What Makes Something Alive - Virginia Department of Education

More documents

Recommendations

Info

Team Members‟ Names: Written Report Rubric REQUIRED VOCABULARY WORDS: Animal Words (Choose a minimum of five.) habitat life cycle adaptation food chain interdependence migration hibernation camouflage organism survival Verbs (Choose a minimum of three.) observe identify describe compare contrast investigate predict data conclude explore measure summarize CONTENT VOCABULARY SPELLING 3 POINTS 2 POINTS 1 POINT The report contains all the criteria from the design brief. The report includes all of the required animal words (5) and required verbs (3). All words are spelled correctly. The report contains most of the criteria from the design brief. The report includes most of the required animal words (4) and required verbs (2). Most of the words are spelled correctly. The report contains some of the criteria from the design brief. The report includes some of the required animal words (
Team Members‟ Names: Visual Product Rubric ANIMAL AND HABITAT MAP GRAPH 3 POINTS 2 POINTS 1 POINT The product clearly shows the animal in its appropriate habitat. The map includes all of the required elements: a title, compass rose, map key, and date. The James River, Appalachian Mountains, and Atlantic Ocean are accurately labeled. Symbols are used to show where the animal lives. The graph includes a title, headings, key, and scale with equal increments. The graph accurately reflects the data and is made correctly. The product shows the animal in its habitat, but some mistakes may be present. The map includes most of the required elements. The graph includes most of the required elements (a title, heading, key, and scale with equal increments). For the most part, the graph accurately reflects the data and is made correctly. The animal and/or habitat is not clearly shown. The map includes some of the required elements. The graph includes some of the required elements (a title, heading, key, and scale with equal increments). The graph somewhat accurately reflects the data and is partially correct. APPEARANCE The product is wellplanned, neatly presented, and done to the best of the group‟s ability. Most of the product is well-planned, neatly presented, and done to the best of the group‟s ability. Very little of the product is well-planned, neatly presented, and done to the best of the group‟s ability. Teacher Comments: 241 Virginia Animals and their Habitats Student Team Project Documents Visual Product Rubric
Page 1 and 2:
Cross-Curricular Second-Grade Unit
Page 3 and 4:
Acknowledgments We wish to express
Page 5 and 6:
Special Thank You for Permission to
Page 7 and 8:
TABLE OF CONTENTS VIRGINIA ANIMALS
Page 9 and 10:
Session 3.8 - Square-Meter Habitats
Page 11 and 12:
Session 6.10 - Yum Yum Caterpillars
Page 13 and 14:
Unit Instructional Pedagogy The Vir
Page 15 and 16:
Overall Flow of Virginia Animals an
Page 17 and 18:
c. Each student keeps a folder of j
Page 19 and 20:
Virginia Animals and their Habitats
Page 21 and 22:
Topic 1: Session 1.1 - Unit Introdu
Page 23 and 24:
Session 1.1 - Unit Introduction Tea
Page 25 and 26:
Session 1.2 - Living vs. Nonliving
Page 27 and 28:
Topic 1: Session 1.3 - Real or Imag
Page 29 and 30:
Name: Fiction / Nonfiction Venn Dia
Page 31 and 32:
TOPIC 2 - How Do Scientists Classif
Page 33 and 34:
Topic 2: Session 2.1 - Animal Sorti
Page 35 and 36:
Session 2.1 - Animal Sorting Teache
Page 37 and 38:
Name: Virginia Animals Brainstormin
Page 39 and 40:
Birds Amphibians 21 Virginia Animal
Page 41 and 42:
Other Animals 23 Virginia Animals a
Page 43 and 44:
Birds Amphibians 25 Virginia Animal
Page 45 and 46:
Other Animals… 27 Virginia Animal
Page 47 and 48:
29 Virginia Animals and their Habit
Page 49 and 50:
Session 2.2 - Insects! Teacher Ques
Page 51 and 52:
Directions to Make a Sweep Net A sw
Page 53 and 54:
Keep a record of where each insect
Page 55 and 56:
Insect Safari - Student Sheet Name:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Topic 2: Session 2.3 - Insect Math
Page 67 and 68:
(y-axis) Name: Graphing Sheet - Stu
Page 69 and 70:
Session 2.4 - Animal Poetry Introdu
Page 71 and 72:
Topic 2: Session 2.5 - Animal Poetr
Page 73 and 74:
Topic 2: Session 2.6 - Animal Poetr
Page 75 and 76:
Topic 2: Session 2.7 - Student Team
Page 77 and 78:
Session 2.7 - Student Team Project
Page 79 and 80:
Virginia Map - Student Sheet 61 Vir
Page 81 and 82:
Page 83 and 84:
• Maps should include a title, ma
Page 85 and 86:
Name: What Do We Know About Habitat
