5.+Rubrics+and+Templates

Rubrics Salt Dough Map

Salt Dough Map of United States Region
**Ms. Alikhan, Jacob, Chitty, Larr**


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Title || Title tells the purpose/content of the map, is clearly distinguishable as the title (e.g. larger letters, underlined, etc), and is printed at the top of the map. || Title tells the purpose/content of the map and is printed at the top of the map. || Title tells the purpose/content of the map, but is not located at the top of the map. || Purpose/content of the map is not clear from the title. ||
 * Scale || All features on map are drawn to scale and the scale used is clearly indicated on the map. || Most features on map are drawn to scale and the scale used is clearly indicated on the map. || Many features of the map are NOT drawn to scale even though a scale is clearly indicated on the map. || Many features of the map are NOT drawn to scale AND/OR there is no scale marker on the map. ||
 * Labels & Features - Neatness || 90-100% of the labels/features can be read easily. || 89-80% of the labels/features can be read easily. || 79-70% of the labels/features can be read easily. || Less than 70% of the labels/features can be read easily. ||
 * Knowledge Gained || When shown a blank base map, the student can rapidly and accurately label at least 10 features. || When shown a blank base map, the student can rapidly and accurately label 8-9 features. || When shown a blank base map, the student can rapidly and accurately label 6-7 features. || When shown a blank base map, the student can rapidly and accurately label fewer than 6 features. ||
 * Neatness of Color and Lines || All straight lines are ruler-drawn, all errors have been neatly corrected. || All straight lines are ruler-drawn, most errors have been neatly corrected. || Most straight lines are ruler-drawn, most errors have been neatly corrected. || Many lines, corrections of errors, and/or features are not neatly done. ||

Shape Poem

Shape Poem
**Ms. Alikhan, Chitty, Jacob, Larr**


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Spelling || There are no spelling errors within the shape poem. || There is 1 spelling errors within the shape poem. || There are 2 spelling errors within the shape poem. || There are more than 2 spelling errors within the shape poem. ||
 * Use of Class Time || Used time well during the class period. Focused on getting the project done. Never distracted others. || Used time well during the class period. Usually focused on getting the project done and never distracted others. || Used some of the time well during the class period. There was some focus on getting the project done but occasionally distracted others. || Did not use class time to focus on the project OR often distracted others. ||
 * Knowledge Gained || Student can accurately explain descriptive words in their poem and how they relate to their region. || Student can accurately describe most of the words in their poem and how they relate to their region. || Student can accurately describe about 75% of the words in their poem and how they relate to their region. || Student appears to have insufficient knowledge about the words that make up their poem and do not know how they relate to their region. ||
 * Title || Each poem is titled with what the image is of and the region they are assigned. || The title of the poem somewhat describes the image and the region they are assigned is mentioned. || The title does not describe what the image is of and the region they are assigned is mentioned. || There is no title describing what the image is of and the region they were assigned is not mentioned. ||
 * Content - Accuracy || All words in the poem describe the image accurately. || Most of the words in the poem describe the image accurately. || Some of the words in the poem describe the image accurately. || None of the words in the poem describe the image accurately. ||

Salt Dough Map: Day 2

Making A Map: Salt Dough Map: Region(s) of the United States

Ms. Jacob, Alikhan, Chitty, Larr


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Title || Title tells the purpose/content of the map (your region), is clearly distinguishable as the title (e.g. larger letters, underlined, etc), and is printed at the top of the map. || Title tells the purpose/content of the map (your region) and is printed at the top of the map. || Title tells the purpose/content of the map (your region), but is not located at the top of the map. || Purpose/content of the map is not clear from the title. ||
 * Map Legend/Key || Legend is easy-to-find and contains a complete set of symbols. || Legend contains a complete set of symbols. || Legend contains an almost complete set of symbols. || Legend is absent or lacks several symbols. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">States Present || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Map includes all of the states, which are present in your region, and the states are clearly labeled. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Map includes most/all of the states present in your region, and most of the states are labeled. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Map includes some of the states present in your region, and some are labeled. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Map lacks the states present in your region, and none of the states are labeled. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">Resources/Crops || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">10 or more crops/resources are presented in your map and legend. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">8-9 crops/resources are presented in your map and legend. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">6-7 crops/resources are presented in your map and legend. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">5 or less crops/resources are presented in your map and legend. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">Labels & Features - Neatness || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">90-100% of the labels/features can be read easily. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">89-80% of the labels/features can be read easily. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">79-70% of the labels/features can be read easily. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Less than 70% of the labels/features can be read easily. ||

