TREEHOUSE CONTENT |
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About this Page
See editing help topic |
Authorship, Copyright Date and Acknowledgements information incomplete and/or incorrect. |
Authorship, Copyright Date and Acknowledgements information incomplete and/or incorrect. |
Authorship, Copyright Date and Acknowledgements information correct. |
Same as 3. |
Text and Layout |
Page Text and Layout
- Spelling and grammar should be as perfect as possible because the treehouse is meant for publication.
- The layout and design elements (color etc.) should help communicate information clearly and consistently.
- Text and images are well placed.
- See: Adding Text , All the HTML You Need
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- Spelling and grammar poor
- The layout of text and images is haphazard and visually distracting.
- Design elements, such as color are used in a way that is visually distracting and detracts from the learning experience.
- There are huge errors with the HTML code causing the page to load improperly in a web browser (e.g. text, images and links do not display properly).
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- Spelling and grammar poor
- The layout does not complement and go with the information that is presented.
- Design elements, such as color are used in a way that is sometimes visually distracting and detracts from the learning experience.
- There are some errors with the HTML code causing the page to load improperly in a web browser (e.g. text, images and links do not display properly).
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- Spelling and grammar are well done.
- The layout complements and goes well with the information that is presented.
- Design elements are used that do not detract from or add to the learning experience but that look attractive and are not distracting.
- There are no errors with the HTML code that causes the page to load improperly in a web browser (e.g. text, images and links do not display properly).
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- Spelling and grammar are perfect.
- The layout complements and goes extremely well with the information that is presented.
- Design elements are used the really add to the learning experience.
- The student uses advanced HTML formatting properly.
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Media |
Media: Images
- At least 3 images total, including at least one student-created image.
- Images should illustrate points made in page and the correct copyright information must be posted with each media file (e.g. Copyright owner, acknowledgements date etc.).
- See: Adding Media | Multimedia Reference
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- Only one image
- Images too large*
- Copyright information not included or incomplete.
- Image not relevant to content of treehouse.
- Images of poor quality.
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- Only two images (neither created by student).
- Images too large*
- Copyright information incomplete or not posted.
- Images may not be totally relevant to treehouse topic.
- Images of poor quality.
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- Includes 3 images, one of which was created by the student.
- Images of proper size*
- Copyright information complete.
- All images relevant to treehouse topic and of good quality.
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Same as 3. In addition:
- Images are of extremely high quality.
- Images explain content without needing to read text. "A picture is worth a 1000 words."
- There are more than one student created images of high quality.
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Media: Sounds/Video
Extra credit given if student has other types of media (video, audio). More extra credit given if student creates their own media. See editing help topic
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Includes movies or sounds. Proper copyright information is displayed. Media illustrates points made in page. Media files must not exceed size limits.** |
* Images too large. In order to fit on most people's screens, images should not be wider that 800 pixels or higher than 600 pixels. Images can also be too large in file size and cause pages to take a long time to load. In order to make ToL pages load relatively fast, we ask that you keep your images under 100KB (kilobytes). To shrink images that are too large you can use an image editing program,
** Sound and/or move files too large. Sound files and movie files cannot exceed 4 megabytes. |
Information
- Information should be gained from a variety of sources and be presented in a clear and engaging manner.
- Information should combine student ideas, experiences and thoughts with factual information gained from scientific observations, the internet, books and other expert sources.
- See editing help topic
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- Unclear.
- Very little information is presented.
- Information is from only one source.
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- Information is presented in an inconsistent and hard to follow manner.
- Information is from only a couple of sources.
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- Information is presented in a clear manner and grouped into sections.
- Information works well with media sources presented (e.g. images, sounds, movies).
- Information is from a variety of sources.
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Same as 3. In addition:
- Information is presented in a creative and very engaging manner for the user.
- Information and media sources are presented (e.g. images, sounds movies) in a creative and complementary manner.
- Information from personal experience, scientific observation and research are combined in the treehouse.
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TREEHOUSE CONTENT |
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4 |
References and Information on the Internet |
References (Book /Magazines etc.)
Three book, journal, magazine, documentary film etc. type references. See editing help topic |
- Only 1 reference
- References not relevant to content of treehouse.
- References not written in proper bibliographic format.
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- Only 2 references
- References not relevant to content of treehouse.
