Non-Arthropod Power Point

The purpose of this assignment is to research a group of non-insect arthropods and present the information you learned to the class. The information you will be presenting to the class will be included on the next test, therefore you need to be very careful with selecting which sources you use. It is very important that your information is accurate. Here are a few links to websites that might be helpful when evaluating a website for accuracy and bias.

Virtual Salt - This site contains a simple chart to use when evaluating a website called “The CARS Checklist for Research Source Evaluation.” The chart is pretty simple to use and I highly recommend it.

JHU Research Help

Aside from finding reliable websites for information, you will need to properly cite the websites you obtained information from at the end of your presentation. A great website that shows how to cite any type of source (including websites) is an MLA citation site.

Below is a list of the information that will need to be included in your PowerPoint. Since this is a group project, I expect to see every member of the group working hard to create a great final product. You will be provided with ample class time to do thorough research and create a great PowerPoint presentation.

The rubric that will be used to grade this assignment is below as well. Please be sure to read it completely. You will not only be graded on PowerPoint presentation that you make, but the actual presentation that is given to the class. Your grade for this assignment will include both the PowerPoint and the class presentation.

Click Arthropod Lab to access a virtual lab on arthropod identification.

 

Information to be collected for the PowerPoint:

1. Basic characteristics

2. Examples

3. Body plan

4. Reproduction

5. Feeding

6. Interesting fact

7. Influence on Humans

8. Picture

CATEGORY	4	3	2	1
Group Work	All members of the group worked together and did an equal share of the work to complete the task. .	All members of the group worked on the assignment, but some members did more work than others.	Most of the group members worked on the assignment, but one member did the majority of the work.	There was little to no evidence of group work. One member did most to all of the work.
Content – Accuracy – Requirements	All content throughout the presentation is accurate. There are no factual errors. All requirements are met.	Most of the content is accurate but there is one piece of information that might be inaccurate. Most of requirements are met.	The content is mostly accurate, but one piece of information is clearly flawed or inaccurate. Some of requirements are met.	Content is typically confusing or contains more than one factual error. Few of the requirements are met.
Spelling and Grammar	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings and/or grammatical errors.	Presentation has 3-5 grammatical errors and/or misspellings.	Presentation has more than 5 grammatical and/or spelling errors.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide.	Most information is organized in a clear, logical way. One slide or item of information seems out of place.	Some information is logically sequenced. An occasional slide or item of information seems out of place.	There is no clear plan for the organization of information.
Use of Graphics	All graphics are attractive (size and colors) and support the theme/content of the presentation.	A few graphics are not attractive but all support the theme/content of the presentation.	All graphics are attractive but a few do not seem to support the theme/content of the presentation.	Several graphics are unattractive AND detract from the content of the presentation.
Information Display	Information is bulleted or written succinctly and written in students own words allowing student to expand or explain topic.	Most of the information is bulleted or written succinctly and written in students own words allowing student to expand or explain topic.	Some of the information is bulleted or written succinctly and written in students own words allowing student to expand or explain topic.	Little to none of the information is bulleted or written succinctly and written in students own words allowing student to expand or explain topic.
Sources	All sources are listed that were used to create the presentation. There are at least 4 different sources to verify the accuracy of the information.	All sources are listed that were used to create the presentation. There were only 3 different sources were used.	The student only listed 2 sources for their presentation.	The student only listed 1 source for their presentation.

The rubric to grade you presentation:

CATEGORY	4	3	2	1
Delivery	Student uses slide as guideline and does not read information directly off the slide.	Student uses slide as guideline and does not read most information directly off the slide.	Student uses some slides as guideline and does not read some of the information directly off the slide.	Student read directly from most of the slides.
Presentation Skills	Student faces the audience when speaking to the audience. Student speaks clearly and is easy to understand. Student knows how to pronounce all words used in the presentation.	Student faces the audience most of the time. The student is mostly easy to understand. The student knows how to pronounce all but one word.	Student faces the audience about half of the time. The student is somewhat easy to understand. The student does not know how to pronounce a 2-4 words.	Student rarely faces the audience. The student is somewhat easy to understand. The student does not know how to produce 5 or more words.
Listens to Other Presentations	Listens intently. Does not make distracting noises or movements.	Listens intently but has one distracting noise or movement.	Sometimes does not appear to be listening but is not distracting.	Sometimes does not appear to be listening and has distracting noises or movements.
Stays on Topic	Stays on topic all (100%) of the time.	Stays on topic most (99-90%) of the time.	Stays on topic some (89%-75%) of the time.	It was hard to tell what the topic was.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.