I will choose an animal and create a poster about the animal. I will classify animals into different groups based on their characteristics.

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1 Grade: ES MS HS Subject: Science Unit #7 Unit Title: Plants and Animals Standards: SC.K.L..Su.., SC..L.6.In.., SC..L.7.In.., SC..L.5.In.., SC..L.6.Su.., SC.5.L..Pa.., SC. 7.7.Su.. Week # I will choose an animal and create a poster about the animal. I will classify animals into different groups based on their characteristics. I will name characteristics of different animals. I will recognize an animal.

2 WEEKLY ASSIGNMENT RUBRIC Student: Subject: Science EL, MS, HS Unit: 7 Week: CATEGORY Explanation I will choose an animal and create a poster about the animal. I will classify animals into different groups based on their characteristics. I will name characteristics of different animals. I will recognize an animal. Completion I completed the I completed most of the I completed half of the I completed a minimal amount of the Engagemen t I stayed focused and engaged for all of the and engaged for most of the and engaged for half of the I stayed focused and engaged for a minimal amount of the out of = % CATEGORY ***Level of Support *** (does NOT impact grade) - Visual/Verbal - Visual/Verbal - Visual/Verbal - Visual/Verbal

3 **Key for Level of Support- Levels of Independence (LI) Independent: Completes objective without any assistance including verbal ing or gesturing. Verbal/Visual cues: Completes/participates in objective with verbal/visual cues, including assistive or adaptive materials to help the student perform the target behavior without intervention from another individual. These aids may include cue cards, lists, calendars, schedules, etc. Modeling: Completes/participates in objective with physical s/cues or with motor modeling. Physical cues: Completes/participates in objective with physical assistance (hand over hand). Resists attempts to complete objective. 5

4 WEEKLY ASSIGNMENT RUBRIC Student: Subject: Science Unit: 7 - Plants and Animals Week: - CATEGORY Explanation Completion I will create a timeline in chronological order based upon the three stages in a person s life. I completed the I will identify the third level in development as being an adult, and understanding that is what I will reach next. I completed most of the I will identify that the first stage in a person s life is as a baby, and then the second stage is a child/ kid. I completed half of the I will recognize a person. I completed a of the Engagemen t all of the most of the half of the a of the out of = % CATEGORY ***Level of Support *** (does NOT impact grade) - Visual/Verbal - Visual/Verbal - Visual/Verbal - Visual/Verbal **Key for Level of Support- Levels of Independence (LI) Independent: Completes objective without any assistance including verbal ing or gesturing. Verbal/Visual cues: Completes/participates in objective with verbal/visual cues, including assistive or adaptive materials to help the student perform the target behavior without intervention from another individual. These aids may include cue cards, lists, calendars, schedules, etc. Modeling: Completes/participates in objective with physical s/cues or with motor modeling. Physical cues: Completes/participates in objective with physical assistance (hand over hand). Resists attempts to complete objective. 5

5 Grade: KM Subject: Science Unit: 7 Unit Name: Plants & Animals Essential Understanding: I can identify how living things change over time Standards: PE.K.L..In.c; PE..L..In.e; HE..C..In.5; HE..C..Pa.e; HE..C..Pa.5; SC. 5.L..In.; SC.6.L..Pa. Week: I can create a model of a human body that includes external and internal parts. I can sort major external and/or internal body parts (brain, heart, nose, ears) I can identify an internal body part I can identify an external body part.

6 WEEKLY ASSIGNMENT RUBRIC Student: Subject: Science Unit: 7 - Plants and Animals Week: CATEGORY Explanation Completion I can create a model of a human body that includes external and internal parts. I completed the I can sort major external and/or internal body parts (brain, heart, nose, ears) I completed most of the I can identify an internal body part. I completed half of the I can identify an external body part. I completed a of the Engagemen t all of the most of the half of the a of the out of = % CATEGORY ***Level of Support *** (does NOT impact grade) - Visual/Verbal - Visual/Verbal - Visual/Verbal - Visual/Verbal **Key for Level of Support- Levels of Independence (LI) Independent: Completes objective without any assistance including verbal ing or gesturing. Verbal/Visual cues: Completes/participates in objective with verbal/visual cues, including assistive or adaptive materials to help the student perform the target behavior without intervention from another individual. These aids may include cue cards, lists, calendars, schedules, etc. Modeling: Completes/participates in objective with physical s/cues or with motor modeling. Physical cues: Completes/participates in objective with physical assistance (hand over hand). Resists attempts to complete objective. 5

