Ids 100 project 3 presentation space exploration

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IDS 100 Project 2 KWL Chart Guidelines and Rubric

Prompt You have completed Project 1: Lenses Chart. Now, to help you apply the lenses to your chosen topic, you will complete a KWL chart for Project 2. You will use the information gathered in the lenses chart to help guide you. In addition, the information from both charts will be useful to you in Project 3, the presentation. You can reference the KWL Chart Exemplar (linked in Module Five of your course) to help guide you with your KWL chart for your chosen topic. Choose one of the following topics to focus on for the remainder of the term: special education and learning disabilities, World Trade Organization, or space exploration. Project 2 will address the following course outcome:

 Utilize appropriate information literacy skills when researching topics using library resources Specifically, the following critical elements must be addressed:

I. Fill in your KWL (Know, Want to Know, Learned) chart using resources that address your topic in relation to each of the four liberal arts lenses. A. Draw on previous and personal experience to provide as much information as possible about what you already know about your topic in relation

to each lens. This is the K part of your KWL chart. For instance, what do you know already about the history of basketball? B. Based on your previous knowledge illustrated above, determine what you want to know about your topic in relation to the lenses. Be sure to

phrase this information as a question. This is the W part of your KWL chart. For instance, you might ask, “When did basketball become a professional sport in the United States?”

C. Using your researched library sources, answer any questions you can from those you posed in the W column based on what you learned from your research in the class library. You may not be able to address all your questions with the given resources. This is the L part of your chart.

D. In looking at the questions you posed previously that did not get answered by the given resources, determine what keywords you might search if you were to continue exploring your topic. This is the last column on the KWL chart.

Supporting Work and Resources Throughout Modules Three and Four, there are opportunities to work directly on different elements of the KWL chart.

1. In Module Four, you will choose the topic that you will focus on for the remainder of the course. You will also complete the K and W columns of your KWL chart, writing everything that you already know and what you want to know about your chosen topic. Be sure to consider the types of questions asked by experts in the various disciplines of liberal arts that you noted on your lenses chart.

2. In Module Four, you will also learn how your topic is viewed through the lenses of social science and natural science by exploring articles and summarizing what you learned on your KWL chart.

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3. In Module Five, you will learn how your topic is viewed through the lenses of history and humanities by exploring articles and summarizing what you learned on your KWL chart.

4. In Module Five, you will also consider what next steps you would take if you were going to continue researching your topic and create a list of the keywords that you would search, adding these words to the final column in your KWL chart. The KWL chart is due in Module Five.

Project 2 Rubric Guidelines for Submission: Type your responses directly into the KWL Chart Template (linked in Module Five of your course) and submit your completed chart for grading.

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Know

Meets “Proficient” criteria, and demonstrates a keen understanding of the topic (100%)

Draws on previous and personal experience to provide information about what the student already knows about the topic in relation to the lenses (85%)

Draws on previous and personal experiences to provide information about what the student already knows about the topic in relation to the lenses but response is cursory or does not relate accurately to the lenses (55%)

Does not provide information about what the student already knows about the topic (0%)

23.75

Want to Know

Meets “Proficient” criteria and questions communicate deep thinking about the topic in relation to the lenses (100%)

Poses questions that communicate what the student would like to know about the topic in relation to the lenses (85%)

Poses questions that communicate what the student would like to know about the topic in relation to the lenses, but response is cursory or does not relate accurately to the lenses (55%)

Does not pose questions that communicate what the student would like to know about the topic in relation to the lenses (0%)

23.75

Learned

Meets “Proficient” criteria and depth of answers demonstrates meticulous interaction with the provided sources (100%)

Answers any questions possible from those posed using provided resources (85%)

Answers any questions possible from those posed using provided resources, but answers are cursory or contain inaccuracies (55%)

Does not answer questions (0%) 23.75

Keywords

Meets “Proficient” criteria and list illustrates thoughtful reflection about how to continue exploring the topic (100%)

Determines keywords that might be searched if continuing to explore topic (85%)

Determines keywords that might be searched if continuing to explore topic, but list is cursory or illogical (55%)

Does not determine keywords (0%)

23.75

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Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Articulation of

Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format (100%)

Submission has no major errors related to citations, grammar, spelling, syntax, or organization (85%)

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (55%)

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas (0%)

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Total 100%