| Tab | Include |
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| Lesson Plan | |
| Curriculum Standards | |
| Differentiated Learning | |
| Reference | |
| Questions & Answer Keys |
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| Dallas Zoological Society Partnership : Zoo Science Monitoring Animal Populations |
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Topic Overview
Quick Facts
Animals on land have padded feet in order to
sneak up on their prey.
There are four types of tracks left by a snake,
each representing a different method of travel – rectinilear, concertina,
serpentine, and sidewinding.
The single greatest threat to green sea turtles
is the development of Fibropapilloma Tumors, a disease caused by unknown
reasons has reached epidemic proportions in geographic locations as distant as Hawaii, Florida and Australia.
Night vision goggles and glow-in-the-dark
tracking powder can be used to track animals at night.
Black bears use the same trails over and over
for generations. They tend to place their paws in exactly the same spot every
time they follow the trail.
Male and female deer leave different tracks.
Males have wider shoulders, so that the hind tracks (the ones on top) will tend
to fall inside the line of travel. Female deer have wider hips, so that the
hind tracks will fall outside the line of travel.
There are four satellites used to track animals.
These satellites are part of the Argos
data collection system sponsored in part by the National Oceanic and
Atmospheric Administration (NOAA).
Animal scat dries from the inside out.
Salvador Dali owned a pet ocelot. He once traveled
with this pet aboard the luxury cruise liner SS France.
Begin the Lesson
Animal tracking is the process of finding animals in the wild.
It is important to observe animals in their natural habitat in order to measure
biodiversity, estimate population size, monitor ecological interactions, and
study behavior. The large variety of techniques for tracking animals includes:
1) the collection of visual and acoustic observations; 2) the analysis of
footprints and other physical tracks through mud, sand, snow, and vegetation;
3) the analysis of animal scat, hair, and fur; 4) the use of live traps and
camera traps; and 5) the use of radiotelemetry and satellite tracking.
Radiotelemetery is particularly useful because it allows scientists to study
animals without directly disrupting their habitat, providing information about
location, activity, habitat use, spatial requirements, seasonal shift, and
social interactions.
Whole Class Introduction to the Lesson
You will need at least one computer with Internet connectivity
and a projection device, a classroom with more than one computer, or access to
a computer lab. This introduction will take approximately 10 minutes to
complete.
Go to the page
http://nwwoodsman.com/TrackingGame/TrackinGame.html Read the introductory slide to the class and then click on
“Start Tracking Game.” As a class, try to guess the five mystery animals using
the tracking clues provided in the pictures and audio.
Sample Questions:
Describe the picture.
How did the animal leave this mark?
How might we tell what time the animal passed by
this location?
What type of ecosystem and climate is suggested
by the picture?
What does the audio tell us about the animal?
What type of animal do you believe made these
tracks?
As part of the introduction, you may want to review some of the
glossary terms in advance of students going online. At this point you can
launch the WebLesson as whole-class activity using a projection device, or you
can assign students to work individually or in teams in a computer lab.
WebLesson Sites
Introduction Zoos give us an opportunity to see exotic animals that we would not usually see in our own communities. It would be difficult for most of us to trek across the Arctic ice to search for polar bears or to slash through the dense Colombian forest to gaze on a giant anaconda. Zoos bring animals out of the wild and into our towns and cities.
Zoos are also important as a refuge for threatened species. Human population growth and economic development have led to habitat destruction and threats to biodiversity. Many zoos around the country participate in conservation efforts to learn about animal behavior in order to preserve and restore habitats for endangered species. In order to determine the needs of a given species and to measure trends in biodiversity, it is necessary to locate and track animal populations in the wild. Researchers have developed sophisticated methods for finding, tagging, and following animals. The analysis of animal tracks, fur, and droppings provides valuable insight into behavior and diet. Recent technology even allows satellites to trace the movement of animals. Tracking animals can also be a pleasurable recreational activity, using simple tracking techniques to discover what types of animals roam through our backyards and parks. We can even use tracking techniques to keep track of members of our own species. Scenario You volunteer for the local zoo. Your team has been assigned the job of finding and locating any large injured animals in the forest. In the past you have rescued and brought back a bear and a tiger.
