Multiple Intelligences Unit Plan Template EDUC 522 Unit Title: Magnificent Life Cycles Subject: Life Science

Teacher: Ms. Speaks Time Frame: 4-5 weeks

Objecti es: During this unit students will learn about the different life cycles of insects and animals. he students will take part in a !ariety of indi!idual and group acti!ities" as well as pro#ects. he unit will allow the students to e$plore the different life cycle while completing acti!ities that play on each of their Multiple %ntelligences. % want students to work with the life cycles using different web tools to enhance their understanding. he students will work on acti!ities that are hands on" as well as ha!e the ability to use charts and graphs to compare and contrast the different cycles. hey will also be able to use their se&uencing skills to e$plain the stages of the life cycles. he students' final pro#ects will be to con&uer a different life cycle and finally come together to compare and contrast the different cycles. Students will ha!e the ability to in!estigate the different life cycles beha!iors and needs with the hope of students de!eloping an understanding and grasp the assortment of li!ing things. he students will be able to use the information they learn to compare and contrast the different life cycles. hey will e$plore different life cycles and use the information to take part in a series of pro#ects to enhance their knowledge in this area. hey will learn that life cycles of insects and animals can be different or similar to one another. he students will take part in different acti!ities that let them e$plore the different life cycles. Intelligences: (erbal" Logical" (isual" )inesthetic" Musical" %ntrapersonal" %nterpersonal" *aturalist Techn!l!gies in the unit: Computer" i+ad" +ro#ector" )eynote +resentation" Songify ,pp" -log" +hoto Story" MS .ord" ,nimoto" /oogle" 0ou ube" *ewspaper Clipping" Shared /oogle Documents. /oogle Spreadsheets" Short (ideo1%nteracti!e /ame" *otebook ,pp

http211www.fodey.com1generators1newspaper1snippet.asp *ewspaper Clipping

http211www.sheppardsoftware.com1scienceforkids1life3cycle1inde$.htm. %nteracti!e .ebsite

http211www.readwritethink.org1classroom-resources1student-interacti!es1flip-book-45554.html.

Digital 6lipbook Links for sca!enger hunt2 http211www.tooter4kids.com16rogs1life3cycle3of3frogs.htm" http211www.frog-life-cycle.com1" http211www.kidsbutterfly.org1life-cycle" http211www.thebutterflysite.com1life-cycle.shtml" http211www.streame$plorers.org1fish-facts1salmon-life-cycle" http211www.bird-friends.com1Life.html. C!mm!n C!re stan"ar"s: 7%.8.4 Describe the connection between a series of historical e!ents" scientific ideas or concepts" or steps in technical procedures in a te$t. 7%.8.9 :$plain how specific images ;e.g." a diagram showing how a machine works< contribute to and clarify a te$t. ..8.8 .rite informati!e1e$planatory te$ts in which they introduce a topic" use facts and definitions to de!elop points" and pro!ide a concluding statement or section. ..8.= .ith guidance and support from adults" use a !ariety of digital tools to produce and publish writing" including in collaboration with peers. ..8.9 +articipate in shared research and writing pro#ects ;e.g." read a number of books on a single topic to produce a report> record science obser!ations<. SL.8.5 Create audio recordings of stories or poems> add drawings or other !isual displays to stories or recounts of e$periences when appropriate to clarify ideas" thoughts" and feelings. SL.8.= +roduce complete sentences when appropriate to task and situation in order to pro!ide re&uested detail or clarification. ;See grade 8 Language standards ? and 4 for specific e$pectations.<

