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Come onride on the MAGIC SCHOOL BUS

Rubric

Criteria
4 Exceeds the
Standard
3 Meets the Standard
2 Approaching the
Standard
1 Below the Standard Score
Scientific
knowledge
S2L1.a
S2L1.b.


All parts of organisms life cycle
are included with great detail.

The organisms life cycle is in the
correct order.
All parts of organisms life cycle
are included.

The organisms life cycle is in the
correct order.



Student included all parts of
organisms life cycle, but not in
order.
OR
Organisms life cycle was in
order, but student left out one
part of organisms life cycle.
I left out more than one part of
my organisms life cycle.

Research
TAG:
ARS 1, 6
Student researched a new living
organism, not discussed in class
And exhibits comprehensive and
in-depth understanding of the
chosen organism and includes
highly relevant supporting
details.
Student researched a living
organism that was discussed in
class and exhibits a basic
understanding of the chosen
organism and includes
supporting details.
Student researched a living
organism that was discussed in
class but lacks understanding of
the organism chosen and
provides only 1-2 or irrelevant
supporting details.
Student may have researched a
living organism that was
discussed in class, however
exhibits no understanding of the
organism. Unable to provide any
supporting details.

Persuasion
ELACC2W1.

TAG:
ACS 10
Student gave three or more
convincing reasons AND gave
highly relevant, specific details
about why his/her trip should be
booked for the Magic School Bus.
Student gave three reasons, but
did not give specific details about
why his/her trip should be
booked for the Magic School Bus.
Student gave two reasons and
gave one or two irrelevant or
non-specific details about why
his/her trip should be booked for
the Magic School Bus.
Student gave one or no reasons
and did not provide any details
about why his/her trip should be
booked for the Magic School Bus.

Product
TAG
ACS 2
ARS 6
Students product was eye-
catching and included detailed
illustrations and visuals which
creatively match each part of the
trip the travelers will visit.

Students spelling, grammar and
punctuation are correct.
Students product has
illustrations and/or visuals to
match each part of the trip
travelers will visit.

Student had 1-2 spelling,
grammar, and punctuation
errors.
Students product had
illustrations and/or visuals to
match most parts of the trip
travelers would visit--1-2 parts of
trip did not have a visual or
illustration.

Student had more than 2
spelling, grammar, and
punctuation errors. There are
enough mistakes to distract a
traveler when reading the
brochure/product.
Students product had an
illustration and/or visual for 1-2
parts of the trip.
OR
Students product had
illustrations/visuals that did not
match the part of the trip that
they were meant to depict.

Student had numerous spelling,
grammar, and punctuation
errors, which made
brochure/product hard to read.

Presentation
TAG
ACS 1, 3, 10
Students presentation is well-
organized, includes effective
visuals, professionally delivered
with consistent eye contact,
excellent voice tone, responds
appropriately to all audience
questions
Well-organized, includes visuals,
delivered with consistent eye
contact, good voice tone, and
notes, responds to audience
questions
Lacks organization includes
ineffective visuals, delivered with
little eye contact and low voice
tone, relies heavily on notes, does
not respond to audience
questions
Disorganized, includes no
visuals, pauses while reading
from notes, does not look at the
audience, has low voice tone, and
does not respond to audience
questions

Comments: Total Score:

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