POINT SCALE FOR RESEARCH
50 points (25 points each grading)
50 points- Natural History Report
20 points- Homework assignments
120 total points ( + optional extra credit )
JOURNALS
Students were graded on their journal observations, which they turned in twice: once at a midpoint, during the chrysalis stage, and again at the end of the research, when they turned in their life history reports. Journals were assigned a score according to thoroughness and completeness of observation. Both grades for the journal were based on 25 possible points, for a total of 50 points for the entire journal activity.
To view the rubric, click here
I wanted the journal to count for as much as the natural history report in order to emphasize the importance of making careful observations and taking accurate records in science.
NATURAL HISTORY REPORT
The natural history report was the final summary of the Painted Lady's life cycle, as observed by each student. I counted this as a 50 point assignment.
To view the assignment, click here
20 points could be earned in the introduction, where the students described observations vs. inferences, and the difference between observational and experimental research in science. The bulk of the report, the life history section, was worth 30 points. Here students described each stage of the Painted Lady life cycle, using the observations they made and recorded in their journals. They were also encouraged to include pictures of each stage in their report during the computer lab visit.
HOMEWORK ASSIGNMENTS
Homework associated with the research can be assigned at any point deemed necessary or plausible. For example, I assigned homework twice during the research. One was based on host plants and butterflies, and the other was on the idea of butterflies as bioindicators. Another option is the differences between butterflies and moths. Each was worth 10 points.
EXTRA CREDIT: WEBSITE
From the beginning of the project, my students knew that they would be putting a website together on the project. This was not only a great way to teach students about the importance of communication in scientific research, but it was also an excellent motivator in taking digital camera and microscope images. Most of my students wanted to be famous!
Students who volunteered to help with the webpage received 30 extra credit points on the project. I split up responsibilities, and students signed up for whichever task appealed most to them. Examples of tasks included:
- Organizing digital camera pictures from each class
- Writing a blurb on a certain part of the life cycle (i.e., egg stage)
- Describing observation vs. inference
- Webpage formatting and design
Students worked on these website-related tasks during free-periods when I was in the room. I gave mini-lessons to students interested in learning to use webpage design software. When it was completed, they were very proud of showing others their accomplishment! To check out their website, visit the URL below. My students took all the pictures and movies -- and yours can do the same!
http://www.k12albemarle.org/AlbemarleHS/ClassPages/Otis/butterflypages/butterflypage.