Cali#!rnia State C!ntent Stan"ar"s

Life Science 8a. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice. Techn!l!g$ stan"ar"s: 1. Creativity and Innovations c. @se models and simulations to e$plore comple$ systems and issues 2. Communication and Collaboration a. %nteract" collaborate" and publish with peers" e$perts" or others employing a !ariety of digital en!ironments and media b. Communicate information and ideas effecti!ely to multiple audiences using a !ariety of media and formats 3. Research and Information Fluency b. Locate" organiAe" analyAe" e!aluate" synthesiAe" and ethically use information from a !ariety of sources and media d. +rocess data and report results 5. Digital Citizenshi b. :$hibit a positi!e attitude toward using technology that supports collaboration" learning" and

producti!ity !. "echnology # erations and Conce ts b. Select and use applications effecti!ely and producti!e. Materials: %"igital an" n!n&"igital' Computer Intelligences: (isual) *!gical) +inesthetic (isual) *!gical) +inesthic (isual (isual) Interpers!nal) (erbal Musical) (erbal) Interpers!nal Intrapers!nal) *!gical (isual) (erbal) +inesthetic) Interpers!nal) Intrapers!nal) Musical) *!gical) ,aturalist Intrapers!nal) Interpers!nal) *!gical) (erbal Intrapers!nal) Interpers!nal) +inesthetic) (erbal) (isual Intrapers!nal) Interpers!nal) (erbal) *!gical) (isual Interpers!nal) Intrapers!nal) Musical) (erbal) (isual

i+ad +ro#ector )eynote +resentation1 ,pp Songify ,pp -log +hoto Story

MS .ord

,nimoto

/oogle

0ou ube

*ewspaper Clipping http211www.fodey.com1generators1newspaper1snippet.asp

(isual) *!gical) Intrapers!nal) Interpers!nal) (isual Interpers!nal) *!gical) (erbal) ,aturalist Interpers!nal) Intrapers!nal) *!gical) (erbal) ,aturalist +inesthetic) Intrapers!nal) ,aturalist) (isual) Musical (isual) Interpers!nal) Intrapers!nal) +inesthetic (isual) Intrapers!nal) ,aturalist) *!gical) (erbal Interpers!nal) Intrapers!nal) *!gical) (erbal) Intrapers!nal +inesthetic) ,aturalist) Interpers!nal) Intrapers!nal) (isual

Shared /oogle Documents

/oogle Spreadsheets

Short (ideo1%nteracti!e /ame http211www.sheppardsoftware.com1scienceforkids1life3cycle1inde$.htm.

+aper ,pp

Digital 6lipbook http211www.readwritethink.org1classroom-resources1studentinteracti!es1flip-book-45554.html. *otebook ,pp

colored paper markers crayons beads dried noodles straws cotton balls glue" beans Digital sca!enger hunt2 http211www.tooter4kids.com16rogs1life3cycle3of3frogs.htm" http211www.frog-life-cycle.com1" http211www.kidsbutterfly.org1life-cycle" http211www.thebutterflysite.com1life-cycle.shtml" http211www.streame$plorers.org1fish-facts1salmon-life-cycle" http211www.bird-friends.com1Life.html.

