Sorting graphic organizer with three zones.

Sunlit Zone Twilight Zone Midnight Zone

Student labelled the 0 or 1 points O or 1 points 0 or 1 points

graphic organizer
correctly by placing
the correct zone in
each area.
(Students can score
up to 3 points. 1 point
for each correctly
labelled zone)

Student was able to 0,1,2,3 or 4 points 0,1,2, 3 or 4 points 0, 1, 2, 3, or 4 points

correctly place the
animals provided into
each appropriate zone.
(Each animal is worth
1 point for correct
placement)

EXTENSION 0, 1, 2, 3, or 4 points 0, 1, 2, 3, or 4 points 0, 1, 2, 3, or 4 points

Student attempted to
spell each ocean
animals name.
(Students receives 1
point for each animal
name spelled
correctly)

Total points for each

section

Ocean animal Frayer model graphic organizer

0 points 1 point 2 points 3 points
Student There is no Student names the Student names the Student names the
description of description of zone of the ocean zone of the ocean zone of the ocean
habitat habitat. but does not and lists one other and two
describe the fact or detail about facts/details about
habitat past that. that zone. that zone.

Description of There is no Student just states Student names the Student names the
where animal is description. that the animal is correct zone of the correct zone of the
found. found in the ocean. ocean the animal ocean where the
is found. animal is found
and then names
which country the
animal is most
closely located to.

Description of There is no The student pulls The student uses The student uses
what the animal description. this answer from an approved online an approved online
eats. background source to find source to find
knowledge but answer. The answer. The
does not find a student lists 2 of student lists 3 of
source to support the foods eaten by the foods eaten by
answer. the animal. the animal.

Description of Student is not able Student Student has a Students has a

animal to describe any understands what clear clear
characteristics. characteristics and a characteristic is understanding of understanding of
does not know when explaining what a what a
what verbally but is not characteristic is. characteristic is.
characteristics able to find an Student is able to Student is able to
means. appropriate find at least 1 list 2 to 3 important
characteristic for characteristic (ie characteristics (ie
their animal. size, shape, size, shape,
texture, speed, texture, speed,
carnivore etc.) carnivore etc)

Drawing of Student does not Student puts little Student looks up a Student looks up a
animal attempt to draw effort into their picture of the picture and spends
their animal. attempt at drawing animal to help time really trying to
the animal. draw. Student puts draw their animal.
in effort to try to
draw their animal.

Seesaw Activity: Determine the main idea and three details from the article Deep In The
Ocean

0 points 1 points 2 points 3 points

Students Main Student does not Student uses one Student is able to Student is able to
Idea attempt to find a word to express write or dictate a write or dictate the
main idea. the main idea main idea main idea of the
(technically one sentence, given article as a
word is just a however, it may be whole. Student has
topic). the main idea of a clear
just one section of understanding of
the article. what information
the author is trying
to present.

Detail 1 to Student does not Student chooses a Student chooses a Student chooses
support main attempt to write or random fact from more specific detail the best detail to
idea dictate a detail. the article that to support the main support the main
does not best idea. idea.
support the main
idea.

Detail 2 to Student does not Student chooses a Student chooses a Student chooses
support main attempt to write or random fact from more specific detail another supporting
idea dictate a detail. the article that to support the main detail that helps to
does not best idea. support the main
support the main idea.
idea.

Detail 3 to Student does not Student chooses a Student chooses a Student chooses a
support main attempt to write or random fact from more specific detail third supporting
idea dictate a detail. the article that to support the main detail that supports
does not best idea. the main idea.
support the main
idea.

Seesaw activity: Choose an animal from the midnight zone and present facts about that
animal.

0 points 1 point 2 points 3 points

3 No Student lists only Student lists 2 Student lists 3

Characteristics characteristics 1 characteristic characteristics. characteristics.
of the animal listed

Description of Student states Student attempts Student includes Student includes

the animal’s the incorrect to describe the correct ocean the correct ocean
habitat habitat or does habitat but does zone of where zone of where
not include not include the the animal lives the animal lives
habitat ocean zone and one detail and at least two
where the animal about this zone. details to
lives. describe that
zone.