Lesson Pages
EEK! – Follow that footprint, paw print, hoof print…
http://www.dnr.state.wi.us/org/caer/ce/eek/nature/track.htm Rich Media
Beartracker’s Animal Tracks Den
http://www.bear-tracker.com/index.html
Outdoor Action Guide to Animal Tracking
http://www.princeton.edu/~oa/nature/tracking.shtml
Kid’s Corner: Animal Tracks Quiz
http://www.eparks.net/smc/department/home/0,,5556687_11603477_11603479,00.html Rich Media
Crittercam – Animal Pictures, Maps, Videos, Games, More
http://www.nationalgeographic.com/crittercam/missions.html Rich Media
The Secret Lives of Wild Animals
http://www.nsf.gov/news/special_reports/animals/index.jsp Rich Media
WWF – Tracking Polar Bears
http://www.panda.org/about_wwf/where_we_work/europe/what_we_do/arctic/polar_bear/about/tracking/index.cfm Rich Media
Satellite Tracking
http://www.seaturtle.org/tracking Conclusion & Project
Conclusion A prerequisite for learning more about animals is to find and observe them. Both art and science contribute to animal tracking. Searching for paw prints in the snow, conjecturing about damaged vegetation, and picking through scat provide clues to recent behavior and locations of animals. Different technologies are appropriate for different species. Camera traps and Crittercams can allow direct images of animals in their native habitats. Radiotelemetry and satellite tracking provide indirect real-time tracking information on both local and global scales. Combining information obtained from these techniques will help us understand the behavior and needs of individual species as well as how humans affect the delicate interaction among species.
Project You have just returned from your expedition to locate and bring back injured animals to the zoo from the forest. Explain the type of evidence you used to track the animals and describe any animals you located.
Glossary
track - to follow a trail made by an animal
survey - detailed gathering of data and information
forefoot - front foot of a four-legged animal
hind foot - back foot of a four-legged animal
trails - paths used frequently by many animals
runs - paths used infrequently by a specific species
ghost scale sign - signs such as tracks in morning dew or leaf depressions that disappear quickly
scat - animal droppings
territorial marking - something that identifies a piece of land as belonging to an individual animal
coprophagy - animals re-ingesting their own feces to absorb more of the vitamins and nutrients
limb dominance - use of one leg (or limb) more than another; seen in the length of stride
search and rescue - operation to find a person or animal that is lost or injured in a remote area such as a mountain or forest
camera trap - camera that can be triggered to take pictures by the motion of a nearby animal
infrared detector - instrument that can detect infrared radiation and sense motion
Crittercam - research video camera that can be attached directly to an animal
animal-borne imaging - taking pictures from the perspective of the animal itself
landscape ecology - study of animals in their natural environment and the relationship among animals, the land, and people
radiotelemetry - telecommunication of information using radio waves
predation - hunting and killing other animals for food
range - geographic distribution of a particular species
habitat - place where an animal lives, often characterized by dominant plant forms or physical characteristics
territory - area that an animal defends against intruders from its own species
radio collar - collar fitted around the neck of an animal that carries a radio transmitter
tagging - to mark an animal for tracking purposes using a tag, collar, leg band, etc.
GPS (Global Positioning System) receiver - receives information transmitted from several of 24 orbiting satellites and uses it to determine position
biodiversity - number and variation of different kinds of animal and plant species
population - group of animals of identical species that occupy the same area and have the potential to interbreed
pelagic - fish and animals that live in the open sea
travel corridor - path that animals use repeatedly to travel from one location to another
|
| Dallas Zoological Society Partnership : Zoo Science Monitoring Animal Populations Introduction
Introduction Zoos give us an opportunity to see exotic animals that we would not usually see in our own communities. It would be difficult for most of us to trek across the Arctic ice to search for polar bears or to slash through the dense Colombian forest to gaze on a giant anaconda. Zoos bring animals out of the wild and into our towns and cities.