Interpers!nal ,aturalist (isual (erbal *!gical

Pr!ce"ures: *ess!n - %. "a$s' Da$ -: Students will be introduced and then asked to research using /oogle" to e$plore the different life cycles of insects" animals" or plants. Students will be gi!en their own topic" but will share these topics with three or four other classmates. Students will become familiar with the fact that different plants" animals" and insects go through different life cycles. Students will continue to research the different life cycles using the /oogle search engine. hey will look at different websites and 0ou ube !ideos to gather as mush information as they can on their life cycle topic. hey will take notes independently using .ord to #ot down their findings. Da$ 2: Student will now take the information found while researching through /oogle and 0ou ube and e$amine what data has the most importance to include in newspaper clipping that they will begin. hey will use .ord to write down their findings in their own words before transferring it to the newspaper web tool. http211www.fodey.com1generators1newspaper1snippet.asp Da$ .: Students will work independently in creating their own newspaper clipping about a gi!en life cycle. :ach student will be gi!en a different life cycle to e$plore" some students may ha!e the same" but % want to make sure we co!er the different spectrums of the different life cycles. Students will use the web ool http211www.fodey.com1generators1newspaper1snippet.asp to create their newspaper clipping. *ess!n 2 %/ "a$s' Da$ -: Students will be comparing and contrasting four different life cycles of their choosing. he students will use /oogle to gain information on the butterfly" bird" frog" and fish. %n four separate large groups the students will ha!e the opportunity to discuss and find information on these life cycles. Students will be asked to go on a digital sca!enger hunt using these websites http211www.tooter4kids.com16rogs1life3cycle3of3frogs.htm" http211www.frog-life-cycle.com1" http211www.kidsbutterfly.org1life-cycle" http211www.thebutterflysite.com1life-cycle.shtml" http211www.streame$plorers.org1fish-facts1salmon-life-cycle" http211www.bird-friends.com1Life.html. hey will use /oogle and 0ou ube to research the cycles in which they ha!e to go to as well as the en!ironments they li!e in. Students will use a pro!ided shared /oogle spreadsheet worksheet. Students will use the spreadsheet and put information straight on the computer in order to classify each cycle. Students will be working in small groups of 4 to four on this. Da$ 2: %n groups the students will now be able to input their information they gathered into a spreadsheet creating a chart of the information for each cycle. Students will ha!e to answer the &uestion in the right cells" creating an information graph on these cycles. hey will use a new spreadsheet that will allow the students to create a chart to categoriAe the similarities and differences. Students should be able to look at information in different ways by categoriAing" grouping" and using charts. Da$ .: Students would use /oogle search and type in Binteracti!e acti!ities for the life cycle of blank.C Students will then choose the two

Intelligences:

(erbal Intrapers!nal Interpers!nal *!gical ,aturalist

Interpers!nal Intrapers!nal *!gical (erbal Intrapers!nal ,aturalist *!gical

,aturalist *!gical Interpers!nal

Interpers!nal ,aturalist *!gical (erbal

Interpers!nal Intrapers!nal

animals or insects that they find the most similar &ualities in. he student will then be asked to create a script for a documentary using +hoto Story. Da$ /: Students will go outside and e$plore some of the en!ironments their life cycles li!e in. hey will begin shooting their documentaries outside using their research and Mo!ie Maker on their i+ad or mobile de!ice. :ach student will ha!e a roll in the production. Students will manipulate the en!ironment their animal or insect li!es as well as e$plain the whole life cycle. *ess!n . %/ "a$s' Da$ -: Students will watch a short !ideo using the web tool http211www.sheppardsoftware.com1scienceforkids1life3cycle1inde$.htm. his !ideo will be shown whole group. @sing the keynote % will ha!e created an interacti!e presentation for student to come up and mo!e images in the correct order of the life cycle. )eynote will then be used to gi!e a run down of how to use blogger. -logger will be used as an independent discussion forum for students to organiAe and share their thoughts with the whole class. :ach week students will e$plore a new life cycle and be asked complete a blog entry using the gi!en &uestions. Da$ 2: Students will be asked to work with the life cycle of a butterfly to create their own drawing of the cycle. he students will ha!e to use the /oogle search engine to gather more information on the life cycle. hen they will use the +aper ,pp on the i+ad to sketch a step-by-step replica of the stages of the cycle" as well as a short description. %t will be used as a tool for future acti!ities. Da$ .: Students will use the +aper ,pp drawing of the life cycle to begin writing detailed complete sentences of each stage using a .ord Doc. hey will work in pairs to make sure they each ha!e the correct information or if they need to go back and double check their facts. Da$ /: Students will now use the testisbeautiful.net website to create a word cloud of their final write up. Students will use the word cloud e!aluate the information they pro!ided in their short write up. *ess!n / %/ "a$s' Da$ -: Students will be focusing on three different life cycles" butterflies" frogs" and birds. o gain a better understanding students will watch a short !ideo using the web tool http211www.sheppardsoftware.com1scienceforkids1life3cycle1inde$.htm. ,fter this is watched whole class students would be able to independently work with the interacti!e game using an i+ad or computer. Da$ 2: Students will now be broken up into groups of three or four students to become e$perts on a gi!en life cycle. hey will be e$ploring a gi!en life cycle. hey will use /oogle and 0ou ube to research the cycle in which they ha!e to go to as well as the en!ironments they li!e in. Students will be using a pro!ided shared /oogle spreadsheets worksheet. Students will use the spreadsheet and put information straight on the computer in order to classify each cycle. Students will be working in their small groups during research. Dnce the students feel they ha!e gather enough information they will use the +aper app to sketch out a drawing of the different stages of their life cycle. his will prepare them for the art portion of the assignment. Da$ .: Students will be pro!ided with all kinds of materials to create the

