Region Criteria/Rubric SCORE Model Content­ Group Grade 1 *Location of plate boundaries not done or incorrect. *Plate names not done or incorrect. Explanati
on Content­ See below in written and verbal presentations. 1.5 2 *Location of plate boundaries partially complete or not totally clear. *Plate names partially correct. 2.5 *1­2 major landforms of different types accurately created and located. *Landforms are sometimes labeled with name and/or type of landform. *Landforms NOT formed by tectonic plate movement. Explanati
on Content­ See below in written and verbal presentations. Tectonic Plate Boundaries­ ​Show on Model ● Show the location of the plate boundaries. ● Write/post the name of the plates. Sheet Content­ Group Grade ●
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Few to no things on your model are backed up by researched evidence. Few to no resources are easily located and reliable. Gathered information doesn’t apply or is too difficult. 4 See below in written and verbal presentations. Explain​ verbally or write in complete, descriptive answers: ● Are the plates oceanic? continental? ● Describe the type of plate boundary/boundaries and what happens at this boundary. See below in written and verbal presentations. *3­4 major landforms of different types accurately created and located. *Landforms are labeled with name and/or type of landform. *Landforms MUST be ones that were formed by tectonic plate movement. Major Landforms­ ​Show on Model ● 5­6 major landforms of different types accurately created and located. ● Landforms are labeled with name and/or type of landform. ● Landforms MUST be ones that were formed by tectonic plate movement. In addition to expected requirements: ● More than expected major landforms of different types. ● Accuracy of location, landform depiction, and size proportion is above and beyond. See below in written and verbal presentations. Explain​ verbally or write in complete, descriptive answers: ● How does the type of plate boundary create the landforms on your model? See below in written and verbal presentations. Evidence Sheet ● Everything on your model is backed up by researched evidence. ● Resources are easily located and reliable. ● Information is relevant and easy to understand. In addition to expected requirements: ● Researched evidence is of exceptional quality showing strong links to content and region, but still easy to understand and use. Written ● Complete, descriptive information using facts, examples, and science vocabulary to explain used knowledge. ● Transitions used to connect ideas, explain WHY, and to help writing flow. ● Correct writing conventions used. Written ● Facts, examples, vocabulary are expanded through deeper explanation. ● Transitions are used to create a seamless flow. ● Choice of vocabulary and writing is precise, advanced and purposeful. Individual Grade Evidence 3.5 Individual Grade Model Content­ Group Grade 3­Meets Expectations ●
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Most things on your model are backed up by researched evidence. Most resources are easily located and reliable. Some information seems too technical or difficult. How Your Answers Need to Be Written or Explained Written/ Verbal Criteria Counts as part of content grade above. Written ● Descriptive information using facts with few examples. Some science vocabulary used to explain knowledge. ● Transitions sometimes used to connect ideas and explain WHY. ● Writing conventions partially correct. Written ● Descriptive information using facts with few examples. Some science vocabulary used to explain knowledge. ● Transitions sometimes used to connect ideas and explain WHY. ● Writing conventions partially correct. ●
Perfect writing conventions used. Verbal Presentations ● Descriptive information using facts with few examples. Some science vocabulary used to explain knowledge. ● Transitions sometimes used to connect ideas and explain WHY. ● Speaking is clear but seems to lack confidence and strong understanding of content. Verbal Presentations ● Descriptive information using facts with few examples. Some science vocabulary used to explain knowledge. ● Transitions sometimes used to connect ideas and explain WHY. ● Speaking is clear but seems to lack confidence and strong understanding of content. Verbal Presentations ● Complete, descriptive information using facts, examples, and science vocabulary to explain knowledge. ● Transitions used to connect ideas, explain WHY and to help writing flow. ● Speaking is clear and confident showing strong understanding of content. Verbal Presentations ● Facts, examples, vocabulary are expanded through deeper explanation. ● Transitions are used to create a seamless flow. ● Choice of vocabulary and writing is precise, advanced and purposeful. ● Verbal explanation is direct, meaningful, and shows an advanced grasp of content. Major Landforms­ Notes and Tips Show on Model ● 5­6 major landforms of different types accurately created and located. ○ Accurately created means you have to think about size and shape. For example­ ■ Ratio of size: a mountain of small elevation can’t be represented bigger than one that is larger in real life. ■ Shape: different types of volcanoes have different shapes. ○ For example, an archipelago (island chain) would count as one TYPE of landform. ○ If your region has multiple volcanoes, one volcano would count as that TYPE of landform. You can still show many volcanoes, but it only counts as one type of landform. ○ Landforms need to be placed in real life locations. ● Landforms are labeled with name and type of landform. ○ There could be certain landforms that don’t have specific names. Be sure to get my approval for not having a name. ● Landforms MUST be ones that were formed by tectonic plate movement.