FAMOUS SCIENTIST WANTED POSTER
Basic Requirements
5 Points Each
1. 14 x 22 poster board – any color
2. First, middle and last name of your scientist
3. Picture of your scientist
4. His/her birthday
5. One sentence of why they are famous or “Wanted”
6. Country he/she/born in
7. Where he/she/ did their work
8. Date of death or current age if living today
9. Your name on the bottom right hand corner
Choose 5 of the following requirements to add to your poster:
5 Points each
1. A quote by your scientist
2. 1-2 additional pictures of your scientist
3. A picture of what they worked on, ex. Invented telephone
4. Where they went to school/college
5. If they had any jobs, ex teacher, lawyer, doctor…Etc.
6. Family information: husband/wife, children, parents, brothers, sisters.
7. What else was happening in history when this scientist was famous? Ex. WWII
8. Did this scientist work with another scientist? Who was it and what did they do?
9. Are there any museums or other places that are named after your scientist?
15 Points
Overall presentation, neatness and creativity: Poster shows effort, neatness and creativity.
40 Points
Presentation to class.
You will dress up as the scientist you chose and present to the class in your own words
your accomplishments as a scientist.
Famous Scientist Wanted Poster
Oral Presentation Rubric
| CATEGORY | 4 | 3 | 2 | 1 |
| Content | Shows a full understanding of the topic. | Shows a good understanding of the topic. | Shows a good understanding of parts of the topic. | Does not seem to understand the topic very well. |
| Stays on Topic | Stays on topic all (100%) of the time. | Stays on topic most (99-90%) of the time. | Stays on topic some (89%-75%) of the time. | It was hard to tell what the topic was. |
| Uses Complete Sentences | Always (99-100% of time) speaks in complete sentences. | Mostly (80-98%) speaks in complete sentences. | Sometimes (70-80%) speaks in complete sentences. | Rarely speaks in complete sentences. |
| Vocabulary | Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. | Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. | Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. | Uses several (5 or more) words or phrases that are not understood by the audience. |
| Posture and Eye Contact | Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. | Stands up straight and establishes eye contact with everyone in the room during the presentation. | Sometimes stands up straight and establishes eye contact. | Slouches and/or does not look at people during the presentation. |
| Volume | Volume is loud enough to be heard by all audience members throughout the presentation. | Volume is loud enough to be heard by all audience members at least 90% of the time. | Volume is loud enough to be heard by all audience members at least 80% of the time. | Volume often too soft to be heard by all audience members. |
| Enthusiasm | Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. | Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. | Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. | Very little use of facial expressions or body language. Did not generate much interest in topic being presented. |
| Props | Student uses several props (including a costume) that show considerable work/creativity and which make the presentation better. | Student uses 1 prop that shows considerable work/creativity and which make the presentation better. | Student uses 1 prop which makes the presentation better. | The student uses no props OR the props chosen detract from the presentation. |
| Preparedness | Student is completely prepared and has obviously rehearsed. | Student seems pretty prepared but might have needed a couple more rehearsals. | The student is somewhat prepared, but it is clear that rehearsal was lacking. | Student does not seem at all prepared to present. |
| Listens to Other Presentations | Listens intently. Does not make distracting noises or movements. | Listens intently but has one distracting noise or movement. | Sometimes does not appear to be listening but is not distracting. | Sometimes does not appear to be listening and has distracting noises or movements. |