Weather Doll

Ms. Jacob, Chitty, Alikhan, Larr


 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">CATEGORY || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">4 || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">2 || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">0 ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">Doll || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">The weather doll contains a complete body (head, body, arms, legs). The weather doll is dressed in a way that appropriately reflects the weather/climate of the student's assigned region. The finished weather doll shows effort on the student's part for the creation of the project. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">The weather doll does not have a complete body (head, body, arms, legs) or the weather doll is dressed in a way that does not reflect the weather/climate of the student's assigned region. The finished weather doll shows partial effort on the student's part for the creation of the project. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">The weather doll does not have a complete body (head, body, arms, legs). The weather doll is dressed in a way that does not reflect the weather/climate of the student's assigned region. The finished weather doll does not show effort on the student's part for the creation of the project. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">Background || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">The weather doll contains a background that visually represents the weather/geographical features of the student's assigned region. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">The weather doll contains a background, but it does not accurately represent the weather/geographical features of the student's assigned region. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">The weather doll lacks a background. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">Climate Zone(s) Description || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">The student has adhered a complete paragraph to the back of the weather doll, which describes the climate zones present in the student's assigned region. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">The student has adhered a few sentences to the back of the weather doll, which describes the climate zones in the student's assigned region or the student has attached a complete paragraph which does not describe the appropriate climate zones for the region. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">The student is lacking a description of his/her region's climate zones. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">Weather Description ||  || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">A description of the day's weather (of the students assigned region), is on the back of the weather doll. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">The project lacks a description of the weather for the student's assigned region. ||

<span style="color: #3b7c17; font-family: Chalkboard,serif; font-size: 40pt;">Postcard


 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Organization || The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. || The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. || The story is a little hard to follow. The transitions are sometimes not clear. || Ideas and scenes seem to be randomly arranged. ||
 * Focus on Assigned Topic || Included at least three pictures of different landmarks, glued to the front of the postcard. Wrote a creative letter home to families about their trip to a region; including details about sightseeing, landmarks, climate, and geography. || Included two pictures of different landmarks, glued to the front of the postcard. Wrote a creative letter home to families about their trip to a region; including only one area of information. || Included one picture of a landmark, glued to the front of the postcard. Wrote a creative letter home to families, but did not include any of the following information (sightseeing, landmarks, climate, and geography). || Did not include any pictures of landmarks, glued to the postcard. Wrote a limited letter home to families. ||
 * Accuracy of Facts || All facts presented in the story are accurate. || Almost all facts presented in the story are accurate. || Most facts presented in the story are accurate (at least 70%). || There are zero facts listed in the story. ||
 * Neatness || The final draft of the letter is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it. || The final draft of the letter is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it. || The final draft of the letter is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry. || The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn\'t care what it looked like. ||
 * Neatness || The final draft of the letter is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it. || The final draft of the letter is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it. || The final draft of the letter is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry. || The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn\'t care what it looked like. ||

<span style="color: #00b050; font-family: Chalkboard,serif; font-size: 36pt;">Travel Map/Timeline <span style="display: block; font-family: arial,verdana,tahoma; font-size: 11pt;"> <span style="color: #00b050; font-family: Chalkboard,serif; font-size: 36pt;">Population Track: <span style="font-family: Chalkboard,serif;"> <span style="color: #00b050; font-family: Chalkboard,serif; font-size: 36pt;">Communication Illustration:
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Learning of Content || The student can accurately describe 75% (or more) of the events on the timeline/map without refering to it and can quickly determine which of two events occurred first. || The student can accurately describe 50% of the events on the timeline/map without refering to it and can quickly determine which of two events occurred first. || The student can describe any event on the timeline/map if allowed to refer to it and can determine which of two events occurred first. || The student cannot use the timeline/map effectively to describe events nor to compare events. ||
 * Content/Facts || Facts were accurate for all events reported on the timeline and map. || Facts were accurate for almost all events reported on the timeline and map. || Facts were accurate for most (~75%) of the events reported on the timeline and map. || Facts were often inaccurate for events reported on the timeline and map. ||
 * Resources || The timeline contained at least 8-10 events related to the topic being studied. || The timeline contained at least 6-7 events related to the topic being studied. || The timeline contained at least 5 events related to the topic being studied. || The timeline contained fewer than 5 events. ||
 * Time Use || Classroom time was used to work on the project. Conversations were not disruptive and focused on the work. || Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work. || Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work. || Student did not use classroom time to work on the project and/or was highly disruptive. ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Use of Class Time || Used time well during each class period. Focused on getting the project done. Never distracted others. || Used time well during each class period. Usually focused on getting the project done and never distracted others. || Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. || Did not use class time to focus on the project OR often distracted others. ||
 * Knowledge Gained || Student can accurately answer all questions related to facts in the poster and processes used to create the population poster. || Student can accurately answer most questions related to facts in the poster and processes used to create the population poster. || Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the population poster. || Student appears to have insufficient knowledge about the facts or processes used in the population poster. ||
 * Required Elements || The population poster includes all required elements as well as additional information. || All required elements are included on the population poster. || All but 1 of the required elements are included on the population poster. || Several required elements were missing. ||