Page 87 and 88:
Session 3.2 - Animal Habitat Compon
Page 89 and 90:
Habitrekking Evidence Cards (only n
Page 91 and 92:
Name: Sensory Paragraph - Student S
Page 93 and 94:
Session 3.4 - Talking with a Habita
Page 95 and 96:
Team Members‟ Names: Virginia Ani
Page 97 and 98:
Team Members‟ Names: Habitat Rese
Page 99 and 100:
Session 3.5 - Measurement Preparati
Page 101 and 102:
Session 3.5 - Measurement Preparati
Page 103 and 104:
Session 3.6 - Writing for the Stude
Page 105 and 106:
Topic 3: Session 3.7 - Measuring Tr
Page 107 and 108:
Session 3.7 - Measuring Tree Height
Page 109 and 110:
Measuring Tree Height - Lesson Plan
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Name: First Square-Meter Habitat Ob
Page 119 and 120:
Topic 3: Session 3.9 - Project Work
Page 121 and 122:
Topic 3: Session 3.10 - Square-Mete
Page 123 and 124:
Session 3.10 - Square-Meter Habitat
Page 125 and 126:
Number of Items Name: Graphic Organ
Page 127 and 128:
3. Look at the data you recorded ab
Page 129 and 130:
TOPIC 4 - What is a Life Cycle? Top
Page 131 and 132:
Topic 4: Session 4.1 - Introduction
Page 133 and 134:
Topic 4: Session 4.2 - Butterflies
Page 135 and 136:
Butterflies and Moths Black Swallow
Page 137 and 138:
Great Spangled Fritillary Smithsoni
Page 139 and 140:
Tiger Swallowtail Smithsonian Natio
Page 141 and 142:
Postman Butterfly (Jon Lelito, PSU
Page 143 and 144:
Isabella Butterfly (Jon Lelito, PSU
Page 145 and 146:
Clearwing Sphinx Moth or Hummingbir
Page 147 and 148:
Leopard Moth (Maryann Frazier, PSU
Page 149 and 150:
Io Moth (wings open) (Maryann Frazi
Page 151 and 152:
Topic 4: Session 4.3 - Frogs Sessio
Page 153 and 154:
Session 4.3 - Frogs Teacher Questio
Page 155 and 156:
Little Grass Frog Information 137 V
Page 157 and 158:
Northern Green Frog Information 139
Page 159 and 160:
Name: A Sampling of Virginia Frog L
Page 161 and 162:
Name: Female Frog Length Recording
Page 163 and 164:
Name: Male Frog Length Recording -
Page 165 and 166:
Topic 4: Session 4.4 - Life Cycle M
Page 167 and 168:
Topic 4: Session 4.5 - Project Work
Page 169 and 170:
Page 171 and 172:
Student Learning Expectations • I
Page 173 and 174:
Session 5.1 - Animals and their Foo
Page 175 and 176:
Topic 5: Session 5.2 - Black Bears
Page 177 and 178:
Session 5.2 - Black Bears Teacher Q
Page 179 and 180:
Name: Compare Yourself to the Black
Page 181 and 182:
Session 5.3 - Food Chains Teacher Q
Page 183 and 184:
A Forest Food Chain SUN Seeds Mouse
Page 185 and 186:
Topic 5: Session 5.4 - Food Chains
Page 187 and 188:
Session 5.4 - Food Chains and Food
Page 189 and 190:
Food Web Writing Activity - Student
Page 191 and 192:
Page 193 and 194:
although some swans lost their tran
Page 195 and 196:
Session 6.1 - Introduction to Anima
Page 197 and 198:
Topic 6: Session 6.3 - Designer Ani
Page 199 and 200:
Name: Adaptation Project Planning -
Page 201 and 202:
Team Members: _____________________
Page 203 and 204:
Session 6.5 - Adaptations: Migratio
Page 205 and 206:
Session 6.6 - Migration Mathematics
Page 207 and 208: Tundra Swan 888 Migration Path (Oct
Page 209 and 210: Tundra Swan 894 Migration Path (Oct
Page 211 and 212: Topic 6: Session 6.7 - Tundra Swan
Page 213 and 214: Flying South Problem Solving Task -
Page 215 and 216: Topic 6: Session 6.8 - Other Animal
Page 217 and 218: Session 6.9 - Caterpillar Adaptatio
Page 219 and 220: Caterpillar Pictures Pipevine Swall
Page 221 and 222: Fritillary Caterpillar (R. Bessin,
Page 223 and 224: Tent Caterpillar http://www.ext.vt.
Page 225 and 226: Gypsy Moth Caterpillar http://www.e
Page 227 and 228: Saddleback Caterpillar http://www.e
Page 229 and 230: Giant swallowtail butterfly caterpi
Page 231 and 232: Topic 6: Session 6.10 - Yum Yum Cat
Page 233 and 234: Session 6.10 - Yum Yum Caterpillars
Page 235 and 236: (y-axis) Graphing Sheet - Student S
Page 237 and 238: Session 6.11 - Hidden Lizards Teach
Page 239 and 240: Name: Lizard Pattern Sheet - Studen
Page 241 and 242: Virginia Animals and their Habitats
Page 243 and 244: Topic 7: Session 7.1 - Student Proj
Page 245 and 246: Topic 7: Session 7.2 - Student Proj
Page 247 and 248: Topic 7: Session 7.3 - Interdepende
Page 249 and 250: Topic 7: Session 7.5 - Virginia Ani
Page 251 and 252: Virginia Animals and their Habitats
Page 253 and 254: Team Members‟ Names: Virginia Ani
Page 255 and 256: Virginia Native Animals List This l
Page 257: Group Reflection What did my group
show all

What Makes Something Alive - Virginia Department of Education

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?