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iRubric: Create your own animal and describe its life cycle rubric

iRubric: Create your own animal and describe its life cycle rubric

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Create your own animal and describe its life cycle Create your own animal and describe its life cycle Students are creating their own animals and will describe its life cycle. They will make a poster to present to the class. The presentation should tell about what their animal looks like as an adult, the stages of the animal's life cycle, what the animal's needs are, what the animal's habitat is like and where on the globe it can be found, and its adaptations to its environment. Students will use a questionnaire to organize their thoughts about their animal before they begin their poster. Rubric Code: HX5C752 By JudyJacobs Ready to use Public Rubric Subject: Science Type: Project Grade Levels: K-5

Animal Poster and Oral Report
	Beginning 1 pts	Developing 2 pts	Complete 3 pts
What the Animal Looks Like	Beginning Description of adult animal does not give important details. No picture of animal given or picture was very small.	Developing Gives a description of the adult animal but leaves out important features. Picture is present but is not labeled or is of poor quality	Complete Gives a description of how the animal looks as an adult, including size, color, and classification. Includes a detailed diagram of the animal with important body parts and body features labeled.
Life Cycle	Beginning Description of life cycle is less than 4 stages and does not give any important details or pictures.	Developing Description of life cycle is 4 stages. Gives some important details and draws a picture for each stage.	Complete Description of the life cycle is 4 stages or more. Gives many important details and specifies whether or not the animal goes through a metamorphosis. A picture is drawn for each stage.
Animal's Location and Habitat	Beginning Gives little or no details about where the animal can be found and includes very few facts about the animal's habitat.	Developing Gives some details about where the animal can be found and only includes a few facts about the animal's habitat.	Complete Gives details about where on the globe the animal is found. Several facts are given about this animal's specific habitat, including climate and type of land.
Animal Adaptation	Beginning Incomplete information is given about the animal's adaptation to its environment.	Developing Gives some information about the animal's adaptation to it's environment, but does not give specifics about how certain body parts/characteristics help it survive.	Complete Many facts are given about the animal's adaptation to its specific environment. Specifics are given about how certain body parts/characteristics help it survive.
About the Animal's Needs	Beginning Does not list any items that the animal eats. Does not tell whether the animal has any enemies.	Developing Lists one item that the animal eats and explains how it gets to this food. Gives an example of the animal's enemies.	Complete Gives a list of items that animal eats and describes and/or illustrates how the animal gets these foods or hunts its prey. Also includes a list of the animal's enemies and describes and/or illustrates how it protects itself.
Project on Posterboard	Beginning The poster does not include text features. Pictures are not included or pictures are too small to see. Important facts are not included on the poster. The board is sloppy.	Developing The poster includes some text features. Pictures are included but are not neatly drawn and/or they are difficult to understand. The poster includes some facts. The work is done neatly.	Complete The poster includes many different types of text features and facts about the animal. Pictures are neatly drawn and are easy to understand. The board appears very neat and organized.
Presentation and Audience Member	Beginning Student did not practice for the presentation. Student did not listen during other presentations and may have been disruptive.	Developing Student practiced for the presentation, but part of the presentation was missing. Student was a bit off task during other presentations.	Complete Student was prepared for the presentation and had obviously practiced. Student spoke in a loud voice and the presentation was complete. Student listened intently to other presentations, did not disrupt, and may have asked questions.

Keywords:

Animal Life Cycle Project

Subjects:

Science

Types:

Project

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