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Use of Class Time || Used time well during each class period. Focused on getting the project done. Never distracted others. || Used time well during each class period. Usually focused on getting the project done and never distracted others. || Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. || Did not use class time to focus on the project OR often distracted others. ||
 * Attractiveness || The poster is exceptionally attractive in terms of design, layout, and neatness. || The poster is attractive in terms of design, layout and neatness. || The poster is acceptably attractive though it may be a bit messy. || The poster is distractingly messy or very poorly designed. It is not attractive. ||
 * Knowledge Gained || Student can accurately answer all questions related to facts in the poster and processes used to create the poster. || Student can accurately answer most questions related to facts in the poster and processes used to create the poster. || Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster. || Student appears to have insufficient knowledge about the facts or processes used in the poster. ||

<span style="color: #00b050; font-family: Chalkboard,serif; font-size: 36pt;">Habitat Poster
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Required Elements || The poster includes all required elements as well as additional information. || All required elements are included on the poster. || All but 1 of the required elements are included on the poster. || Several required elements were missing. ||
 * Attractiveness || The poster is exceptionally attractive in terms of design, layout, and neatness. || The poster is attractive in terms of design, layout and neatness. || The poster is acceptably attractive though it may be a bit messy. || The poster is distractingly messy or very poorly designed. It is not attractive. ||
 * Title || Title is present. There is at least one fact about the illustration. || Title is present. There are no facts about the illustration. || Title is not present and there is at least one fact about the illustration. || The title is not present and there are no facts about the illustration. ||

<span style="color: #00b050; font-family: Chalkboard,serif; font-size: 36pt;">Cultural Awareness Cut out Share Fair Presentation
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Knowledge Gained || Student can accurately answer all questions related to facts in the cultural awareness cutout and processes used to create the cultural awareness cutout. || Student can accurately answer most questions related to facts in the cultural awareness cutout and processes used to create the cultural awareness cutout || Student can accurately answer about 75% of questions related to facts in the cultural awareness cutout and processes used to create thecultural awareness cutout. || Student appears to have insufficient knowledge about the facts or processes used in the cultural awareness cutout. ||
 * Required Elements || The cultural awareness cutout includes all required elements as well as additional information. || All required elements are included on the cultural awareness cutout. || All but 1 of the required elements are included on the cultural awareness cutout. || Several required elements were missing. ||
 * Attractiveness || The cultural awareness cutout is exceptionally attractive in terms of design, layout, and neatness. || The cultural awareness cutout is attractive in terms of design, layout and neatness. || The cultural awareness cutout is acceptably attractive though it may be a bit messy. || The cultural awareness cutout is distractingly messy or very poorly designed. It is not attractive. ||

Oral Presentation Rubric: Share-Fair - Regions of the United States

Ms. Jacob, Chitty, Alikhan, Larr


 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">CATEGORY || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">3 || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">2 || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">1 || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">0 ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">Projects || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Student uses several of his/her projects that show considerable work/creativity and which make the presentation better. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Student uses 1 of his/her project that shows considerable work/creativity and which make the presentation better. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Student uses 1 of his/her project which makes the presentation better. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">The student uses none of his/her projects. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">Collaboration with their Group || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \\\\\\"waves\\\\\\" in the group. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">Listens to Other Presentations || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Listens intently. Does not make distracting noises or movements. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Listens intently but has one distracting noise or movement. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Sometimes does not appear to be listening but is not distracting. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Sometimes does not appear to be listening and has distracting noises or movements. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">Comprehension || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Student is able to accurately answer almost all questions posed by classmates about the topic. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Student is able to accurately answer most questions posed by classmates about the topic. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Student is able to accurately answer a few questions posed by classmates about the topic. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Student is unable to accurately answer questions posed by classmates about the topic. ||

<span style="color: #db35be; display: block; font-family: Chalkboard,serif; font-size: 72pt; text-align: center;">Templates