BiographyBottleProject
DueDate:February3,2015
StudentswilllearnastheycelebrateBlackHistoryMonthinFebruary,by(1)researching
facts{biographies/auto‐biographies/non‐fictiontext}towritea3paragraphessay,in
school,and(2)creatingaBiographyBottlesStatue/Image,athome,thatwillbedisplayed
inourschoollibrary,duringthemonthofFebruary.Itisimportantthatallthedeadlines
listedbelowaremetsothatstudentsdonotfallbehindandmisstheduedates.
 Thesubjectforthebio‐bottleprojectwillbeafamousAfricanAmericanthatis
selected,fromagivenlist,bystudentsandapprovedbytheteacheronJanuary15th.
 Thereading/researchforthisprojectwillbedoneathomeandatschool.The
reading/researchshouldbecompletedbyWednesday,January21st.Pleasehave
parentssignandreturntheslipslistedbelowtoteachersbyWednesday,January
21st.
 ThecompletedBiographyBottleStatue/ImageisdueonTuesday,February3rd.
AttachedtothisdocumentisthegradingrubricthatIwillusetoforthebiobottleproject.
Materialsneededforthebottle:

1plasticbottle
 Forexample:
 Smallwaterorsodabottle
 2litersodabottle
 Ketchupbottle
 Dishsoapbottle
o Pleasenotetheaminimumsizeshouldbeatleast16
ounces,andthemaximumsizeshouldbea2literbottle

Sand,dirt,orgraveltoputinthebottomofyourbottletoanchorit

Thingstodecorateyourbottletolooklikethepersonyouhaveresearched
 Forexample:
 Paint,yarn,glue,sequins,felt,beads,feathers,coloredpaper,pipe
cleaners,Styrofoamballs,fabric,buttons,clay,googlyeyes,etc.
Directionsfortheproject:
1.
Cleanthebottle
2.
Placesandordirtinsidethebottlesoitwon’ttipover(justalittle…youdon’tneed
tofilltheentirebottle)
3.
Usesomethingtoformathreedimensionalhead.Decoratethe“head”tolooklike
yourfamousAfricanAmerican

Examplesofthingstouseforthehead:
o Styrofoamball,woodenspoon,largebutton,tennisball,pingpong
ball,papermacheballoon,clay,Dixiecup,stuffedsock,etc.

Don’tforgettogiveyourpersonhair!
4.
Constructarmsforthebottlepersonbyusingpipecleaners,cardboard,straws,or
otheritemsandfixtheminplace.Addingsomethingtothebottomforshoesorfeetis
optional.
5.
Usematerialssuchasfabric,paper,felt,yarn,etc.tomakeanoutfitforyourperson
thatwouldbetypicalofwhatwaswornduringthatperson’slife.

Glueclothingaroundtheentirebottle

Keepinmind,whenthisprojectisfinished,itshouldlooklikeadoll.Theywill
beondisplayinthelibrary,andpeoplewillbeabletoseeallthewayaround
(sothewholethingshouldbedecorated!)
Noteforparents:yourassistancewiththefollowingisgreatlyappreciated:




Helpyourstudentgetabookatthelibrary/findreliablesourcestouseonthe
internet
Helpgetrequiredmaterialsfortheprojectoraskteacherforassistancewith
materials
Helpstudentwithhotglue/scissors
Guidethemintheresearchofthepaper
Weappreciateyoursupportwiththisproject,andcan’twaittoseethefinishedproduct!
Pleasekeepinmindthatwhileyourassistancewillbeneeded,weareexcitedto
ultimatelyseethestudent’swork.Thankyou!
BioBottleResearchResources
(AdditionalNon‐FictionResourcescanbeused)
(Wikipediaorotheropenencyclopediascannotbeusedasa
resource)
 Non‐fictionbooks(inprintoronline)
 Encyclopedia(fromaprintedbookoronline)
 Schooland/orParentapprovedWebsites
***SchoolapprovedwebsitesarelocatedontheHFES
websiteunder:Students
SearchEngine
Biography Bottle Project Rubric
Project Portion:
I.
Bottle turned in on time
4
3
2
1
II.
Bottle reflects student’s work/their BEST EFFORT
4
3
2
1
III.
Directions for the bottle were followed
4
3
2
1
IV.
The bottle is attractive, neat, and eye-catching
4
3
2
1
V.
The bottle resembles the famous African American
4
3
2
1
Effort Grade:
Comments:
_________
Informational Writing Assessment Rubric Score Statement of Purpose/Focus and Organization Statement of Organization Purpose/Focus 4 The response is fully sustained and consistently and purposefully focused: 
controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained 
controlling idea or main idea of a topic is introduced and communicated clearly within the context The response has a clear and effective organizational structure creating unity and completeness: 
use of a variety of transitional strategies 
logical progression of ideas from beginning to end 
effective introduction and conclusion for audience and purpose 3 The response is adequately sustained and generally focused: 
focus is clear and for the most part maintained, though some loosely related materials may be present The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: 
adequate use of transitional strategies with some variety 
adequate progression of ideas from beginning to end 
adequate introduction and conclusion 2 The response is somewhat sustained and may have a minor drift in focus: 
may be clearly focused on the controlling or main idea, but is insufficiently sustained 
controlling idea or main idea may be unclear and somewhat unfocused The response has an inconsistent organizational structure, and flaws are evident: 
inconsistent use of transitional strategies with little variety 
uneven progression of ideas from beginning to end 
conclusion and introduction, if present, are weak 1 The response may be related to the topic but may provide little or no focus: 
may be very brief 
may have a major drift 
focus may be confusing or ambiguous The response has little or no organizational structure: 
few or no transitional strategies are evident 
frequent extraneous ideas may intrude Development: Language and Elaboration of Evidence Elaboration of Evidence Language and Vocabulary The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details: 
use of evidence from sources is smoothly integrated, comprehensive, and relevant 
effective use of a variety of elaborative techniques The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details: 
some evidence from sources is integrated, though citations may be general or imprecise 
adequate use of some elaborative techniques The response provided uneven, cursory support/evidence for the controlling idea or main idea that includes partial or uneven use of sources, facts, and details: 
evidence from sources is weakly integrated, and citations, if present, are uneven 
weak or uneven use of elaborative techniques The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, or details: 
use of evidence from the source material is minimal, absent, in error, or irrelevant Conventions The response clearly and effectively expresses ideas, using precise language: 
use of academic and domain‐
specific vocabulary is clearly appropriate for the audience and purpose The response demonstrates a strong command of conventions: 
few, if any, errors are present in usage and sentence formation 
effective and consistent use of punctuation, capitalization, and spelling The response adequately expresses ideas, employing a mix of precise with more general language: 
use of domain‐
specific vocabulary is generally appropriate for the audience and purpose The response demonstrates an adequate command of conventions: 
some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed 
adequate use of punctuation, capitalization, and spelling The response demonstrates a partial command of conventions: 
frequent errors in usage may obscure meaning 
inconsistent use of punctuation, capitalization, and spelling The response expresses ideas unevenly, using simplistic language: 
use of domain‐
specific vocabulary that may at times be inappropriate for the audience and purpose The response expression of ideas is vague, lacks clarity, or is confusing: 
uses limited language or domain‐specific vocabulary 
may have little sense of audience and purpose The response demonstrates a lack of command of conventions: 
errors are frequent and severe, and meaning is often obscured CivilRightsMovement
Workers
Dr.Rev.MartinLutherKing,Jr.
CorettaScottKing
RosaParks
ThurgoodMarshall
W.E.B.DuBois
RubyBridges
IreneMorgan
AndrewYoung
DoctorofMedicine
Dr.CharlesRichardDrew
Dr.VivianThomas
Dr.DanielHaleWilliams
Dr.PatriciaE.Bath
Dr.BenCarson
Politicians
BarackObama
MichelleObama
L.DouglasWilder
FrederickDouglass
CondoleezzaRice
GeneralColinPowell
ShirleyChisholm
Abolitionist
NatTurner
HarrietTubman
Athletes
Poets
ArthurAshe
JackieRobinson
DominiqueDawes
GabbyDouglass
MayaAngelou
NikkiGiovanni
PhyllisWheatley
LangstonHughes
JamesWeldonJohnson
Explorers&Astronauts
EllaFitzgerald
DukeEllington
OprahWinfrey
StevieWonder
MarianAnderson
WhoopiGoldberg
HarryBelafonte
NatKingCole
LouisArmstrong
SidneyPoitier
MatthewHenson
York(withLewis&Clark)
MaeJemison
LelandD.Melvin
Military
JamesA.Lafayette
ColinPowell
BuffaloSoldiers
TuskegeeAirmen
MaggieLena
Walker(Banker)
BessieColeman
(Pilot)
Educators
MaryMcLeodBethune
SojournerTruth
BookerT.Washington
CrispusAttucks
VirginiaRandolph
FrederickDouglass
GeorgeWashingtonCarver
Entertainers
Inventors
BenjaminBanneker
ElijahMcCoy
LewisLatimer
JanErnstMatzeliger
GranvilleT.Woods
GeorgeWashingtonCarver
MadameC.J.Walker
GarrettMorgan
OtisBoykin
LonnieG.Johnson
JamesEdwardWest
Dr.PatricaE.Bath
DavidCrosthwait
Dr.ShirleyJackson
Name______________________________________________
Write: Your biography facts/notes you have researched onto the following lines.
You will be turning those facts into 3 paragraphs with 5 to 7 complete sentences in
each paragraph.
Introductory Paragraph: Biography Bottle
WHO (Name of Person)
______________________________________________________
WHEN (does/did the person live? DATES)
________________________________________________________________
WHERE (the person lived/lives, tell the different places where they lived!
_____________________________________________________________________________
_____________________________________________________________________________
WHAT (the person does or did to make a contributions to the world)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Paragraph 2
Why is the person historically important? (5-7 sentences)
First…list three facts about the person.
For example…What did they invent?
What problems did they overcome?
What made them famous?
What achievements do they have?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Paragraph 3
What do you think is important about this person’s actions / life. How did
their lives change or improve the USA and/or the world.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
BiographyBottleProject
Check‐OffSlips
Pleasecutoffthebottomsectionsoneatatimeandturninwiththeinformation/assignmentthatisneeded
forthespecificdate.
CompletedBiographyBottleProject
DueDate:Tuesday,February3rd
__________________________________________________________________Student’sName
__________________________________________________________________Parent’sSignature
Reading/Research
(Reading/researchforthisprojectwillbedoneathomeandatschool)
DueDate:Wednesday,January21st
__________________________________________________________________Student’sName
__________________________________________________________________Parent’sSignature
FamousAfricanAmericanselectiontobeapprovedbyTeacher
DueDate:Thursday,January15th
_________________________________________________________Student’sName
_________________________________________________________Parent’sSignature
_________________________________________________________Choice#1
_________________________________________________________Choice#2
_________________________________________________________Choice#3
_________________________________________________________Teacher’sInitials