Zoos are also important as a refuge for threatened... |
Lesson PlanTopic Overview
Quick Facts
Animals on land have padded feet in order to
sneak up on their prey.
There are four types of tracks left by a snake,
each representing a different method of travel – rectinilear, concertina,
serpentine, and sidewinding.
The single greatest threat to green sea turtles
is the development of Fibropapilloma Tumors, a disease caused by unknown
reasons has reached epidemic proportions in geographic locations as distant as Hawaii, Florida and Australia.
Night vision goggles and glow-in-the-dark
tracking powder can be used to track animals at night.
Black bears use the same trails over and over
for generations. They tend to place their paws in exactly the same spot every
time they follow the trail.
Male and female deer leave different tracks.
Males have wider shoulders, so that the hind tracks (the ones on top) will tend
to fall inside the line of travel. Female deer have wider hips, so that the
hind tracks will fall outside the line of travel.
There are four satellites used to track animals.
These satellites are part of the Argos
data collection system sponsored in part by the National Oceanic and
Atmospheric Administration (NOAA).
Animal scat dries from the inside out.
Salvador Dali owned a pet ocelot. He once traveled
with this pet aboard the luxury cruise liner SS France.
Begin the Lesson
Animal tracking is the process of finding animals in the wild.
It is important to observe animals in their natural habitat in order to measure
biodiversity, estimate population size, monitor ecological interactions, and
study behavior. The large variety of techniques for tracking animals includes:
1) the collection of visual and acoustic observations; 2) the analysis of
footprints and other physical tracks through mud, sand, snow, and vegetation;
3) the analysis of animal scat, hair, and fur; 4) the use of live traps and
camera traps; and 5) the use of radiotelemetry and satellite tracking.
Radiotelemetery is particularly useful because it allows scientists to study
animals without directly disrupting their habitat, providing information about
location, activity, habitat use, spatial requirements, seasonal shift, and
social interactions.
Whole Class Introduction to the Lesson
You will need at least one computer with Internet connectivity
and a projection device, a classroom with more than one computer, or access to
a computer lab. This introduction will take approximately 10 minutes to
complete.
Go to the page
http://nwwoodsman.com/TrackingGame/TrackinGame.html Read the introductory slide to the class and then click on
“Start Tracking Game.” As a class, try to guess the five mystery animals using
the tracking clues provided in the pictures and audio.
Sample Questions:
Describe the picture.
How did the animal leave this mark?
How might we tell what time the animal passed by
this location?
What type of ecosystem and climate is suggested
by the picture?
What does the audio tell us about the animal?
What type of animal do you believe made these
tracks?
As part of the introduction, you may want to review some of the
glossary terms in advance of students going online. At this point you can
launch the WebLesson as whole-class activity using a projection device, or you
can assign students to work individually or in teams in a computer lab.
WebLesson Sites
Introduction Zoos give us an opportunity to see exotic animals that we would not usually see in our own communities. It would be difficult for most of us to trek across the Arctic ice to search for polar bears or to slash through the dense Colombian forest to gaze on a giant anaconda. Zoos bring animals out of the wild and into our towns and cities.
Zoos are also important as a refuge for threatened species. Human population growth and economic development have led to habitat destruction and threats to biodiversity. Many zoos around the country participate in conservation efforts to learn about animal behavior in order to preserve and restore habitats for endangered species. In order to determine the needs of a given species and to measure trends in biodiversity, it is necessary to locate and track animal populations in the wild. Researchers have developed sophisticated methods for finding, tagging, and following animals. The analysis of animal tracks, fur, and droppings provides valuable insight into behavior and diet. Recent technology even allows satellites to trace the movement of animals. Tracking animals can also be a pleasurable recreational activity, using simple tracking techniques to discover what types of animals roam through our backyards and parks. We can even use tracking techniques to keep track of members of our own species. Scenario You volunteer for the local zoo. Your team has been assigned the job of finding and locating any large injured animals in the forest. In the past you have rescued and brought back a bear and a tiger.