,aturalist *!gical ,aturalist Interpers!nal (isual +inesthetic

Intrapers!nal Interpers!nal (isual (erbal *!gical

Intrapers!nal

Intrapers!nal Interpers!nal *!gical Intrapers!nal (isual

*!gical Interpers!nal Intrapers!nal

Interpers!nal ,aturalist Musical Intrapers!nal (isual

(isual

different stages of their life cycle. hey will be able to choose from colored paper" markers" crayons" beads" dried noodles" straws" cotton balls" glue" beans etc. heir final stages will be photographed indi!idually to e!entually input the images into the ,nimoto !ideo tool. hey will ha!e the rest of this class time to finish up this portion and begin taking photos using their mobile de!ices to take a photo of each stage. Da$ /: oday is production day. Students will take all the research" art" and photos to create their ,nimoto presentation. he ,nimoto website will already be up and running for the students to use. Student will be told how to first choose the template they want to use for their pro#ect. Students will be shown how to drag the images into the correct area and e$plain they will ha!e to put the images of the cycle in the correct order to make sure their !ideo show the stages from beginning to end. Dnce they ha!e completed their !ideo they can sa!e it and upload it to 0ou ube. % will ha!e a 0ou ube account set up so all student pro#ects can be combined in one place to !iew. Dnce all the groups ha!e completed their !ideos it will be time to !iew their final work.

*!gical Intrapers!nal Musical +inesthetic Interpers!nal (isual *!gical (erbal Musical

:$ample of ,nimoto +resentation *ess!n 5 %. "a$s' Da$ -: Students will begin by creating a list using a /oogle document of the different characteristics of the pre!iously e$plored life cycles. Students can re!iew what they ha!e pre!iously learned and researched. hey will be beginning to create a digital flipbook about the different life cycle and can continue to add to the digital flipbook. Students must gather information and input their findings into a shared /oogle document. Students will work in small groups to gather any information they want to use. Da$ 2: he students will continue to use the resources pro!ided throughout the unit to continue to construct their digital flipbook. Students will use -logger to see what their classmates ha!e found on the different cycles. he students will be pro!ided with information but by using -logger and /oogle search they can use these tools to in!estigate the findings of their classmates and the web. Da$ .: Construction of digital flipbook. Students will independently begin to create their flipbook using the website http211www.readwritethink.org1classroom-resources1studentinteracti!es1flip-book-45554.html. Student's will be able to copy and paste their information from the shared /oogle Spread Sheets straight into the flipbook.

,aturalist *!gical (isual Intrapers!nal Interpers!nal

(isual Intrapers!nal Interpers!nal

(isual Intrapers!nal Interpers!nal

*ess!n 0 %/ "a$s' Da$ -: %n small groups students will work together to gather information Interpers!nal on a chosen cycle. %n the groups students will choose a life cycle randomly +inesthetic using a slide created on the smart board. % will ha!e created a slide that (isual

one group member from each group will come up and push a co!ered cycle to re!eal the one they will be working with. Students will research their cycle using /oogle and 0ou ube. Dnce the information is gathered they will use the *otebook app to #ot down the facts of their cycle. Da$ 2: he groups will now use their information to come up with a short song or poem about their life cycle. Students will use the information they searched for to create an outline using the *otebook app or .ord document. Students need to outline the main points they want to include in their poem about the cycle. Students need to make sure they are describing the cycle with as much detail as possible. he students will now use the *otebook app or .ord document to begin writing their poem or song lyrics as a group. Da$ .: Dnce the students ha!e created an outline using a .ord document" the students need to begin summariAing the information they gathered to complete their write up. ,t this point students should ha!e completed their poem" song lyrics" or paragraph. ,s a group the students need to edit the work. Da$ /: he students will now be introduced to the Songify app. his app allows you to read a te$t" or this case what the students ha!e written about and it then creates a fun song to play back. Dnce the song is completed they will be able to share their songs to the class. Da$ 5: 7elease +artyE oday students will be able to share their Songify pro#ects and their ,nimoto presentations.

