Field Journal Adventure
Group Member Names: _______, _______, _______,
_______, _______
On our field trip day, we will be environmental scientists! You will be
creating a field journal in order to identify different species and the
variety of habitats that animals and plants live in. Your teachers will
place you into groups (4-5), each of you will get your own field form
handout. When experts explore habitats, they take notes and pictures
to remember their observations. Today, you will be the experts! You
are also required to draw and classify the animal and its habitat, as
well as giving a brief description of your observations. Secondly, it is
important that you create questions through your observations that
you want to dig up and investigate more about. Once you scientists are
back in classroom, you will report on your findings and write a
reflection based on this adventure statement: analyze the
relationships between the animals and the plants you observed on the
field trip, and how they work together or work off of one another to
thrive in the local environment (can examine food chain, food sources
from plants, etc.) The adventure starts now scientists!!!
You will be assessed by the following rubrics.
Field Journal Rubric
4
Knowledge and
Understanding
Vocabulary
Application
3
2
1
Student considerably
demonstrates their
knowledge and
understanding of
concepts
Student uses a
considerable amount
of proper scientific
vocabulary when
discussing
biodiversity
Student considerably
demonstrates how to
classify organisms
they found based on
their characteristics
(invertebrates,
vertebrates; body
parts, functions etc.)
Student
demonstrates some
of their knowledge
and understanding of
concepts
Student somewhat
uses proper scientific
vocabulary when
discussing
biodiversity
Student
demonstrates
limited knowledge
and understanding
of concepts
Student uses limited
to no proper
scientific vocabulary
when discussing
biodiversity
Student somewhat
demonstrates how
to classify organisms
they found based on
their characteristics
(invertebrates,
vertebrates; body
parts, functions etc.)
Student
demonstrate how to
classify organisms
they found based on
their characteristics
(invertebrates,
vertebrates; body
parts, functions etc.)
3
Student uses a
considerable amount
of proper scientific
vocabulary when
discussing biodiversity
Student considerably
illustrates the
relationships between
organisms in an
ecosystem by using
their knowledge of
classifying species
2
Student somewhat
uses proper scientific
vocabulary when
discussing
biodiversity
Student somewhat
illustrates the
relationships
between organisms
in an ecosystem by
using their
knowledge of
classifying species
1
Student uses limited
to no proper
scientific vocabulary
when discussing
biodiversity
Student illustrates
the relationships
between organisms
in an ecosystem by
using their
knowledge of
classifying species
with little to no
effectiveness
Student thoroughly
demonstrates their
knowledge and
understanding of
concepts
Student uses proper
scientific vocabulary
when discussing
biodiversity
Student thoroughly
demonstrate how to
classify organisms they
found based on their
characteristics
(invertebrates,
vertebrates; body
parts, functions etc.)
Post Field Trip Reflection Rubric
Vocabulary
Analysing
Relationships/
Applying
Knowledge
4
Student uses proper
scientific vocabulary
when discussing
biodiversity
Students thoroughly
illustrate the
relationships between
organisms in an
ecosystem by using
their knowledge of
classifying species