Ch 15 Presentations

Ch 15 Class Presentations

Please include the following in your presentations:

1) Organize your presentation with the lead in bold questions at the beginning of concepts discussed. For instance, if a group were doing 15-1, the 3 organizing questions would be: A) What are mineral resources? B) How do ores form from magma? & C) How do ores and other minerals form from sedimentary and weathering processes?

2) Briefly summarize the content using BRIEF/CONCISE bulleted points that you talk about rather than writing about.

3) Discuss the diagrams that are included in your section of the chapter. Be able to point and explain the meaning of the diagram and talk about relationships of variables included.

4) Current event that pertains to the content of the presentation

Inadequate (4 pts)

Developing (6 pts)

Good (8 pts)

Excellent (10 pts)

Self
Eval

Teach
Eval

Content can barely be pronounced as student reads the slide.

Content is pretty much read from slide.

Content discussed some beyond the slide.

Content discusses with appropriate depth and students know material beyond what is written on the slide. It is evident the this material has been extensively thought about.

Student writes "paragraphs" from book

Points on the slide are copied from the book but the font is okay

Points on the slide are somewhat adequate but some are too long

Points on slide are concise but adequate and in a font that is readable from the back of the room.

Student doesn't seem to know what the picture is about and "makes it up as he or she goes"

Diagrams are included but the students points at the computer screen.

All diagrams are included, but student stands back and says where they are or is not completely comfortable explaining the diagram

All diagrams from text book are included and discussed while student comfortably points to the projected image and explains it completely.

Student reads current event for the first time, but realizes half way through, it really wasn't about the presentation and says "Oh well I tried, do I get some credit?"

Student refers to an article that "sort of" was about this stuff

Student finds a great current event and summarizes it adequately

Student finds a truly relevant current event that he or she relates extensively to the presentation and details are given

Inadequate (4 pts)	Developing (6 pts)	Good (8 pts)	Excellent (10 pts)	Self Eval	Teach Eval
Content can barely be pronounced as student reads the slide.	Content is pretty much read from slide.	Content discussed some beyond the slide.	Content discusses with appropriate depth and students know material beyond what is written on the slide. It is evident the this material has been extensively thought about.
Student writes "paragraphs" from book	Points on the slide are copied from the book but the font is okay	Points on the slide are somewhat adequate but some are too long	Points on slide are concise but adequate and in a font that is readable from the back of the room.
Student doesn't seem to know what the picture is about and "makes it up as he or she goes"	Diagrams are included but the students points at the computer screen.	All diagrams are included, but student stands back and says where they are or is not completely comfortable explaining the diagram	All diagrams from text book are included and discussed while student comfortably points to the projected image and explains it completely.
Student reads current event for the first time, but realizes half way through, it really wasn't about the presentation and says "Oh well I tried, do I get some credit?"	Student refers to an article that "sort of" was about this stuff	Student finds a great current event and summarizes it adequately	Student finds a truly relevant current event that he or she relates extensively to the presentation and details are given