I want a presentation + research notes and a script for the presentation.
Topic: Superbugs Task: · Select a topic that can be specifically related to the three 3 first units of study in the course [Diversity, Genetics and Evolution]. · Research your topic and create a presentation · Present your topic to the class · Be sure to focus your research at an appropriate level (senior biology) Task Format Details: Presentation · 6 minutes · Have a clear beginning, middle and end · Conclude the presentation with a brief (yet clear) review of how your topic/issue is linked to the course units · Little text on slides (reserve slides for photos, graphics, data tables, animation clips, etc.) · Focus on ways to keep your audience engaged · Rehearse often and in person Effective Presentation Checklist* Did the speaker use appropriate tone and language for a classroom presentation? Did the speaker use effective eye contact with the audience? Did the speaker talk fluently without false starts? Did the speaker vary the volume of speech? Did the speaker articulate clearly? Did the speaker explain unfamiliar terms to others? Did the speaker talk for the appropriate amount of time (6min/person)? Did the speaker avoid unnecessary movements such as shuffling, toetapping and shaking? Did the speaker keep the interest of the audience? Relating to Grade 11U Biology Course: Course expectation checklist Diversity of Living Things · B3. demonstrate an understanding of the diversity of living organisms in terms of the principles of taxonomy and phylogeny; you may also analyze the effects of various human activities on the diversity of living things but this is entirely optional Evolution · C3. demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs. Genetic Processes · D3. demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics. Presentation Rubric[48] Criteria R 1 2 3 4 Initial work (Slides and References) · No evidence of progress is observed · Limited evidence of task progress, weak understanding of topic/issue · Some evidence of task progress, some understanding of topic/issue · Sufficient evidence of task progress, good understanding of topic/issue · Extensive evidence of task progress, excellent understanding of topic/issue /5 Clarity · Presentation has no organization or clarity, time is well over 10min/person · Slides are very difficult to read and do not enhance the presentation · Presentation communicates ideas with little or no clarity and precision or organization · Slides are difficult to read, too much text and are cluttered · Presentation communicates ideas with moderate clarity and precision, organization · Slides somewhat difficult to read and cluttered · Presentation communicates ideas with considerable clarity and precision, organization · Slides are easy to read and are uncluttered · Presentation communicates ideas with a high degree of clarity and precision, organization · Slides have limited text, focuses on visuals easy, engaging to read uncluttered /10 Content · No evidence of understanding of scientific terminology · No evidence of understanding of topic · Topic is inadequately explained, important information and scientific terminology missing · Does not convey a good understanding of topic · Info too general, more detail needed · Topic is satisfactorily explained, some information and scientific terminology missing · Conveys a satisfactory understanding of topic · Sufficient detail · Topic is well explained, appropriate information and scientific terminology included · Conveys a good understanding of topic · Considerable detail · Topic is excellently explained, appropriate information and scientific terminology included · Conveys an excellent understanding of topic · Excellent detail, extends topic /10 Relevance to 3 Units · No connections to curriculum expectations · Limited connections to curriculum expectations (two units have limited connections) · Some connections to curriculum expectations (one unit has limited connections) · Sufficient connections to curriculum expectations for three units (some from each unit) · Extensive connections to all curriculum expectations for three units (all met in extensive detail) /10 Presentation Skills* · Little to no Checklist Points · Weak Presentation Skills (Few Checklist points) · Satisfactory Presentation Skills (Some Checklist points) · Good Presentation Skills (Most Checklist points) · Excellent Presentation Skills (All Checklist points) /8 References · No References · Limited References Present · Some references are present, but error in style or limited sources · Sufficient present and are given in APA style with some errors · A broad range of references are present and given in APA style /5