ESS Analysis Rubric (Cycle B Jigsaw)
Goal: Share your Sphere Group knowledge with your Event Team. Draw from this knowledge to do an Event Team sphere to sphere (S > S) analysis. Then synthesize the E > S, S > E, and S > S interactions into causal chains.
Your Event Team assignment needs to include:
. List of the Sphere (S > S > S) interactions with reasoning and support.
. List of causal chains between the event and 3 or more spheres.
You should post S > S > S interactions that include accuracy, depth of reasoning, and quality of support. Use the rubric below to evaluate and improve your S > S analysis.
Using last week's E > S and S > E interactions and this week's S > S > S interactions, create causal chains. Your work will be graded based on each criterion being applied to your entire earth system analysis. For more, see Jigsaw Assessment.
Quality of Understanding: Accuracy of ideas, facts, statements (assertions) about interactions and causal chains
| 4 Rating: | 3 Rating: | 2 Rating: | 1 Rating: | 0 Rating | Rationale |
| Response is complete and correct | Mostly correct with no major errors, misconceptions or omissions. May contain up to 3 minor inaccuracies. | Partially correct with one or two significant omissions, content errors or more than 4 minor errors. | Misconceptions about key content in Earth system interactions | Not present | Explain your rating with specific references to your work as evidence: |
Depth of Reasoning: Clarity and focus of supportable ideas, interactions and systemic relationships
| 4 Rating | 3 Rating | 2 Rating | 1 Rating | 0 Rating | Rationale |
| Predicts future effects (e.g. positive feedback) or transfers understanding to evaluate other situations or recommends remediation (e.g. negative feedback) | Explains the processes responsible for the causal chains (S>S>S) in the event or context from a scientific perspective | Describes interactions using cause and effect connections including secondary effects that unfold over time, event> sphere>sphere | Describes what is happening in the system, including characteristics and direct effects of the event or context (event>sphere) | Not present | Explain your rating with specific references to your work as evidence: |
Evidence: Scope, detail and accuracy of the evidence supporting the relationship statements
| 4 Rating: | 3 Rating: | 2 Rating: | 1 Rating: | 0 Rating | Rationale |
| Builds on data from reliable sources by manipulating the data to support claims (charts, graphs, maps, etc.) or refuting opposing positions with data or discussing ambiguity or error in the data | Supports statements with data from reliable sources. Uses quantitative and qualitative data appropriately | Accurately uses and cites quantitative and qualitative data from reliable sources | Uses only quantitative or qualitative data or lacks adequate support for statements, or lacks citations for some statements | Not present | Explain your rating with specific references to your work as evidence: |
Science Writing: ESS analyses is communicated clearly.
| 4 Rating: | 3 Rating: | 2 Rating: | 1 Rating: | 0 Rating | Rationale |
| Uses graphics (diagrams, graphs, pictures, video, etc) to support the text or has exemplary overview of the thesis or the writing style is particularly vivid, compelling, or creative | Builds ideas across paragraphs and sections to support the main ideas | Paragraphs support the main ideas/ thesis. Sentence structure sometimes interferes with meaning. | The thesis/main ideas about the interactions are clearly stated. Grammatical errors do not interfere with the meaning. | Not present | Explain your rating with specific references to your work as evidence: |