Cacao What

Weight for Each Category

X1 (up to 4 pts available)

Title is informative, centered, and larger than other text.

Title is informative and larger than other text.

Title is informative and centered.

The title is incomplete and does not clearly indicate what organism is pictured.

X2 (up to 8 points available)

Every item that needs to be identified has a label. It is clear which label goes with which structure.

Almost all items (90%) that need to be identified have labels. It is clear which label goes with which structure.

Most items (75-89%) that need to be identified have labels. It is clear which label goes with which structure.

Less than 75% of the items that need to be identified have labels OR it is not clear which label goes with with item.

X2 (up to 8 points available)

Unlined paper is used. The drawing is large enough to be clear (about 1/2 of a page of typing paper). Student name, class, and date are in the lower left corner. There is a figure caption that describes the drawing. The caption includes information about magnification, when appropriate.

Unlined paper is used. The drawing is large enough to be clear (about 1/2 of a page of typing paper). Student name, class, and date are in the lower left corner.

Unlined paper is used. The drawing is a little too large or a little too small. Student name, class, and date are in the lower left corner.

Lined paper is used AND/OR the drawing is much too small or much too large.

X1 (up to 4 points available)

All assigned details have been added. The details are clear and easy to identify.

Almost all assigned details (at least 85%) have been added. The details are clear and easy to identify.

Almost all assigned details (at least 85%) have been added. A few details are difficult to identify.

Fewer than 85% of the assigned details are present OR most details are difficult to identify.

X3 (up to 12 points available)

95% or more of the assigned structures are drawn accurately and are recognizable. All assigned structures are labeled accurately.

94-85% of the assigned structures are drawn accurately and are recognizable. All assigned structures are labeled accurately.

94-85% of the assigned structures are drawn accurately and are recognizable. 94-85% of the assigned structures are labeled accurately.

Less than 85% of the assigned structures are drawn AND/OR labeled accurately.

X3 (up to 12 points available)

When asked about 5 items in an unlabeled drawing of the same plant or animal, the student can identify all of them accurately.

When asked about 5 items in an unlabeled drawing of the same plant or animal, the student can identify 4 of them accurately.

When asked about 5 items in an unlabeled drawing of the same plant or animal, the student can identify 3 of them accurately.

When asked about 5 items in an unlabeled drawing of the same plant or animal, the student can identify 2 or less of them accurately.

X2 (up to 8 points available)

All words are spelled correctly in the title, labels and caption/description.

All common words are spelled correctly in the title, labels and description. 1-2 scientific words may be misspelled.

75% of the words are spelled correctly in the title, labels, and description.

Fewer than 80% of the words are spelled correctly in the title, labels, and description.

Description of Procedure

Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. No adult help was needed to accomplish this.

Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. Some adult help was needed to accomplish this.

Procedures were outlined in a step-by-step fashion, but had 1 or 2 gaps that require explanation even after adult feedback had been given.

Procedures that were outlined were seriously incomplete or not sequential, even after adult feedback had been given.

Provided an accurate, easy-to-follow diagram with labels to illustrate the procedure or the process being studied.

Provided an accurate diagram with labels to illustrate the procedure or the process being studied.

Provided an easy-to-follow diagram with labels to illustrate the procedure or process, but one key step was left out.

Did not provide a diagram OR the diagram was quite incomplete.

Student provided a detailed conclusion clearly based on the data and related to previous research findings and the hypothesis statement(s).

Student provided a somewhat detailed conclusion clearly based on the data and related to the hypothesis statement(s).

Student provided a conclusion with some reference to the data and the hypothesis statement(s).

No conclusion was apparent OR important details were overlooked.

Hypothesis Development

Independently developed an hypothesis well-substantiated by a literature review and observation of similar phenomena.

Independently developed an hypothesis somewhat substantiated by a literature review and observation of similar phenomena.

Independently developed an hypothesis somewhat substantiated by a literature review or observation of similar phenomena.

Needed adult assistance to develop an hypothesis or to do a basic literature review.

Conclusion (Organization)

The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at."

The conclusion is recognizable and ties up almost all the loose ends.

The conclusion is recognizable, but does not tie up several loose ends.

There is no clear conclusion, the paper just ends.

All sources used for quotes and facts are credible and cited correctly.

All sources used for quotes and facts are credible and most are cited correctly.

Most sources used for quotes and facts are credible and cited correctly.

Many sources used for quotes and facts are less than credible (suspect) and/or are not cited correctly.

Sentence Structure (Sentence Fluency)

All sentences are well-constructed with varied structure.

Most sentences are well-constructed with varied structure.

Most sentences are well-constructed but have a similar structure.

Sentences lack structure and appear incomplete or rambling.

Grammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling that distract the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.

Capitalization & Punctuation (Conventions)

Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.

Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.

Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.

Support for Topic (Content)

Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.

Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.

Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.

Supporting details and information are typically unclear or not related to the topic.

Focus on Topic (Content)

There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.

Main idea is clear but the supporting information is general.

Main idea is somewhat clear but there is a need for more supporting information.

The main idea is not clear. There is a seemingly random collection of information.

Scientific Drawing : Cacao Plant

Back to Lesson Cacao What?

Science : Comparing a Cacao Plant with a Papaya