7 Grade: MS Subject: Science Unit: 7 Unit Title: Plants and Animals Essential Understanding: identify how living things change over time. Standards: SC.7.N..Pa. Week: I will describe where my classmates, teachers and I are in the stages of human development. I will create a model demonstrating the major phases of human development I will identify what stage of human development I am in. I will recognize the first and last stage of human development.

8 Grade: K-MS Science Unit 8 Week 5 Cells EU: Recognize that the human body is made up of various parts. Standards: SC.K.L..In., SC..L..In., SC..L..In., SC..L..In., SC..N..Su., SC.5.N..Su., SC.6.L..Pa., SC.7.L.5.Su. I will create a diagram labeling at least body parts and their functions I will connect body parts with their function (nose can smell or sneeze; mouth can eat, drink, taste). I will list functions of the human body (what is something your body can do? Smell, taste, touch, hear, see). I will identify a body part.

9 WEEKLY ASSIGNMENT RUBRIC Student: Subject: Science Unit: 8 - cells Week: 5 CATEGORY Explanation Completion I will create a diagram labeling at least body parts and their functions I completed the I will connect body parts with their function (nose can smell or sneeze; mouth can eat, drink, taste). I completed most of the I will list functions of the human body (what is something your body can do? Smell, taste, touch, hear, see). I completed half of the I will identify a body part. I completed a of the Engagemen t all of the most of the half of the a of the out of = % CATEGORY ***Level of Support *** (does NOT impact grade) - Visual/Verbal - Visual/Verbal - Visual/Verbal - Visual/Verbal **Key for Level of Support- Levels of Independence (LI) Independent: Completes objective without any assistance including verbal ing or gesturing. Verbal/Visual cues: Completes/participates in objective with verbal/visual cues, including assistive or adaptive materials to help the student perform the target behavior without intervention from another individual. These aids may include cue cards, lists, calendars, schedules, etc. Modeling: Completes/participates in objective with physical s/cues or with motor modeling. Physical cues: Completes/participates in objective with physical assistance (hand over hand). Resists attempts to complete objective. 5

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11 WEEKLY ASSIGNMENT RUBRIC Student: Subject: Science Unit: 8 - cells Week: 6 CATEGORY Explanation compare two different cells. connect that living things are made of cells. identify a cell from a living thing. recognize a living thing. Completion I completed the I completed most of the I completed half of the I completed a of the Engagemen t all of the most of the half of the a of the out of = % CATEGORY ***Level of Support *** (does NOT impact grade) - Visual/Verbal - Visual/Verbal - Visual/Verbal - Visual/Verbal **Key for Level of Support- Levels of Independence (LI) Independent: Completes objective without any assistance including verbal ing or gesturing. Verbal/Visual cues: Completes/participates in objective with verbal/visual cues, including assistive or adaptive materials to help the student perform the target behavior without intervention from another individual. These aids may include cue cards, lists, calendars, schedules, etc. Modeling: Completes/participates in objective with physical s/cues or with motor modeling. Physical cues: Completes/participates in objective with physical assistance (hand over hand). Resists attempts to complete objective. 5

12 Grade: ES MS HS Subject: Science Unit # 8 Unit Title: Cells Standards SC..L.7.In., SC..L.7.In., SC..L.7.In. SC..L.7.In. SC.5.N..Su., SC.6.L..Su., SC. 9.L.8.Su. Week # 7 I will identify that cells get energy from food. I will connect eating food with getting energy. I will name an activity that requires energy. I will identify my favorite food.

