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The diagram or model completely explains how plants use light energy from the sun to create carbohydrates during photosynthesis, how the energy in carbohydrates in plants is passed to animals when they eat plants, why all the energy in food is not passed on to the consumer, how energy is passed from a primary consumer to a secondary consumer, why there are fewer consumers in the world than producers, and why there are fewer secondary consumers in the world than primary consumers.
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The diagram or model explains how plants use light energy from the sun to create carbohydrates during photosynthesis, how the energy in carbohydrates in plants is passed to animals when they eat plants, why all the energy in food is not passed on to the consumer, how energy is passed from a primary consumer to a secondary consumer, why there are fewer consumers in the world than producers, and why there are fewer secondary consumers in the world than primary consumers.
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The diagram or model explains all of the following except one: how plants use light energy from the sun to create carbohydrates during photosynthesis, how the energy in carbohydrates in plants is passed to animals when they eat plants, why all the energy in food is not passed on to the consumer, how energy is passed from a primary consumer to a secondary consumer, why there are fewer consumers in the world than producers, and why there are fewer secondary consumers in the world than primary consumers.
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Several required elements were missing.
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Plants, animals, and sun are all clearly illustrated and labeled. Arrows or other graphics show the transfer of energy, including energy used by organisms to survive.
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Plants, animals, and sun are all clearly labeled. Arrows or other graphics show the transfer of energy, including energy used by organisms to survive.
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Plants, animals, and sun are all labeled. Arrows or other graphics show the transfer of energy.
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Some items are missing labels, so transfer of energy is unclear.
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Student uses all vocabulary terms correctly: producer, consumer, photosynthesis, carbohydrate, secondary consumer, solar energy, chemical energy. Spelling is correct, and meaning of the terms is clear from their use on the diagram.
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Student uses most of these vocabulary terms correctly: producer, consumer, photosynthesis, carbohydrate, secondary consumer, solar energy, chemical energy. Spelling is correct, and meaning of the terms is clear from their use on the diagram.
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Student uses most of these vocabulary terms correctly: producer, consumer, photosynthesis, carbohydrate, secondary consumer, solar energy, chemical energy. There are some spelling errors or meaning of the terms is not clear from their use on the diagram.
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Student uses very few vocabulary terms correctly.
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Student speaks clearly and volume is appropriate to be heard by the entire class. The student makes eye contact with the audience. The explanation of the model is accurate and succinct.
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Student speaks clearly and volume is appropriate to be heard by the entire class. The explanation of the model is accurate.
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Student speaks clearly, but students at the back of the room have difficulty hearing the presentation. The explanation of the model is accurate.
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Student\\'s presentation is inaudible or explanation is inaccurate.
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