|
|
|
|
|
|
|
|
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.
|
|
|
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.
|
|
Home |
|
|
|
|
|
|
|
|
Peanut Anatomy Rubrics
Drawing : Peanut Plant
|
|
|
|
|
|
|
|
|
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.
|
HOMEWORK RUBRIC
Types of Peanuts
Although peanuts come in many varieties, there are
four basic market types: Runner, Virginia, Spanish and Valencia. Each of the
peanut types is distinctive in size, flavor, and nutritional composition.
Runner
Runners have become the dominant type due to the introduction in the early
1970's of a new runner variety, the Florunner, which was responsible for a
spectacular increase in peanut yields. Runners have rapidly gained wide
acceptance because of the attractive, uniform kernel size. Fifty-four
percent of the runners grown are used for peanut butter. Runners are grown
mainly in Georgia, Alabama, Florida, Texas and Oklahoma.
Virginia
Virginias have the largest kernels and account for most of the peanuts
roasted and processed in-the-shell. When shelled, the larger kernels are
sold as snack peanuts. Virginias are grown mainly in southeastern Virginia
and northeastern North Carolina.
Spanish
Spanish-type peanuts have smaller kernels covered with a reddish-brown skin.
They are used predominantly in peanut candies, with significant quantities
used for snack nuts and peanut butter. They have a higher oil content than
the other types of peanuts which is advantageous when crushing for oil. They
are primarily grown in Oklahoma and Texas.
Valencia
Valencias usually have three or more small kernels to a pod and are covered
in a bright-red skin. They are very sweet peanuts and are usually roasted
and sold in-the-shell. They are also excellent for fresh use as boiled
peanuts. New Mexico is the primary producer of Valencia peanuts.
Within each four basic types of peanuts, there are several "varieties" for
seed and production purposes. Each variety contains distinct characteristics
which allows a producer to select the peanut that is best suited for its
region and market.
|
|
|
|
|
|
|
|
|
All buttons and links work correctly.
|
Most (99-90%) buttons and links work correctly
|
Many (89-75%) of the buttons and links work correctly.
|
Fewer than 75% of the buttons work correctly.
|
|
|
Background does not detract from text or other graphics. Choice of
background is consistent from card to card and is appropriate for the
topic.
|
Background does not detract from text or other graphics. Choice of
background is consistent from card to card.
|
Background does not detract from text or other graphics.
|
Background makes it difficult to see text or competes with other graphics
on the page.
|
|
|
Graphics are hand-drawn. The illustrator(s) are given credit somewhere in
the presentation.
|
A combination of hand-drawn and HyperStudio graphics are used. Sources are
documented in the presentation for all images.
|
Some graphics are from sources that clearly state that non-commercial use
is allowed without written permission. Sources are documented in the
presentation for all "borrowed" images.
|
Some graphics are borrowed from sites that do not have copyright
statements or do not state that non-commericial use is allowed, OR sources
are not documented for all images.
|
|
|
Font formats (e.g., color, bold, italic) have been carefully planned to
enhance readability and content.
|
Font formats have been carefully planned to enhance readability.
|
Font formating has been carefully planned to complement the content. It
may be a little hard to read.
|
Font formatting makes it very difficult to read the material.
|
|
|
All content throughout the presentation is accurate. There are no factual
errors.
|
Most of the content is accurate but there is one piece of information that
might be inaccurate.
|
The content is generally accurate, but one piece of information is clearly
flawed or inaccurate.
|
Content is typically confusing or contains more than one factual error.
|
|
|
Presentation has no misspellings or grammatical errors.
|
Presentation has 1-2 misspellings, but no grammatical errors.
|
Presentation has 1-2 grammatical errors but no misspellings.
|
Presentation has more than 2 grammatical and/or spelling errors.
|
|
|
Information is organized in a clear, logical way. It is easy to anticipate
the type of material that might be on the next card.
|
Most information is organized in a clear, logical way. One card or item of
information seems out of place.
|
Some information is logically sequenced. An occassional card or item of
information seems out of place.
|
There is no clear plan for the organization of information.
|
|
|
All graphics are attractive (size and colors) and support the
theme/content of the presentation.
|
A few graphics are not attractive but all support the theme/content of the
presentation.
|
All graphics are attractive but a few do not seem to support the
theme/content of the presentation.
|
Several graphics are unattractive AND detract from the content of the
presentation.
|
|
|
Project includes all material needed to gain a comfortable understanding
of the topic. It is a highly effective study guide.
|
Project includes most material needed to gain a comfortable understanding
of the material but is lacking one or two key elements. It is an adequate
study guide.
|
Project is missing more than two key elements. It would make an incomplete
study guide.
|
Project is lacking several key elements and has inaccuracies that make it
a poor study guide.
|
|
|
|
|
|
|
|
|
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.
|
|
|
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.
|
|
|
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.
|
|
|
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.
|
|
|
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.
|
|
|
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.
|
|
|
|
|
|
|
|
|
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.
|
|
|
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.
|
|
|
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.
|
|
|
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.
|
|
|
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.
|
|
|
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.
|
|
|
95-100% of words on the map are spelled and capitalized correctly.
|
94-85% of the words on the map are spelled and capitalized correctly.
|
84-75% of the words on the map are spelled and capitalized correctly.
|
Less than 75% of the words on the map are spelled and/or capitalized
correctly.
|
|
|
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.
|
|
|
At least 90% of the items are labeled and located correctly.
|
80-89% of the items are labeled and located correctly.
|
79-70% of the items are labeled and located correctly.
|
Less than 70% of the items are labeled and located correctly.
|
|
|
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.
|
|
|
|
|
|
|
|
|
All units are described (in a key or with labels) and are appropriately
sized for the data set.
|
Most units are described (in a key or with labels) and are appropriately
sized for the data set.
|
All units are described (in a key or with labels) but are not
appropriately sized for the data set.
|
Units are neither described NOR appropriately sized for the data set.
|
|
|
Exceptionally well designed, neat, and attractive. Colors that go well
together are used to make the graph more readable. A ruler and graph paper
(or graphing computer program) are used.
|
Neat and relatively attractive. A ruler and graph paper (or graphing
computer program) are used to make the graph more readable.
|
Lines are neatly drawn but the graph appears quite plain.
|
Appears messy and "thrown together" in a hurry. Lines are visibly crooked.
|
|
|
All points are plotted correctly and are easy to see. A ruler is used to
neatly connect the points or make the bars, if not using a computerized
graphing program.
|
All points are plotted correctly and are easy to see.
|
All points are plotted correctly.
|
Points are not plotted correctly OR extra points were included.
|
|
|
Data in the table is well organized, accurate, and easy to read.
|
Data in the table is organized, accurate, and easy to read.
|
Data in the table is accurate and easy to read.
|
Data in the table is not accurate and/or cannot be read.
|
|
|
Title is creative and clearly relates to the problem being graphed
(includes dependent and independent variable). It is printed at the top of
the graph.
|
Title clearly relates to the problem being graphed (includes dependent and
independent variable) and is printed at the top of the graph.
|
A title is present at the top of the graph.
|
A title is not present.
|
Descripton
of Procedure