Trip to the ZooCreated by Paul Cox
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| 1. Standard Not Met | 2. Approaching Standard | 3. Standard Met | 4. Exceeding Standard | |
|---|---|---|---|---|
3-LS2-1 - Life SciencesConstruct an argument that some animals form groups that help members survive. | Identified examples of animals that form groups to help members survive. | Supported an argument that some animals form groups that help members survive. | Constructed an argument that some animals form groups that help members survive. | Constructed an argument supported by empirical evidence and scientific reasoning to support or refute that some animals form groups that help members survive. |
3-LS3-1.B - Life SciencesAnalyze and interpret data to provide evidence that variation of traits inherited from parents exists in a group of similar organisms. | Use observations to understand that variation of traits exists in a group of similar organisms. | Use observations to describe that variation of traits exists in a group of similar organisms. | Analyzed and interpreted data to provide evidence that variation of traits exists in a group of similar organisms. | Analyzed and interpreted quantitative data to provide evidence and explain that variation of traits inherited from parents exists in a group of similar organisms. |
3-LS4-2.A - Life SciencesUse evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving. | Observed and identified the variations in characteristics among individuals of the same species. | Made observations to describe how the variations in characteristics among individuals of the same species may provide advantages in surviving. | Used evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving. | Used multiple sources of valid and reliable evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving. |
3-LS4-3 - Life SciencesConstruct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. | Identified examples of the argument that in a particular habitat some organisms can survive well, some survive less well, or some cannot survive at all. | Supported with evidence, the argument that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. | Constructed an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. | Constructed an argument supported by empirical evidence and scientific reasoning to support or refute that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
SL.3.2 - Speaking and ListeningDetermine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. | Struggled to identify key points of a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. | With support, identified the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. | Identified the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. | Paraphrased a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
W.3.2.A - WritingIntroduce a topic and group related information together; include illustrations when useful to aiding comprehension. | Struggled to introduce the topic. Did not include relevant illustrations. | With support, introduced a topic. Provided illustrations that were relevant to the text. | Introduced a topic. Included illustrations to help the reader understand the text. | Introduced a topic clearly. Grouped related information in paragraphs and sections. Included formatting, illustrations, and multimedia to help the reader understand the text. |
W.3.2.B - WritingDevelop the topic with facts, definitions, and details. | Struggled to provide facts or details. | Provided facts or details. | Developed the topic with facts, definitions, and details. | Developed the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. |
W.3.2.D - WritingProvide a concluding statement or section. | Even with support, struggled to provide a concluding statement or section. | With support, provided a concluding statement or section. | Provided a concluding statement or section. | Provided a concluding statement or section related to the opinion presented. |
W.3.3.A - WritingEstablish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. | Struggled to establish a situation and introduce a narrator and/or characters. | Established a situation and introduced a narrator and/or characters. | Established a situation and introduced a narrator and/or characters. Organized an event sequence that unfolds naturally. | Engaged and oriented the reader by establishing a context and introducing a narrator and/or characters; organized an event sequence that unfolds naturally and logically. |
W.3.3.B - WritingUse dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. | Struggled to use dialogue or description to develop experiences, events, and/or characters. | Used dialogue and description to develop experiences, events, and/or characters. | Used dialogue and description to develop experiences and events or show the responses of characters to situations. | Used narrative techniques, such as dialogue, description, and pacing, to develop experiences and events. |
W.3.3.C - WritingUse temporal words and phrases to signal event order. | Even with support, struggled to convey the sequence of events. | With support, used temporal words and phrases to signal event order. | Used temporal words and phrases to signal event order. | Used a variety of transitional words and phrases to manage the sequence of events. |
W.3.4 - WritingWith guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. | Even with guidance and support from adults, struggled to produce writing with basic development and organization. | With guidance and support from adults, produced writing with basic development and organization. | With guidance and support from adults, produced writing in which the development and organization are appropriate to task and purpose. | Produced clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. |
W.3.5 - WritingWith guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. | Even with guidance and support, did not involve a writing process that included planning, revising, or editing. | With guidance and support, displayed some evidence of an incomplete writing process including planning, revising, or editing. | With guidance and support, developed and strengthened writing as needed by planning, revising, and editing. | With guidance and support, displayed evidence of a writing process including planning, revising, editing, rewriting, or trying a new approach. |
W.3.6 - WritingWith guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. | Did not successfully use technology to produce writing or to communicate with others about writing. | With guidance and support from adults, used technology to produce writing (using keyboarding skills) as well as to communicate with others about writing. | With guidance and support from adults, used technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. | Used technology to produce and publish writing as well as to interact and collaborate with others. |
W.3.7 - WritingConduct short research projects that build knowledge about a topic. | Even with support, struggled to conduct a short research project. | With support, conducted a short research project. | Conducted short research projects that build knowledge about a topic. | Conducted a short research project to answer a question. Used several different resources. |
W.3.8 - WritingRecall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | Struggled to recall or gather information. Did not take notes on the sources. Even with support, struggled to sort evidence into provided categories. | Recalled or gathered information. Took very limited notes on sources. With support, sorted evidence into provided categories. | Recalled information from experiences or gathered information from print and digital sources. Took brief notes on sources and sorted evidence into provided categories. | Recalled relevant information from experiences or gathered relevant information from print and digital sources. Summarized or paraphrased information in notes and finished work. Categorized information and provided a list of sources. |
W.3.10.A - WritingWrite routinely over extended time frames (time for research, reflection, and revision) for a range of discipline-specific tasks, purposes, and audiences. | Struggled to write over an extended time frame. | Wrote over an extended time frame (time for research, reflection, and revision) for limited purposes or audiences. | Wrote over an extended time frame (time for research, reflection, and revision) for a range of discipline-specific tasks, purposes, and audiences. | Wrote at a consistently high quality over an extended time frame (time for research, reflection, and revision) for a wide range of discipline-specific tasks, purposes, and audiences. |