• Students must keep a journal recording their daily experiences
with the fish and what their plans are for them. Students
must be able to explain how to find a percent of a number
to younger students. Students will be assessed individually
on the first task and within their groups on the last
two tasks.
|
| Name: | Teacher: |
| Date: | Title of work |
| Criteria | Points |
| 1 | 2 | 3 | 4 | ||
| Purchasing of Supplies | Total price of supplies did not equal allocated amount. Did not purchase necessary supplies to raise fish successively. | Total price of supplies was close to allocated amount. Did not purchase necessary supplies to raise fish successively. | Total price of supplies was close to allocated amount. Purchased some supplies that were necessary to raise fish successively | Total price of supplies was close to allocated amount. Purchased supplies that were necessary to raise fish successively. | ---- |
| Finding the mass of the fish. | Many errors in calculating the mass of the containers. Did not calculate the correct mass of the fish. | Some errors in calculating the mass of the containers. Some errors in calculating the correct mass of the fish. | Correctly calculated the mass of the containers. Some errors in calculating the correct mass of the fish. | Correctly calculated the mass of the containers. Correctly calculated the mass of the fish. | ---- |
| Percent of Food. | Did not calculate the correct percent of food. | Many errors in calculating the correct percent of food. | Some errors in calculating the correct percent of food. | Calculated the correct percent of food. | ---- |
| Table Design. | No consistency in format of table. Missing labels or incorrect labels. | Some consistency in format of table. Some labels present or some errors in labels. | Some consistency in format of table. Clear labels present and correct. | Consistency in format of table. Clear labels present and correct. | ---- |
| ---- | |||||
| Total-> | ---- |
Teacher Comments:
Fish Advertisement
| Name: | Teacher: |
| Date: | Title of work |
| Criteria | Points |
| 1 | 2 | 3 | 4 | ||
| Content | Purpose of ad was not clear. Lacking data. | Purpose of ad was somewhat clear. Lacking data. | Purpose of ad was clear, but some important data was lacking. | Purpose of ad was clear, all relevant data was present. | ---- |
| Appearance of advertisement | Ad was very basic lacking any creativity or originality. Did not catch the attention of the viewer. | Very little evidence of creativity. Did not catch the attention of the viewer. | Some evidence of creativity. Some appeal to the viewer. | Clear evidence of creativity and originality. Was very appealing to the viewer. | ---- |
| ---- | |||||
| ---- | |||||
| Total--> | ---- |
Teacher Comments:
| Name: | Teacher: |
| Date: | Title of work |
| Criteria | Points |
| 1 | 2 | 3 | 4 | ||
| Explanation | A complete response with a detailed explanation. | Good solid response with clear explanation. | Explanation is unclear. | Misses key points | ---- |
| Use Of Visuals | Clear diagram or sketch with some detail. | Clear diagram or sketch. | Inappropriate or unclear diagram. | No diagram or sketch. | ---- |
| Mechanics | No math errors. | No major math errors or serious flaws in reasoning | May be some serious math errors or flaws in reasoning. | Major math errors or serious flaws in reasoning. | ---- |
| Demonstrated Knowledge | Shows complete understanding of the questions, mathematical ideas, and processes. | Shows substantial understanding of the problem, ideas, and processes. | Response shows some understanding of the problem. | Response shows a complete lack of understanding for the problem. | ---- |
| Requirements | Goes beyond the requirements of the problem. | Meets the requirements of the problem. | Hardly meets the requirements of the problem. | Does not meet the requirements of the problem. | ---- |
| Presentation | Well spoken, direct eye contact is made | Not well spoken, no direct eye contact. | ---- | ||
| Total--> | ---- |