13 WEEKLY ASSIGNMENT RUBRIC Student: Subject: Science Unit: 8 Week: 9 CATEGORY Explanation I will identify that cells get energy from food. I will recognize food gives us energy Recognize that movement requires energy. Identify a food. Completion I completed the I completed most of the I completed half of the I completed a of the Engagemen t all of the most of the half of the a of the out of = % CATEGORY ***Level of Support *** (does NOT impact grade) - Visual/Verbal - Visual/Verbal - Visual/Verbal - Visual/Verbal **Key for Level of Support- Levels of Independence (LI) Independent: Completes objective without any assistance including verbal ing or gesturing. Verbal/Visual cues: Completes/participates in objective with verbal/visual cues, including assistive or adaptive materials to help the student perform the target behavior without intervention from another individual. These aids may include cue cards, lists, calendars, schedules, etc. Modeling: Completes/participates in objective with physical s/cues or with motor modeling. Physical cues: Completes/participates in objective with physical assistance (hand over hand). Resists attempts to complete objective. 5

14 WEEKLY ASSIGNMENT RUBRIC Student: Subject: Science Unit: 8 Week: 8 CATEGORY Explanation Completion Engagemen t compare and contrast two different animals. I completed the all of the create a model of an animal that labels the major functions of parts (i.e. bird-wings, beak, etc.) I completed most of the most of the recognize parts of animals (i.e. wings, beak, tongue, tail, teeth) I completed half of the half of the recognize animals. I completed a of the a of the out of = % CATEGORY ***Level of Support *** (does NOT impact grade) - Visual/Verbal - Visual/Verbal - Visual/Verbal - Visual/Verbal **Key for Level of Support- Levels of Independence (LI) Independent: Completes objective without any assistance including verbal ing or gesturing. Verbal/Visual cues: Completes/participates in objective with verbal/visual cues, including assistive or adaptive materials to help the student perform the target behavior without intervention from another individual. These aids may include cue cards, lists, calendars, schedules, etc. Modeling: Completes/participates in objective with physical s/cues or with motor modeling. Physical cues: Completes/participates in objective with physical assistance (hand over hand). Resists attempts to complete objective. 5

15 Grade: ES, MS Science Unit 8 Week 8 Cells Essential Understanding: match the part of the cell to its function. Standards: SC.K.N..Su., SC..L..Su., SC..L.7.Su., SC..L..Pa., SC..N..Su., SC.5.L..In., SC.6.L..In., SC.9.L..Su. classify parts of a cell and their functions. create a model of a cell. recognize parts of a cell. identify a cell.

16 Grade: EL, MS Subject: Science Unit: 8 Unit Title: Cells EU: compare and contrast plant and animal cells. Standards: SC..N..In., SC..N..In., SC..N..Pa., SC..N..Su. SC.5.L.5.In., SC.7.L.5.Pa., SC.9.L.6.Su. Week # 9 I will connect that both plant and animal cells give living things energy. I will compare and contrast plant and animal cells. I will sort animals and plants. I will identify a plant and an animal.

17 WEEKLY ASSIGNMENT RUBRIC Student: Subject: Science Unit: 8 Week: 9 CATEGORY Explanation Completion Engagemen t compare and contrast two different plants. I completed the all of the create a model of a plant that labels the major functions of parts (i.e. stem-water, roots-nutrients, etc.) I completed most of the most of the recognize parts of plants (i.e. root, stem, leaf, flower, seeds) I completed half of the half of the recognize plants. I completed a of the a of the out of = % CATEGORY ***Level of Support *** (does NOT impact grade) - Visual/Verbal - Visual/Verbal - Visual/Verbal - Visual/Verbal **Key for Level of Support- Levels of Independence (LI) Independent: Completes objective without any assistance including verbal ing or gesturing. Verbal/Visual cues: Completes/participates in objective with verbal/visual cues, including assistive or adaptive materials to help the student perform the target behavior without intervention from another individual. These aids may include cue cards, lists, calendars, schedules, etc. Modeling: Completes/participates in objective with physical s/cues or with motor modeling. Physical cues: Completes/participates in objective with physical assistance (hand over hand). Resists attempts to complete objective. 5