rubric gallery

Student will use the correct picture and name to fill in the food chain. The food chain should show the flow of energy in the food chain.

On a Texas map, students will create a weather report identifying weather conditions such as rain, scattered showers, snow, warm front, and cold front. Next, the student will identify 4 cities/states with different weather conditions and place the information on a chart or graph. Students will label and draw appropriate weather symbols in designated locations.

A book presentation of the Earth's patterns such as, seasons, shadows, and moon phases. Student project must explain in detail all aspects of each natural pattern, and provide illustrations of each. Should include explanations of why we see different amounts of the lighted side of the moon, depending on the Earth and moon positions relative to the sun. Evidence must be based on classroom activities, videos, Stemscopes and observations.

The students will create a 3D model. PowerPoint, Padlet, or other media source of the water cycle. They will use ideas such as using a bottle, shoebox, storybook (pop up), poster-size diorama, or other 3D project ideas to make their project. The goal of this assessment is to see how much the students know and can explain about the water cycle.

GPS: S4E3d. Explain the water cycle (evaporation, condensation, and precipitation). Develop a diagram/model of the water cycle. The diagram/model should explain the water cycle and include the steps during the cycle.

Create a food web consisting of organisms found in a specific ecosystem. Name organisms, show the flow of energy in the food web, classify organisms as producer, consumer (primary, or secondary), and indicate impact in that community of removing one species. Label three to five interspecific interactions that occur in within web. Predict what might happen if a component in the food web changes.

Create a PowerPoint presentation using real world pictures to identify lines and angles. Your presentation must include a minimum of two of each: acute angles, obtuse angles, right angle angles, straight angles, perpendicular lines, parallel lines, and intersecting lines. Along with your picture, please include a description to identify all of the components in your picture.

A CER presentation electricity, conductor, insulator. Student project must define in detail electricity, conductors, and insulators. Evidence must be based on classroom investigations, videos, and Stemscopes.

Students will choose 3 of the 9 options. This choice board will be used as an assessment to measure understanding of topic.

You are a team of engineers who have to build a car that will travel a distance of at least 3 meters.

Students will design a car, in order to show their knowledge of forces, an motion. Student's will be asked to explain their designs, as well as submit a paper on why they feel their designs worked well or didn't.

The student is to research a cattleman or woman, and create a biography poster. This biography includes information about the person's life, what led them to them becoming famous, what contributions and influence they had on the cattle trade, when and where they lived, and interesting or unique facts about the person. The students will create a life-sized poster of their cattleman or woman including the facts. Students will present their posters.

A CER presentation mixtures. Student project must define in detail a mixture, and a solution. Evidence must be based on classroom investigations, videos, and Stemscopes.

Students create a foldable describing the changing states of matter: solid-liquid, liquid-gas, gas-liquid, liquid-solid.

Students create a Mind Map illustrating important events, and people associated with the colonization of Texas. Mind Map to include Spanish/European explorers, American Indian tribes, Texas missions, New Settlers, and Mexican Independence. (Grade comprised of Mind Map and Karankawa Video Conference)

Students will work in groups, each with a focus on one early Native American group in Texas. Students will research 1. How they obtained food, 2. Weapons or tools they used, 3. Clothing they wore, 4. How they governed themselves, 5. Where they lived (region), 6. Types of protection (houses). Each group will present their information to the class using a visual aide for each area discussed. The visual aide can be a Power Point, poster, or brochure.

Students will work in groups, each with a focus on one early explorer in Texas. Students will need to know: 1. the country of origin 2. date(s) of exploration 3. 5 facts about the explorer or their exploration. Each group will present their information to the class using a visual aide for each area discussed. The visual aide can be a Power Point or poster.

A CER presentation of the moon phases. Student project must explain in detail all aspects of the moon phases. Should include explanations of why we see different amounts of the lighted side of the moon, depending on the Earth and moon positions relative to the sun. Evidence must be based on classroom activities, videos, Stemscopes and nightly moon observations.

Reflecting on your group members' participation within the group project, rate each member using the following rubric. Add all group members' names at the bottom of the rubric and corresponding points you award them. The group member's points will be averaged and figured into your teammates' final grade.

Students will work in groups to research a different Indian Tribe. Using these guiding questions: How did the Indian removal Act Impact this tribe? and How did their relocation effect their way of life? They will present their findings to the class. The findings should include pictures of the tribe.