rubric gallery

Students will create a food chain with animals from the same ecosystem. Students will draw and label each organism. Students must also label if each organism is a producer, primary consumer, secondary consumer, tertiary consumer, or a decomposer. Students provide an explanation of a green plant's position in the food chain.

3.G.A.1 Understand that shapes in different categories may share attributes, and that the shared attributes can define a larger category. Recognize rhombuses, rectangles, and squares, as examples of quadrilaterals, and squares as examples of quadrilaterals that do not belong to any of these subcategories.

Students will use a large sheet of paper to create a chart of the six quadrilateral shapes and their properties. Rubric assesses the ability of pairs to name, draw, and describe each quadrilateral as well a self-assessment score. Not assessed will be how students present the properties.

Students will write a paragraph about a life cycle of a plant or an animal.

Construct arrays and write matching multiplication equations to develop a deeper understanding of multiplication. Arrays should depict a city skyline in which building's windows represent equal groups of objects aligned in rows and columns (an array).

Construct arrays and write matching multiplication equations to develop a deeper understanding of multiplication. Arrays should depict a city skyline in which building's windows represent equal groups of objects aligned in rows and columns (an array).

The student will write an addition or a subtraction number sentence. The student will show his/her thinking using words, numbers, and pictures. Students will record solution strategies clearly.

Students are to draw and write a descriptive paper about their ecosystem. The drawing should include details such as climate clues, and have appropriate living and non-living organisms present. The written paper should include an appropriate description of their ecosystem including the climate, populations and communities found within the ecosystem.

• A Quick write answers a question using textual evidence from the text. • A short paragraph response that is well structured. • Provide relevant and complete evidence • Paragraph should include: - A focus statement - At least two pieces of textual evidence - For each piece of evidence, an analysis or explanation: what does this evidence mean? - A concluding sentence wrapping up your point

Compare/contrast writing assignment for Sam Marshall and John James Audubon

Assessing Story Comprehension: Listening, Envisioning, Drawing

The students will create a candy corn and represent a number (of at least 9 digits) in expanded, standard and word form.

The students will create a mystery number riddle using place value and problem solving. They will be encouraged to use key vocabulary (digit, place, value, sum, difference, product and quotient). Students were given a sample to base their final project on.