Lesson Pages
EEK! – Follow that footprint, paw print, hoof print…
http://www.dnr.state.wi.us/org/caer/ce/eek/nature/track.htm Rich Media
Beartracker’s Animal Tracks Den
http://www.bear-tracker.com/index.html
Outdoor Action Guide to Animal Tracking
http://www.princeton.edu/~oa/nature/tracking.shtml
Kid’s Corner: Animal Tracks Quiz
http://www.eparks.net/smc/department/home/0,,5556687_11603477_11603479,00.html Rich Media
Crittercam – Animal Pictures, Maps, Videos, Games, More
http://www.nationalgeographic.com/crittercam/missions.html Rich Media
The Secret Lives of Wild Animals
http://www.nsf.gov/news/special_reports/animals/index.jsp Rich Media
WWF – Tracking Polar Bears
http://www.panda.org/about_wwf/where_we_work/europe/what_we_do/arctic/polar_bear/about/tracking/index.cfm Rich Media
Satellite Tracking
http://www.seaturtle.org/tracking Conclusion & Project
Conclusion A prerequisite for learning more about animals is to find and observe them. Both art and science contribute to animal tracking. Searching for paw prints in the snow, conjecturing about damaged vegetation, and picking through scat provide clues to recent behavior and locations of animals. Different technologies are appropriate for different species. Camera traps and Crittercams can allow direct images of animals in their native habitats. Radiotelemetry and satellite tracking provide indirect real-time tracking information on both local and global scales. Combining information obtained from these techniques will help us understand the behavior and needs of individual species as well as how humans affect the delicate interaction among species.
Project You have just returned from your expedition to locate and bring back injured animals to the zoo from the forest. Explain the type of evidence you used to track the animals and describe any animals you located.
Glossary
track - to follow a trail made by an animal
survey - detailed gathering of data and information
forefoot - front foot of a four-legged animal
hind foot - back foot of a four-legged animal
trails - paths used frequently by many animals
runs - paths used infrequently by a specific species
ghost scale sign - signs such as tracks in morning dew or leaf depressions that disappear quickly
scat - animal droppings
territorial marking - something that identifies a piece of land as belonging to an individual animal
coprophagy - animals re-ingesting their own feces to absorb more of the vitamins and nutrients
limb dominance - use of one leg (or limb) more than another; seen in the length of stride
search and rescue - operation to find a person or animal that is lost or injured in a remote area such as a mountain or forest
camera trap - camera that can be triggered to take pictures by the motion of a nearby animal
infrared detector - instrument that can detect infrared radiation and sense motion
Crittercam - research video camera that can be attached directly to an animal
animal-borne imaging - taking pictures from the perspective of the animal itself
landscape ecology - study of animals in their natural environment and the relationship among animals, the land, and people
radiotelemetry - telecommunication of information using radio waves
predation - hunting and killing other animals for food
range - geographic distribution of a particular species
habitat - place where an animal lives, often characterized by dominant plant forms or physical characteristics
territory - area that an animal defends against intruders from its own species
radio collar - collar fitted around the neck of an animal that carries a radio transmitter
tagging - to mark an animal for tracking purposes using a tag, collar, leg band, etc.
