Sample work Science 7–10 Stage 4: Vertebrate Poster

Description of activity

Students gather and summarise information about a named vertebrate using a range of sources. They prepare a descriptive report on the observable features of the named vertebrate using the provided report scaffold. The information is presented using the agreed poster format and the sources of information are acknowledged.

Worksheet A

Worksheet B

Context

In the unit Living Things students are introduced to Biology as a branch of science. The unit builds on students’ knowledge, understanding and skills from Stage 3 in investigating, designing, making and using technology. It uses examples to enable students to gain an understanding of how historical developments in science and technology have changed ideas about cell structure, microscopic and macroscopic organisms and classification. Students are also introduced through their first-hand experiences to the importance in scientific investigations of making accurate and objective observations.

As a component of a unit of work on the classification of living things students learn and practise research skills through gathering and processing information from a range of secondary sources on a selected vertebrate. Using a provided scaffold they summarise gathered text to construct a descriptive report that includes the observable features of their animal. Students present their collated and summarised descriptive text in a poster. The poster elements have been identified and agreed to by the students based on their observations and discussion around the features of a range of those available commercially.

Outcomes

A student:

4.8 describes features of living things
4.16 accesses information from identified secondary sources
4.17 evaluates the relevance of data and information
4.18 with guidance, presents information to an audience to achieve a particular purpose

Criteria for assessing learning

(These criteria would normally be communicated to students with the activity.)

Students will be assessed on their ability to:

• describe accurately the observable features of a selected vertebrate
• locate relevant information and graphics from a range of secondary sources
• extract and summarise relevant information from secondary sources using the provided scaffold
• appropriately acknowledge sources of information
• apply the student-agreed elements for a poster format to their presentation.

Work Sample Assessment 

Reese 

Reese has demonstrated a very high level of competence in locating, extracting and organising information about a vertebrate. Observable features of the European Red Fox have been identified and described in detail. Although subheadings have not been used, the diagram has been annotated with succinct labels clearly linking the visual image and the written text. Scientific terms have been consistently used and the poster is visually appealing, although the handwriting could be neater. A range of sources has been used and a bibliography has been included. This work sample demonstrates characteristics of work typically produced by a student performing at grade A standard.

Riley 

Riley has demonstrated a thorough understanding of a descriptive report in poster format. Relevant information has been selected and a detailed description of the observable features of the Giant Panda has been provided. Most poster elements have been effectively incorporated. Information has been appropriately organised using subheadings and arrows, and the supporting diagrams are relevant. The poster is visually appealing but would benefit from a general statement to link the information. A variety of sources have been used and acknowledged. This work sample demonstrates characteristics of work typically produced by a student performing at grade B standard.

Ricky 

Ricky has demonstrated a sound understanding of a descriptive report in poster format. The information provided on most criteria is relevant and detailed, but some less relevant material has been included. The presentation of the poster incorporates the agreed elements but incorrect formatting of references has been used. Ricky has followed most guidelines well but, the organisation of characteristics could be improved. A range of sources has been used and acknowledged. This work sample demonstrates characteristics of work typically produced by a student performing at grade C standard.

Terry 

Terry has demonstrated an adequate level of competence in locating, selecting and organising information about a vertebrate. A detailed description of the observable features of the Green Sea Turtle has been provided. Appropriate headings and clear graphics have been included but no links between the images and the written text have been made. The poster has visual appeal and Terry has attempted to use scientific terminology, but only two internet references have been acknowledged. This work sample demonstrates characteristics of work typically produced by a student performing at grade C standard.

Lee 

Lee has demonstrated a limited level of competence in locating, selecting and organising information about a vertebrate. Information from a limited range of sources has been located, extracted and correctly acknowledged but is largely irrelevant. The relevant information is very basic with no description of physical characteristics included. In terms of presentation, the poster includes the use of subheadings and is visually appealing. Some basic graphics have been used. This work sample demonstrates characteristics of work typically produced by a student performing at grade D standard.

Shannon 

Shannon has demonstrated a limited level of competence in locating, extracting and organising information about a vertebrate. Basic information about the observable features of the vertebrate has been gathered but not summarised, and only one reference has been cited. In terms of presentation, the poster is not well organised. There are no subheadings, the graphics are too small to be effective and a border has not been used. Shannon has not interpreted the task requirements correctly. This work sample demonstrates characteristics of work typically produced by a student performing at grade D standard.

Casey 

Casey has demonstrated a limited level of competence in locating, extracting and organising information about a vertebrate. Subheadings have been used but the information is not well organised and no sources have been cited. There is limited synthesis of information and some repetition. The images are general, rather than specific, and there is little use of scientific terminology, but the poster does have visual appeal. This work sample demonstrates characteristics of work typically produced by a student performing at grade D standard.

Kim 

Kim has demonstrated very limited competence in locating, selecting and organising information. Some relevant features of a named vertebrate have been stated and there is evidence of summarising. The visual appeal is minimal because the graphics are small and subheadings have not always been used to organise the information. There is no acknowledgement of sources. This work sample demonstrates characteristics of work typically produced by a student performing at grade E standard

Lindsay 

Lindsay has demonstrated an elementary understanding of the requirements of a descriptive report. Some relevant information has been located but there is little evidence of organisation in the selection and collection of facts, and an image of the vertebrate has not been included. Subheadings have been used but a very limited amount of information has been provided. Lindsay has not followed the scaffold provided and the poster lacks visual appeal. Sources have not been listed. This work sample demonstrates characteristics of work typically produced by a student performing at grade E standard..