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1
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2
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3
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4
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Students will examine
the dependence of organisms on one another.
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Students were not able
to envision a viable symbiotic relationship for their
dragon in Middle Earth. They were NOT able categorize
relationships between organisms that are mutually beneficial,
commensalism, or parasitic in nature.
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Students were able
to envision a viable symbiotic relationship for their
dragon in Middle Earth. They were NOT able categorize
relationships between organisms that are mutually beneficial,
commensalism, or parasitic in nature.
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Students were able
to envision a viable symbiotic relationship for their
dragon in Middle Earth. They were able categorize relationships
between organisms that are mutually beneficial, commensalism,
or parasitic in nature.
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Students were able
to envision and describe a viable symbiotic relationship
for their dragon in Middle Earth. Students were able
to envision a viable symbiotic relationship for their
dragon in Middle Earth. They were able categorize relationships
between organisms that are mutually beneficial, commensalism,
or parasitic in nature. Students explain the symbiotic
relationship using information about real animal relationships
to support the theoretical relationship.
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Students will examine
the dependence of organism's environment. Students will
determine which of the adaptations of their dragon are
best suited for terrestrial or aquatic communities.
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Students were able
to identify the adaptations of their dragon but were
unsuccessful at placing the dragon in an environment
that was best suited to meet the dragon's adaptations
in a sentence.
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Students were able
to determine which of the adaptations of their dragon
are best suited for the "ecosystem" setting. They show
this by writing a sentence that predicts the given adaptation
and states why it is best suited for the chosen environment.
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Students were able
to determine which of the adaptations of their dragon
are best suited for the "ecosystem" setting. They show
this by writing a sentence that compared the given adaptations
to a real animal in order to explain why the dragon
was best suited for the chosen environment.
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Students were able
to determine which of the adaptations of their dragon
are best suited for the "ecosystem" setting. They show
this by writing a sentence that evaluates the given
adaptation and stating why it is best suited for the
chosen environment.
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Students described
the characteristics of one of Earth's major terrestrial
biomes or aquatic communities is similar to a setting
in the Hobbit. Students will select a setting from the
Hobbit for their dragon to reside based on the physical
and behavioral adaptations of the dragon.
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Students described
the characteristics of one of Earth's major terrestrial
biomes or aquatic communities is similar to a setting
in the Hobbit. Students will select a setting from the
Hobbit for their dragon to reside based on the physical
and behavioral adaptations of the dragon. Students will
select a setting for their in a sentence focusing on
the features of the Biome.
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Students described
the characteristics of one of Earth's major terrestrial
biomes or aquatic communities is similar to a setting
in the Hobbit. Students will select a setting from the
Hobbit for their dragon to reside based on the physical
and behavioral adaptations of the dragon. Students will
compare their dragon to another living organism in a
sentence focusing on the features of the Biome.
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Students described
the characteristics of one of Earth's major terrestrial
biomes or aquatic communities is similar to a setting
in the Hobbit. Students will select a setting from the
Hobbit for their dragon to reside based on the physical
and behavioral adaptations of the dragon. Students will
write a theory in a sentence focusing on the features
of the Biome.
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Students described
the characteristics of one of Earth's major terrestrial
biomes or aquatic communities and how it is similar
to a setting in the Hobbit. Students will select a setting
from the Hobbit for their dragon to reside based on
the physical and behavioral adaptations of the dragon.
Students will present and defend their opinion in a
sentence focusing on the features of the Biome.
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Categorize relationships
between organisms that are competitive or mutually beneficial.
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Student's will identify
a predator or prey relationship between the dragon and
another living organism in the Hobbit.
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Student's will identify
a symbiotic relationship between the dragon and another
living organism in the Hobbit.
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Student's will identify
a symbiotic relationship between the dragon and another
living organism in the Hobbit.
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Student's will identify
a symbiotic relationship between the dragon and another
living organism in the Hobbit. Decide which character
in the selection he or she would most likely have a
relationship with and why.
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Students will write
an narrative story about their dragon using the previous
stated objectives.
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The story is arranged
in sequential order.
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The story is arranged
in sequential order. There is a pictoral timeline that
summarizes what happens in the story.
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The story is arranged
in sequential order. There is a pictoral timeline that
summarizes what happens in the story.
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The story is arranged
in sequential order. There is a pictoral timeline that
summarizes what happens in the story. The story has
a
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Total---->
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