*!gical (erbal Interpers!nal Intrapers!nal *!gical Musical

Intrapers!nal (erbal *!gical Musical Interpers!nal (erbal Interpers!nal (erbal (isual

Pr!"uct: *ess!n -: Students will be researching different life cycles using /oogle Search and 0ou ube while using a .ord Doc to #ot down their thoughts. hey will then be working towards creating a *ewspaper clipping using http211www.fodey.com1generators1newspaper1snippet.asp" on their chosen life cycle. Students will be working on this acti!ity independently. Student will become familiar with the fact that different plants" animals" and insects go through different life cycles. *ess!n 2: Students will be comparing and contrasting four different life cycles of their choosing. hey will use researched information in small groups to create a documentary using +hoto Story. he students will be creating a script and input information into a /oogle Spreadsheet answering key &uestions pro!ided. Students will use the en!ironment to reproduce the plant" insect" or animals habitat. *ess!n .: Students will watch a short !ideo using the web tool http211www.sheppardsoftware.com1scienceforkids1life3cycle1inde$.htm. Students will be pro!ided with a short interacti!e keynote presentation. hey will be introduced to -logger and will be re&uired to begin blogging e!ery week about a different life cycle of their choosing. Students will be using the +aper ,pp to sketch a life cycle and take short descripti!e notes. hey will transfer their notes onto a .ord document in order to copy and

Intelligences: Intrapers!nal ,aturalist *!gical (erbal

,aturalist *!gical +inesthetic Intrapers!nal Interpers!nal Intrapers!nal (isual *!gical (erbal

paste their completed sentences of the life cycle onto a work cloud app. Students will use their research to create their !ery own word cloud using testisbeautiful.net. *ess!n /: Students will be gathering information using /oogle and 0ou ube to create an ,nimoto presentation. hey will use a /oogle Spreadsheet to organiAe their information. hey will then be working in small groups to share information" then create their art models of the cycle" and e!entually take photographs to input into the ,nimoto app. hey will ha!e to choose music and a template for their presentation. *ess!n 5: Students will begin by creating a list using a /oogle document of the different characteristics of the pre!iously e$plored life cycles. Students will re!iew what they ha!e pre!iously learned and researched. hey will create a digital flipbook about the different life cycle and can continue to add to the digital flipbook. he students will continue their search using /oogle to construct their digital flipbook using http211www.readwritethink.org1classroom-resources1studentinteracti!es1flip-book-45554.html. *ess!n 0: %n small groups students will work together to gather information on a chosen cycle. Students will work together to research a gi!en cycle and the information is gathered they will use the *otebook app to #ot down the facts of their cycle. Student will then use a .ord document to create a short poem or song lyrics that will then be used to create a song using the Songify app on i+ad. 1ssessment %2uantitati e rubric': 7ubrics belowF Musical Interpers!nal ,aturalist *!gical

Interpers!nal Intrapers!nal (isual *!gical

Interpers!nal Intrapers!nal Musical *!gical (erbal

*ESSO, Grading Scale

1
Poor
Missing important information that needed to be completed for the Newspaper Clipping. There was zero evidence of correct research. Did not site any valid websites or YouTube videos.

2
Fair
Used less than two pieces of the information provided to include in your Newspaper Clipping. There was not enough information included in your information. There were one or two key facts missing in the research. The final project displayed less than three correct pieces of information. Two or less sites were valid and sited.

