rubric gallery

Students are required to answer comprehension questions doing/after class readings. Answers must be written in complete sentences.

Students are required to answer comprehension questions doing/after class readings. Answers must be written in complete sentences.

Students will be given a topic to perform an impromptu speech.

Notebook entries MUST be 4-6 sentences. If you are absent, write the word "absent" across the page for the date you missed. You will not need to make-up that entry. If your notebook is missing, 2 pts. (see scoring) will be deducted for each missing day. No exceptions. You will still need to complete your notes on a sheet of paper and staple it into your notebook. If you lose your notebook, you must purchase a replacement.

Visual perceptual

This rubric will be used after the sense of hearing is completed. The score will be based upon the completion of their section on the sense of touch.

Op Art-Short for Optical Illusions is art that confuses the eye.

Volcano is due on Wednesday, May 8, 2013. Please do not erupt the volcano at home. We will do this at school.

Draw your Imaginary Planet's solar system with planets and other items labeled. Indicate the scale on your drawing. Draw the orbits to scale. The planets should not be to scale in this drawing. Use metric units for the scale and labeling distances.

Write a friendly letter. Remember to correctly use and punctuate all the parts of the friendly letter.

Students are to create a project that will depict an aspect of Native American culture. The project is to include a visual and written component. Students are encouraged to use natural resources and explore the many attributes our land has to offer when creating the visual component. A written component should accompany the visual and explain the relevance of this item to the Native Americans.

Students are to create a project that will depict an aspect of Native American culture. The project is to include a visual and written component. Students are encouraged to use natural resources and explore the many attributes our land has to offer when creating the visual component. A written component should accompany the visual and explain the relevance of this item to the Native Americans.

Students had to choose either a map activity, diorama, or written report for the Native American Unit.

The students will create a mural that would be present on the side of a building.

The students will create a mural that would be present on the side of a building.