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All students contributed to the discussion and listened respectfully to others. All team members contributed a fair share of work.
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Most students contributed to the discussion and listened respectfully to others. All team members contributed a fair share of work.
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Most students contributed to the discussion. Teacher had to intervene to settle arguments less than 2 times. All team members contributed to a share of work.
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Some team members did not contribute to a fair share of work or teacher had to intervene to settle disagreements. Teacher had to reassign groups.
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Accurate information taken from several sources in a systematic manner.
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Accurate information taken from a couple of sources in a systematic manner.
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Accurate information taken from a couple of sources but not systematically.
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Information taken from only one source and/or information not accurate.
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All web sites were viewed and all games were played to gather information and practice building and testing circuits.
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Most web sites were viewed and all games were played to gather information and practice building and testing circuits.
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Some web sites were viewed and all games were played to gather information and practice building and testing circuits.
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A few web sites were used to play games and some information was gathered.
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All on-line practice quizzes were taken and printed with score to go in Science portfolios.
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Four of the main five quizzes were taken and printed with score to go in Science portfolios.
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Three of the main five quizzes were taken and printed with score to go in Science portfolios.
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One or two of the main five quizzes were taken and printed with score to go in Science portfolios.
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Video was informative and showed an understanding of circuits. Video had questions for their peers to answer.
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Video meet most but did not meet all criteria that the students had an understanding of electricity or circuits. Video was informative and had questions.
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Video meet some but did not meet all criteria that the students had an understanding of electricity or circuits. Video was informative and had questions.
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Video meet little of the requirements such as informative information, understanding of circuits, or questions for peers to answer.
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