1

Tree Trunks

When baby animals are born, they sometimes look like their parents and sometimes they look very different. A baby kitten looks like its mom and dad. The baby looks like a small adult with four legs, and fur. Sometimes a baby animals do not look like their parent. When frogs are babies they are cal led tadpoles. Tadpoles have tails. They do not have legs like their parents. They cannot even hop on land! Tadpoles swim by using their tail to push them through the water. Plants can look different from their parent as well. Seeds look different that the adult plant. As the seed grows into a seedling, it begins to look more and more like its parent. An acorn looks much different than a giant oak tree. But as the seed begins to grow into an adult plant, it begins to look like an oak tree.

Background Information:

A  “calf”  is  a  baby  cow,  elephant,  antelope,  rhinoceros,  

hippopotamus,  or  whale!

A class needs more educational games for science. How can we help? 1.  Create a matching game of the

young and its parents.

2.  Include plants and animals in your game.

1.10CD: Animal Life Cycles Organisms and Environments

2

Category Exceeds

Expectations 3 points

Meets Expectations

2 points

Below Expectations

1 point SCORE Teacher

Comments

Content

Included detail on all components and

SCOPE Key Concepts. Used multiple sources.

Included detail on most components and SCOPE Key Concepts. Used

one to two sources.

Included little to no detail on

components and SCOPE Key

Concepts. No sources identified.

Organization

Student correctly used all SCOPE vocabulary in a

clearly structured format.

Student correctly used most SCOPE

vocabulary and content is

understandable.

Student correctly used little to no

SCOPE vocabulary and did not

organize content.

Presentation

Final product has a neat appearance

with detailed illustrations.

Student can easily discuss project

findings.

Product is clearly presented with at

least one illustration and

student can talk about project

findings.

Product is not neatly presented, lacks illustrations,

and student requires prompting to discuss findings.

TOTAL

Assessment Rubric

I included details covered in the Key Concepts as well as other important concepts I learned.

Content

I checked my material to make sure it was accurate. I used more than one resource.

I connected what I learned in science with the problem or issue in the prompt.

Organization Presentation I organized my final presentation with an introduction, body, and conclusion.

The pictures or drawings I included make sense with the content of my project.

I made sure to include my science vocabulary properly and in the right context.

My project has a neat appearance. My handwriting is legible and I used correct grammar.

I used illustrations to make my project attractive.

I can easily discuss my project with someone who asks me questions about it.

1.10CD: Animal Life Cycles Organisms and Environments

Student Checklist