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Content:The Seasons
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I name all four seasons. I can tell you 3 or more facts about each season. |
I name all four seasons. I can tell you 1 or 2 facts about each season. |
I name all four seasons. |
I cannot name all four seasons. |
| I can list 4 or more ways that the seasons are different. |
I can list 3 or more ways that the seasons are different. |
I can list 1 way that the seasons are different. |
I need help to list a way that the seasons are different. |
| I use science vocabulary to explain how and why the seasons change. |
I can tell you how and why the seasons change. |
I can tell you what makes the seasons change. |
I cannot tell you what makes the seasons change. |
| I can tell you 4 or more ways that the seasons are the same and different in another part of the world. |
I can tell you 2 or 3 ways that the seasons are the same and different in another part of the world. |
I can tell you 1 way that the seasons are the same and different in another part of the world. |
I cannot tell you how the seasons are the same and different in another part of the world. |
Graphs
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I read, make, and explain graphs. |
I read and explain graphs. |
I read graphs. |
I need help to read a graph. |
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Scientific Process
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I use what I know to make a guess about what will happen.
I can explain my guess.
The reasons for my guess make a lot of sense. |
I can explain my guess.
The reasons for my guess make sense. |
I make a guess but have a hard time explaining it.
The reasons for my guess are unclear. |
I do not make a guess, or my guess does not make sense.
I cannot give any real reasons for my guess. |
| I easily collect data using inches, feet, and degrees. |
I collect data using inches, feet, and degrees. |
With a little help, I collect data using inches, feet, and degrees. |
I need the teacher’s help to collect data using inches, feet, and degrees. |
| I correctly read and write measurements. |
I make 1 or 2 mistakes when reading and writing measurements. |
I make some mistakes when reading and writing measurements. |
I make a lot of mistakes when reading and writing measurements. |
I record all of my findings.
My data is easy to read. |
I record most of my findings.
My data is pretty easy to read. |
I record some of my findings.
My data is a little hard to read. |
I do not record my findings, or I need a lot of help to do it. My data is hard to read. |
| I compare the data and easily draw several conclusions by myself. |
I compare the data and draw conclusions by myself. |
I compare the data and draw conclusions with some help. |
I need the teacher’s help to compare the data and draw conclusions. |
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Technology
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I use the keyboard to add sentences to the class newsletter or slideshow. |
With a little help, I use the keyboard to add words to the class newsletter or slideshow. |
With some help, I use the keyboard to add words to the class newsletter or slideshow. |
I do not use the keyboard to write words, or I need a lot of help to do it. |
| I use the mouse to add a picture to the class newsletter or slideshow. |
With a little help, I use the mouse to add a picture. |
With some help, I use the mouse to add a picture. |
I do not use the mouse to add a picture, or I need a lot of help to do it. |
| I can easily use the computer’s drawing and painting tools to make a picture. |
I use the computer to make a picture. |
With some help, I use the computer to make a picture. |
I do not use the computer to make a picture, or I need a lot of help to do it. |
| I record, save, and add my voice to a slideshow. |
With a little help, I record, save, and add my voice to a slideshow. |
With some help, I record, save, and add my voice to a slideshow. |
I do not record, save, and add my voice to a slideshow, or I need a lot of help to do it. |