GPS (Global Positioning System) receiver - receives information transmitted from several of 24 orbiting satellites and uses it to determine position
biodiversity - number and variation of different kinds of animal and plant species
population - group of animals of identical species that occupy the same area and have the potential to interbreed
pelagic - fish and animals that live in the open sea
travel corridor - path that animals use repeatedly to travel from one location to another
|
Curriculum StandardsTEXAS
112.22. Science, Grade 6
(2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: (A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology; (B) collect data by observing and measuring; (C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence; (D) communicate valid conclusions; and (E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data. (3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; (B) draw inferences based on data related to promotional materials for products and services; (C) represent the natural world using models and identify their limitations; (D) evaluate the impact of research on scientific thought, society, and the environment; and 112.23. Science, Grade 7 (2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: (A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology; (B) collect data by observing and measuring; (C) organize, analyze, make inferences, and predict trends from direct and indirect evidence; (D) communicate valid conclusions; and (E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data. (3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; (B) draw inferences based on data related to promotional materials for products and services; (C) represent the natural world using models and identify their limitations; (D) evaluate the impact of research on scientific thought, society, and the environment; and 112.24. Science, Grade 8(2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: (A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology; (B) collect data by observing and measuring; (C) organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence; (D) communicate valid conclusions; and (E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data. (3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; (B) draw inferences based on data related to promotional materials for products and services; (C) represent the natural world using models and identify their limitations; (D) evaluate the impact of research on scientific thought, society, and the environment; and 112.43. Biology (2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to: (A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology; (B) collect data and make measurements with precision; (C) organize, analyze, evaluate, make inferences, and predict trends from data; and (D) communicate valid conclusions. (10) Science concepts. The student knows that, at all levels of nature, living systems are found within other living systems, each with its own boundary and limits. NATIONAL
NS.5-8.1 SCIENCE AS INQUIRY
As a result of activities in grades 5-8, all students should develop: *Abilities necessary to do scientific inquiry *Understandings about scientific inquiry NS.5-8.3 LIFE SCIENCE As a result of their activities in grades 5-8, all students should develop understanding: *Structure and function in living systems |
Differentiated LearningHere are some projects that can be used after the students have
completed the online assignment or as a complement to your lesson. The students
can use any media deemed appropriate for the project. Each has been recommended
with specific student groups in mind.
AS-All Students
GT-Gifted/Talented
ESL-English Second
Language
SN-Special Needs
Individual and Group Projects
Divide into groups and participate in a
long-term wolf tracking project at:
http://www.wolf.org/wolves/experience/telemsearch/mapinfo.asp AS, GT Walk around the school grounds or your backyard
looking for animals tracks. Remember to consider footprints, bruised or ruffled
vegetation, droppings, hair or fur, feathers, opened nuts, rubbings on trees,
nests, and trails in the grass or snow. AS, SN
Make a plaster casting of a track. Identify the
track and prepare a class collection of casts for classification and
comparison. Be sure to include plaster casts of pet prints (dogs, cats, hermit
crabs, etc.). For directions about how to make plaster casts see:
http://bizarrelabs.com/track.htm and http://www.worsleyschool.net/science/files/casts/oftracks.html AS, SN Plot your own sea turtle tracks using maps and
data obtained at:
http://www.seaturtle.org/tracking/teachers/ AS, GT Use animal tracking techniques to track friends
in your school. Try to determine where a given group (herd) of students
travelled throughout the day. (Hint: you can detect faint footprints on floors
such as linoleum by dimming the lights and shining a flashlight onto the floor
at a low angle.) AS
Interview a field researcher involved in a
project at “Field Trip Earth.”
See http://www.fieldtripearth.org/ask_qa.xml. AS, GT, ESL Help design and mentor a Disney’s
Environmentality Challenge
http://disney.go.com/environmentality/jcec/discover.html Base the activity on animal tracking. For example, track animals in your area. Determine their range of habitat and how to help protect their survival needs. AS, GT Designate an animal tracking plot on the school
ground. This area should be at least 2 x 2 meters and kept muddy or filled with
clay to capture animal tracks. Use this space as a laboratory for making
plaster casts of animal tracks. AS
Write a fictional diary of a safari to Africa to track the Big Five: lion, African elephant,
African buffalo, leopard, and black rhinoceros. AS, ESL
Go to http://www.turtles.org/helping.htm
Devise a schoolwide project to raise awarenes of what you can do to help sea turtles. AS, ESL, GT Final Activity – Whole Class
Create combination tracking/walking sticks for use in measuring
and identifying animal tracks on hikes.
See http://www.bear-tracker.com/trackingstick.htm
for basic directions.
Use a broomhandle or a large stick and use tape or rubber bands
for markings. Decorate the stick by painting and labelling tracks of animals
that you might expect to find in your area.
