rubric gallery

Students will compare/contrast habitats using a Double Bubble Map.

1. Construct, organize and display data in tally chart, pictograph, and bar graph.

The purpose of this rubric is to allow the younger student to know what the expectations are for writing a comparing/contrasting essay and completing the ending project presentation. The student will work with a partner to compare and contrast two versions of the same fairy tale using a graphic organizer, complete a multiparagraph text explaining similarities and differences and complete a presentation project.

1. Construct, organize and display data in picture graphs and bar graphs. 2. Draw conclusions and answer questions based on picture graphs and bar-type graphs

Students will create a Wanted Poster. This poster will contain illustrations and labels of drawings showing at least 4 characteristics of a good citizen.

Students list three or more traits of a solid, liquid or a gas. The must label and illustrate the three states of water and one other form of matter.

Objective: Observe and describe major stages in the life cycles of plants, lima bean.

SWBAT explain the contributions of various Native Americans. Essential Question: How did the Native Americans contribute to American society?

Students will understand that Native Americans were the first inhabitants in North America, will compare cultures of Native Americans tribes from various geographic regions of the U.S., Identify terms and designations of time sequences and examine primary and secondary sources. Essential Question: How were the Native Americans an important part of our history? What influences do Native Americans have on us today? Formal assessment for understanding: Who were the first people to live in North America? How are the Cherokee and Pueblo tribes the same? How are the Cherokee and Pueblo tribes different?

Students will understand that Native Americans were the first inhabitants in North America, will compare cultures of Native Americans tribes from various geographic regions of the U.S., Identify terms and designations. Essential Question: How were the Native Americans an important part of our history? What influences do Native Americans have on us today?

Students will understand that Native Americans were the first inhabitants in North America, will compare cultures of Native Americans tribes from various geographic regions of the U.S., Identify terms and designations of time sequences and examine primary and secondary sources. Essential Question: How were the Native Americans an important part of our history? What influences do Native Americans have on us today? Formal assessment for understanding: Who were the first people to live in North America? How are the Cherokee and Pueblo tribes the same? How are the Cherokee and Pueblo tribes different?

When participating in small group peer conversations, Scotty will: -Initiate conversation with a peer -make appropriate eye contact -listen to peer -respond to peer -end conversation appropriately

Students identified continents by their shape, placed continents in correct location on a map and labeled oceans according to location. Spelling of all continents and oceans are correct

Students identified continents by their shape, placed continents in correct location on a map and labeled oceans according to location. Spelling of all continents and oceans are correct