3
Good
The project reflected all portions of the research in the Newspaper Clipping was completed correctly. There were more than three pieces of sited research. The activity reflected a good understanding of the life cycle.

Research used Fodey.com

Poor

Fair

Good

Newspaper Clipping

The Newspaper Clipping was not The Newspaper Clipping was completed The created Newspaper completed correctly. The correctly but did not include two or Clipping was completed information included was not more pieces of the correct information correctly. It included all the valid. Need to check the needed to be included on each part of correct information and was directions for completing the the video. There were more than two neatly put together. All of the activity. The Newspaper errors in each stage of the life cycle information was valid and Clipping was missing more than chosen. correctly displayed. three pieces of information of the life cycle.

Poor
There were more than five

Fair

Good

grammatical errors included in the Grammar/ punctuation or grammatical errors included in the Newspaper Newspaper Clipping write up. Punctuation Clipping write up.

There were three or four punctuation or There were less than two punctuation or grammatical errors included in the Newspaper Clipping write up. The clipping was well organized and neatly explained.

*ESSO, 2
Grading Scale

1
Poor

2
Fair

3
Good
The documentary reflected all portions of the research and project completed correctly. All students worked together in a group to put together the documentary video together as well as collaboratively discussed the most important information that needed to be used to finish the Google Spreadsheet. All students showed they took part in the project. All students had their own part in completing the documentary.

Research/ Collaboration

Missing important information Used less than two pieces of that needed to be completed to the information provided to answer question in the Google include in your documentary. Spreadsheet and Documentary. There was not enough Need to make sure the group information included in your worked together to gather shared Google documents. information from websites and There were one or two key YouTube videos. There was facts missing in the research. zero evidence of correct The final documentary research or group displayed only half of your collaboration. The group putting in the work. documentary portion was not Evidence that only have of the completed by all of the group group member took part in the members. creation of the documentary.

Poor

Fair

Good
All of the questions in the Google Spreadsheet was answered correctly. The group members completed enough research to answer all the questions.

Google Spreadsheet

The group members did not The group members did not answer more than three of the answer two questions in the fundamental questions Google Spreadsheet correctly. correctly.

Poor

Fair

Good

Documentary

The students were missing The students were missing two The students documentary had more than three key facts about key facts about their chosen all the correct information and their chosen life cycle. The life cycle. The documentary was creatively put together. It documentary was not well was satisfactory and included included visual aids as well as organized and was missing music and visual aids. music. Very well organized. music and visual images of their life cycle.

*ESSO, .
Grading Scale

1
Poor

2
Fair

3
Good

Research

Missing important information Used less than two pieces of The project reflected all that needed to be completed the information provided to portions of the research in the for the Word Cloud. There wasinclude in the word document Word Document and Word zero evidence of correct to complete the word cloud. Cloud was completed research. Did not site any valid There was not enough correctly. There were more websites or YouTube videos. information included in your than three pieces of sited information. There were one research. The activity reflected or two key facts missing in the a good understanding of the research. The final project life cycle. displayed less than three correct pieces of information. Two or less sites were valid and sited.

Poor

Fair

Good
The student included valid facts in the chosen life cycle. The word doc had less than two punctuation or grammatical errors. Research to support the information included in the document were correct.

Word Document

The student included less then The student included only two three valid facts. The word doc valid facts in the word had more than four document. The word doc had punctuation and grammatical three punctuation or errors. Research to support the grammatical errors. Research information included in the to support the information document had less than three included in the document had correct facts of the life cycle. two facts that invalid.

Poor

Fair

Good

Word Cloud

The word cloud contained more than five usual words, such as the, they, it, etc.

The word cloud contained The word cloud had words that three or four usual words, such described the chosen life cycle. as the, they, it, etc. The word The word cloud included cloud included a satisfactory words that pertain to key facts amount of words that pertainedof the life cycle. to the chosen life cycle.

*ESSO, /

Grading Scale

1
Poor

2
Fair

3
Good
The project model displayed all the correct information. The model was very neat and creative. Each stage of their cycle was complete.

