE TECHNOLOGY | LESSON MAP

 

TEACHER GUIDE

 




THE TEACHER NOTES | THE LESSON SEQUENCE| THE STANDARDS |

THE RESOURCES | THE EVALUATION | THE TECHNOLOGY | LESSON MAP