See http://www.princeton.edu/~oa/nature/trackcard.shtml
for images of animal prints.
|
ReferenceBiographies
Sacagawea (1787 – 1812)
http://sacajawea.idahostatesman.com Used her tracking skills to lead Lewis and Clarke on their famous trek across North America. John Muir (1838 –
1914)
http://www.sierraclub.org/john_muir_exhibit Founder of the Sierra Club, an organization dedicated to the preservation of wildlife. Theodore Roosevelt
http://www.whitehouse.gov/history/presidents/tr26.html United States President known for his conservation efforts Jacque-Yves Cousteau
(1910 – 1997)
http://www.cousteau.org/en/ French scientist and photographer who presented documentaries of the search for sea life. Steve Irwin
http://www.animalplanet.com.au/steve_irwin/bio/index.shtml Australian wildlife expert nicknamed “The Crocodile Hunter” Timelines
GPS
Timeline
http://www.aero.org/education/primers/gps/gpstimeline.html development of GPS satellites Timeline of Milestones
http://www.aip.org/history/climate/timeline.htm Timeline of the discovery of global climate change, including observation of melting sea ice Greenpeace
http://weblog.greenpeace.org/oceandefenders/archive/2007/02/whaling_timeline.html A history of whaling. Randy Woo
http://members.aol.com/randywoo/bsahis/time.htm Timeline of the Boy Scouts of America, an organization that helps teach boys about skills in the wilderness. White Oak Society
http://www.whiteoak.org/learning/timeline.htm A history of the North American fur trade. Additional Information
Turtle Trax
http://www.turtles.org Research efforts to remotely track sea turtles and understand factors that threaten their survival Wheelock
College
http://whale.wheelock.edu/Welcome.html WhaleNet satellite tracking program, tracking whales, porposes, seals, and turtles CyberTracker Conservation
http://www.cybertracker.co.za Describes a project involving indigenous hunters in South Africa in animal tracking for conservation BBC
http://www.bbc.co.uk/nature/blueplanet/travel/further_tracking.shtml Overview of tracking and tagging marine animals Fieldtrip Earth
http://www.fieldtripearth.org/article.xml?id=776 Description of the capture and handling of black bears in the Appalachian Mountains How Stuff Works
http://www.howstuffworks.com/gps.htm Information on how satellites in the Global Position System work BBC
http://www.bbc.co.uk/nature/animals/wildbritain/field_guides Field guides for tracking of a variety of common animals The University
of Utah
http://www.biology.utah.edu/bionews2.php?story=cerling010206.txt Method for tracking the behavior and diet of African elephants using hair from the elephants’ tails Northern
Illinois University
http://www.lib.niu.edu/ipo/2002/oi020805.html Animal autographs, a description of tracks left by animals commonly found in Illinois U.S. Fish and Wildlife Service
http://www.fws.gov/columbiariver/games/concentration/tracksconcentration.htm Fun concentration game using animal tracks New
Mexico State University
http://cahe.nmsu.edu/pubs/_circulars/circ561.html Identifying and preserving wildlife tracks, including a description of making plaster casts |
Questions & Answer KeysStudy Questions and Answer Keys
Quiz Questions & Answers
Project
You have just returned from your expedition to locate and bring back injured animals to the zoo from the forest. Explain the type of evidence you used to track the animals and describe any animals you located.
Rubric
Excellent (30 – 20)
An excellent student response meets all the project requirements and demonstrates that the student absorbed key lesson concepts and gave them thoughtful consideration. The response shows original thinking, creativity, and a strong sense of purpose. Ideas are organized and clearly articulated according to the proper conventions of writing (at this grade level).
Satisfactory (20 – 10)
A satisfactory student response meets most of the project requirements but overlooks one or more important elements. It reflects a general understanding of the key lesson concepts but shows little depth. The response shows little creativity or originality. Ideas are somewhat disorganized and difficult to follow, and there are numerous grammatical and mechanical errors.
Needs Improvement (10 – 0)
The student response is perfunctory, showing little or no effort. It is unclear if the student thought about or even read any of the lesson content. Ideas are scattered or off-topic. If possible, ask the student to revisit the lesson with a peer or mentor and then rewrite his or her response. |