Project Model

The project model of the life One or more pieces of the cycle was missing all key information on your project elements or incorrect model was missing or information was used. Need to incorrect. Model was neat but check the instructions for information needed to be creating the model. The model checked. One or more of the for the Anitmoto presentation stages was missing the correct was not neatly or thoughtfully information. done. The project was missing more than two stages of the life cycle.

Poor

Fair

Good

Animoto Presentation

The Animoto presentation was The Animoto presentation was The Animoto presentation was not completed correctly. The completed correctly but did not completed correctly. It information on each slide of include two or more pieces of included all the correct the video was not included. the correct information needed information and was neatly put Need to check the directions to be included on each part of together. All of the slides were for completing the Animoto the video. There were more in the correct order with a short project. The Animoto did not than two errors in each stage of description of each cycle include the captions with a the life cycle video. correctly displayed. short description of each stage. The presentation was missing more than three pieces of information of the life cycle.

Poor

Fair

Good

Research/ Collaboration

Missing important information Used less than two pieces of The project reflected all that needed to be completed the information provided to portions of the research and for the project model and the include in your project model project completed correctly. Animoto presentation. Need to and Animoto presentation. All students worked together in make sure the group worked There was not enough a group to put together the together to gather information information included in your Animoto video together as well from websites and YouTube shared Google documents. as collaboratively discussed the videos. There was zero There were one or two key most important information evidence of correct research or facts missing in the research. that needed to be used to finish group collaboration. The final project displayed the project. All students only half of your group putting showed they took part in the in the work. project.

*ESSO, 5

Grading Scale

1
Poor

2
Fair

3
Good
The information reflected all portions of the research in the digital flipbook was completed correctly. There were more than three pieces of sited research. The flipbook reflected a good understanding of the life cycle.

Research

Missing important information Used less than two pieces of that needed to be included in the information provided to each page of the flipbook. include in your Digital There was zero evidence of Flipbook. There was not correct research. Did not site enough information included any valid websites or YouTube in your information. There videos. were one or two key facts missing in the research. The flipbook displayed less than three correct pieces of information. Two or less sites were valid and sited.

Poor
The flipbook had more than three pieces of incorrect information included in the flipbook. More than three stages of the different cycles included in the flipbook were incorrect. There were more than five punctuation or grammatical errors in the short descriptions of each cycle.

Fair

Good

Digital Flipbook

The flipbook had two pieces of The flipbook had correct information included in the information included the flipbook. Two stages of the flipbook throughout. The different cycles included in the different stages included in the flipbook were incorrect. There flipbook were correct. There were three or four punctuation were less than two punctuation or grammatical errors in the or grammatical errors in the short descriptions of each short descriptions of each cycle. cycle.

*ESSO, 0

Grading Scale

1
Poor
Missing important information that needed to be completed to create an informative poem or song. Need to make sure the group worked together to gather information from websites and YouTube videos. There was zero evidence of correct research or group collaboration. The Songify portion was not completed by all of the group members.

2
Fair

3
Good

Research/ Collaboration

Used less than two pieces of The Songify project reflected the information provided to all portions of the research and include in your Songify project completed correctly. project. There were one or two All students worked together in key facts missing in the a group to put together the research. The final Songify project documentary displayed only collaboratively. All students half of your group putting in showed they took part in the the work. Evidence that only project. All students had their have of the group member took own part in completing the part in the creation of the Songify project. Songify project.

Poor

Fair

Good

Notebook Information

The information completed in The information completed in The information completed in the Notebook app had more the Notebook app had two the Notebook app had no than three incorrect facts. incorrect facts. errors, all fact were correct.

Poor

Fair

Good

Songify

The final Songify project The final Songify project The final Songify project displayed less than half of the displayed all members of the displayed all members of the group involved. The completed group took part in the project. group took part in the project Songify has three or more The completed Songify had planning and completion. The incorrect facts in the lyrics or two incorrect facts in the lyrics completed Sogify had no poem. or poem. incorrect facts in the lyrics or poem. All facts were valid.

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