Description of Student does not Student attempts Student finds a Student finds a
animal list any animal to find a weakness weakness and is
weaknesses weaknesses weakness but is however, they do able to clearly
unable to. not understand explain how this
why the weakness would
weakness would affect their
impact theri chosen animal.
animal.

Multi media Student does not Student does not Student uses Student uses
representation attempt to put in much draw tools to draw tools and
of animal. represent their effort, however create their other media
animal. still creates an animal. sources such as
image to images online to
represent their create their
animal. animal and
habitat.
 Pixteller: Create your own meme about the Twilight Zone.

1 points 2 points 3 points 4 points

Content Student does not Student presents Student is at ease Student

Knowledge have a grasp of the some discomfort with the content, demonstrates full
information and the when it comes to but fails to knowledge (more
different ocean the material. The elaborate and than required) with
zones. Information information provide more than explanation and
used was provided was one example. elaboration.
inaccurate. vague.

Organization Audience cannot Audience has Student presents Student presents

understand difficulty following information in information in
presentation presentation logical sequence logical, interesting
because there is because student which audience sequence which
no sequence of jump around. can follow. audience can
information. follow.

Visuals Student used no Student used few Visuals related to Student used
visuals to support visuals. Some of the text and visuals to reinforce
their ocean zone. the visuals did not presentation. screen text and
support text and presentation.
presentation.

Mechanics Student’s meme Meme had three Meme has no Meme has no
had four for more misspellings and/or more than two misspellings for
spelling errors grammatical misspellings and/or grammatical
and/or grammatical errors. grammatical errors.
error. errors.

Scavenger Hunt: Midnight Zone

 1 points 2 points 3 points 4 points

Content Student does not Student presents Student is at ease Student

Knowledge have a grasp of the some discomfort with the content demonstrates full
information and the when it comes to and is able to label knowledge (more
different animals the material but is two animals than required) and
located in the three able to label one correctly based off is able to label all
ocean zones. animal correctly clues. animals correctly
Student does not based off the based off clues.
label any of the clues.
animals correctly
based off the given
clues.

Mechanics Student’s Scavenger hunt Scavenger hunt Scavenger hunt

scavenger hunt activity had three activity has no activity has no
activity had four for misspellings and/or more than two misspellings for
more spelling grammatical misspellings and/or grammatical
errors and/or errors. grammatical errors.
grammatical error. errors.

Collaboration Student was Student was able Student was able Student was able
unable to to work with their to work well with to successfully
collaborate with peers to an extent their partner on work with their
their peers but required almost all parts of peer on all extents
appropriately. redirection. the scavenger of the scavenger
hunt. hunt.
 Final Project: Piktochart

1 points 2 points 3 points 4 points

Content Student does not Student presents Student is as ease Student

Knowledge have a grasp of the some discomfort with the content, demonstrates full
information and the when it comes to but fails to knowledge (more
different ocean the material. The elaborate and than required) with
zones. Information information provide more than explanation and
used was provided was one example. elaboration.
inaccurate. vague.

Organization Audience cannot Audience has Student presents Student presents

understand difficulty following information in information in
presentation presentation logical sequence logical, interesting
because there is because student which audience sequence which
no sequence of jump around. can follow. audience can
information. follow.

Visuals Student used no Student used few Visuals related to Student used
visuals to support visuals. Some of the text and visuals to reinforce
their ocean zone. the visuals did not presentation. screen text and
support text and presentation.
presentation.

Mechanics Student’s Presentation had Presentation has Presentation has

presentation had three misspellings no more than two no misspellings for
four for more and/or grammatical misspellings and/or grammatical
spelling errors errors. grammatical errors.
and/or grammatical errors.
error.

Collaboration Student were Student was able Student was able Student was able
unable to to work with their to work well with to successfully
collaborate with peers to an extent their partner on work with their
their peers but required almost all parts of peer on all extents
appropriately. redirection. the project. of the project.