- References not written in proper bibliographic format.
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- 3 references
- References are relevant to content of treehouse.
- References written in proper bibliographic format.
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Same as 3, but with more than 3 references. |
Internet Links
Five quality links with information on what one will find at each site. Links must have something to do with treehouse page content. Internet links should be entered in the Information on the Internet Section. See editing help topic
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- Only 1 link
- Links not relevant to content of treehouse.
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- Only 2 or 3 links
- Links not relevant to content of treehouse.
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- All 5 links
- Links are relevant to content of treehouse.
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Same as 3. In addition:
- For each link there is a written explanation of what you can learn/view on each site.
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"People References"
Student discusses topic with others and gains their opinion or expertise. The person spoken with does not need to be an expert. |
Doesn't have any "people references." |
The information gained from talking to people is not relevant to the treehouse topic. |
Information gained from talking to people adds some points of interest to the page. |
Information gained from talking to people greatly adds to the information a visitor to the treehouse can learn. |
Learning Information |
Learning Information
All fields completed. Comments Field: Student adds a brief summary of what someone could learn from their page. See editing help topic.
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- Incomplete
- The comments field does not contain a brief summary of what someone could learn from the treehouse page.
- The information is inaccurate.
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Same as 1, but the information entered is accurate. |
- Complete
- The comments field contains a brief summary of what someone could learn from the treehouse page.
- The information is accurate.
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All information is complete and accurate, the summary is extremely clear, precise and descriptive. |
Attached to Group of Organisms on the Tree of Life |
Organism Names
Organism names (scientific and common names) are entered into the proper field and formatted correctly. Organism names are also featured in the treehouse. See editing help topic and Help with Scientific Names.
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- Student is unable to find out the scientific name of the organism.
- Organisms names not entered properly into Treehouse Editor.
- Organism names not featured on treehouse page.
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- Organisms names not entered properly into Treehouse Editor.
- Organism names not featured on treehouse page.
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- Student is able to find the correct scientific name of the organism(s) that they are studying.
- Both the scientific and common names of the organism(s) are properly into the Treehouse Editor.
- Organism names are featured on the treehouse page.
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Same as 3. In addition:
- Student is able to find the correct scientific name of the organism(s) that they are studying with very little or no assistance from the instructor.
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Attach to Group
Attached to appropriate group(s) or organisms. See: Attaching Your Work to a Branch or Leaf Page on the Tree of Life
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Not attached to a group of organisms. |
Not attached to the appropriate group(s) of organisms. |
Attached to the appropriate group(s) of organisms. |
Same as 3. In addition:
- Student is able to complete this procedure through following instructions on the site and with minimal assistance from instructors.
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TREEHOUSE CONTENT |
1 |
2 |
3 |
4 |
Learner Qualities |
Working Together |
Partners argue, don't communicate or share responsibilities. |
One partner does most of the work. Partners have trouble communicating effectively. |
Partners communicate effectively and share equally in the work of creating the treehouse. |
Partners show exceptional ability to help each other, communicate and share the work. Their treehouse truly exemplifies a product that couldn't have been created without the partnership. |
Following Guidelines |
Student is disruptive, off-task and does not listen to or follow written or verbal directions. |
Student is often bordering on being disruptive, and often does not listen to or follow written or verbal directions. |
Student does not disrupt class and listens to directions. |
Student shows exemplary ability to stay on task and listen to directions. |
Independent Learner/ Technology Problem Solver
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- Student does not read help topics or directions
- Student will not use help topics and support materials.
- If something goes wrong the student gives up and does not try and trouble shoot the problem or find an alternative task.
- Student does not ask for help if having trouble and does nothing,
or
- Student is constantly asking for help without trying to solve problems or engage in the task on their own first.
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- Student has to be reminded often to read directions, use help and support materials and to work independently.
- If something goes wrong student can't figure out another task to complete.
- Student frequently asks for help without first trying to figure out what the problem is or engage in the task independently.
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- Student reads directions and help topics, and use these support materials to work independently.
- If something goes wrong student can figure out something else to do.
- Student asks questions that demonstrate that they have tried to figure things out on their own first before asking for help.
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Same as 3. In addition:
- Student shows exceptional ability to troubleshoot problems and demonstrates understanding of the problem situation.
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