Renowned Zoologist (5 points) Youre good enough to be on a TV documentary!

Animal Groups: Classifying animals according to observable features

Animals are grouped in a way that makes sense, based on a variety of features. Scientific vocabulary is used to explain appearance and features. At least three appropriate animals are included in each group. Photos/drawings are labelled using technical terms. The groups are presented in a report format. The map includes all three animal groups, and is presented in a way that suits zoo visitors. It includes environmental features appropriate for each group, or individual animals within the group (eg. Trees, ponds, pathways). The drawing includes all major physical features of the animal, labelled using the correct vocabulary. The sign is presented in a way that would suit its audience: zoo visitors. The sign includes a list of closely related animals. Each of the animals in the list are placed in the original animal groups, or a new group is created. Two valid reasons for placing the animal in the group are identified. All features of the project are presented in a visually attractive, clear manner, drawing on both text and images. All writing samples are written clearly, using scientific vocabulary correctly at all times. At least two sources of information are used and listed for each piece of the project. Information sources are integrated seamlessly in both writing and images. Student demonstrates a clear understanding of how animals can be grouped, and can explain in writing, and verbally, why these groups are used. Scientific terms are used consistently and correctly. Students work well together at all times to finish the project, both when speaking face to face, and when commenting/editing on the Google Drive document.

Expert Zoologist (3 points) You know a lot about classifying and studying animals.
Animals are grouped in a way that makes sense for the most part, based on at least one appropriate feature. The vocabulary used to explain the appearance and features is clear. At least three animals are included in each group, but a small number may not fit the overall group exactly. Labels on photos/drawings may not be clear. The groups are presented in a report format. The map includes all three animal groups, but is not presented in a way that would suit zoo visitors. Some environmental features are included, but are not linked with the animals in each group. s are included, but without appropriate placement. The drawing includes some physical features of the animal, with most features labelled. The type of language used might not suit the audience, zoo visitors. Some closely related animals are listed.. Each of the animals in the list are placed in the original animal groups, or a new group is created. One reason is provided for placing the animal in the group. Most of the animal classifications make sense. Most features of the project are presented in an attractive and clear manner. Writing is clear for the most part, but may not always use scientific vocabulary. Only source of information is used. Student may be able to group animals according to their features, but may not be able to explain this in writing or orally. The student uses some scientific terms correctly.

Beginning Zoologist (0 points) You show some of the skills needed by a zoologist, but need some practice to improve.
Animals are grouped without any explanation, and in a way that does not match their features. Explanation of features is unclear or absent. The number of animals listed in each group is less than three. Photos/drawings are not labelled. The groups are not presented in report format. Less than three of the animal groups are given an area in the map. Environmental features are absent, or do not make sense given the animals placed within the area. The drawing is missing some physical features, is labelled incorrectly, or is not labelled at all. The type of language used is unclear. No related animals are listed. Some of the animals are not placed in a group, new or otherwise. No reason is provided for placement. The placement may not make sense. The project is presented in a untidy and unclear manner. Writing examples show grammatical and language errors, and may lack scientific vocabulary. The source of information is inaccurate, absent or unclear. Animal groupings do not make sense, and student cannot explain why these groupings were chosen. The student misuses scientific terms, or does not use them at all.

Zoo Design: List of animals and their environments

Informational Sign: Describing animals and identifying relations with other animals Animal Transfer: Placing new animals within established or new groups Presentation, Writing & Technology Use

Scientific Knowledge and Language

Collaboration and the Writing Process

Students work well together in at least one format, either face to face or when commenting/editing on the Google Drive document. Some revisions and editing decisions are made to the draft report.

Students do not work well together. The draft report does not change before being published.