Instructional Tools--------Name
Mrs. Howard
Animal Quick Book--Standard Areas: Please indicate the
Balanced
Please indicate
performance levels.
Instructional Model:
the product:
Please check which
Mathematics Level
Cultural
Animal Quick Book
strand(s).
Please describe
Aware. & Expression L.
Technology Level
Life
the audience:
Practical
Skills Level
Application
Classmates
Social Science Level
Career
Simulation
Skills Level
Real-Life
Writing Level 4
Science
Connection
Level 2
Reading Level
Process Standard(s):
Personal/Social/Career/Service
SC 2.5 gathers information on topic
Standard(s):
SC 2.10 distinguishes between opinion
PS 3.2 demonstrates good study skills
and fact
SC 2.12 writes reports &/or gives oral
presentations
Content Standard(s):
SC 2.24 understanding of the structure,
function, behavior, development, life
cycles, & diversity of living things
SC 2.25 understanding that all organisms
are linked to each other and their
environment
WR 3.13 revises writing for detail and
clarity
WR 3.19 proofreads writing for
legibility, spelling, CAPS, PUNCT, &
complete sentences.
WR 3.23 Lists titles and authors of
books and other material when used as
references in written work
Essential Questions:
Essential Vocabulary:
What needs to happen in order to keep a
Life cycle, organ, function, senses,
species from becoming extinct? What are
habitat, environment, predators,
two reasons for an animal to die? If an
characteristics, organisms, affect,
animal were taken away from its habitat,
humidity, sources, resources, research,
what can happen to it? What does your
differences
animal use it’s body parts for? How
would the animal’s life change if it lost
it’s hearing?
OVERVIEW OF PERFORMANCE TASK:
Materials and Resources:
Students research the following topics, then write rough
encyclopedia, computer
draft of it (including introduction, body, conclusion).
with internet access,
Next, teacher conference. Finally, final draft that
resource books, quick
includes text and picture.
pages, report covers,
paper to guide research
1---description of what it looks like
2---5 body parts and functions
3---list four characteristics of all living things
(survival needs)
4---animals’ five senses and why they’re important
5---animal’s habitat and why it lives there
Hannah Howard/Unalakleet School
Instructional Tools--------Name
6---animal’s lifecycle
7---food chain (tie into without plants, my animal would
die)
8---carnivore, herbivore, or omnivore---what your animal
eats
9---predators---what are your animal’s predators and how
does it protect itself
10---animal’s home
11---resource page & title page
12---put pages together in a report format
Closure:
Read reports aloud!

Time to celebrate!!!!!!!
Animal Quick Book
Traits/Targets

CS 3.2
Demonstrates
good study
skills
-- Emerging
 Developing
+ Proficient
* Advanced
*not completed
*lost info &
didn’t redo
research
*did not clean
up work area
two+ days
*late
*redo because
lost info
*did not clean
up work area
one day
*completed
early
*knew where
everything was
*reminded
others to
clean up
SC 2.05
Gathers
information on
topic
*gathered info.
in 5 or less
areas
*gathered info.
in all areas--only opinions
stated in some
pages
*used two
resources
One section of
the KWL chart
incomplete
*completed on
time
*organizeddidn’t lose
anything
*responsibilitycleaned up work
area daily
*gathered info.
in all areas--facts & opinions
*used one
resource
SC 2.1 asks
and answers
questions
KWL chart
incomplete in
two or more
sections
SC 2.10
Distinguishes
between fact
and opinion
*cannot
identify fact &
opinion
sentences
*facts rarely
used
Hannah Howard/Unalakleet School
*has difficulty
identifying
fact & opinion
sentences
*facts not
included in all
pages
*used two
resources
KWL Chart
completed
*can identify
fact & opinion
sentences in
report
*included facts
in all pages
*proficient
*helped others
locate
information
Inquires about
animal outside
of the
classroom--asks others
for additional
info.
*can identify
fact & opinion
sentences
AND explain
why
Instructional Tools--------Name
SC 2.24
understanding
of the
structure,
function,
behavior,
development,
life cycles, &
diversity of
living things
SC 2.25
understanding
that all
organisms are
linked to each
other and their
environment
identified 2 or
less of the
following:
*what animal
needs in order
to survive
*five senses of
animal
*5 body parts &
function of
those parts
*life cycle
*food chain
incomplete
*did not
identify
relationship of
plants to their
animals
*did not
identify any
type of habitat
WR 4.2 write
legibly in
cursive &
manuscript
Have a
difficulty time
reading writing
either
manuscript or
final draft
WR 4.5
Proofreads &
corrects
grammar,
sentence &
paragraph
structure,
punt, CAPS,
spelling and
usage in
finished
written work
*5 sentences
does not make
sense
*5 or more
capital and
punctuation
mistakes.
*5 or more
sentences does
not have a
subject/verb
agreement
*5 or more fry
words not
spelled
correctly.
WR 4.6
revises writing
to improve the
progression of
ideas & details
*no lead
sentence
*4 or more
Hannah Howard/Unalakleet School
identified 3 of
the following:
*what animal
needs in order
to survive
*five senses of
animal
*5 body parts &
function of
those parts
*life cycle
*food chain
illustrated
using 2
organisms
*identifies
relationship of
plants to their
animals
*incorrectly
identifies
animal’s
habitat
*write legibly
in manuscript
during rough
draft
OR
*write legibly
in cursive
during final
draft
*3-4 sentences
does not make
sense
*3-4 capital
and punctuation
mistakes.
*3-4 sentences
does not have a
subject/verb
agreement
*3-4 fry words
not spelled
correctly.
*lead sentence
is confusing as
to what the
paragraph is
going to be
about
identified all
of the
following:
*what animal
needs in order
to survive
*five senses of
animal
*5 body parts &
function of
those parts
*life cycle
*food chain
illustrated
using 3
organisms
*identifies
relationship of
plants to their
animals
*identifies
animal’s habitat
identified all
of the
following
AND
added
supporting
details
*food chain
illustrated
using 4+
*explains
relationship
of plants to
their animals
*explains why
they live in
that habitat
*write legibly
in manuscript
during rough
draft
*write legibly
in cursive
during final
draft
Very easy to
read their
writing both
in manuscript
and cursive
*1-2 sentences
does not make
sense
*1-2 capital and
punctuation
mistakes.
*1-2 sentences
does not have
subject/verb
agreement
*1-2 fry words
not spelled
correctly.
*all sentences
make sense
*no capital or
punctuation
mistakes.
*All sentences
have correct
subject/verb
agreement
*lead sentence
clearly tells
what the
paragraph will
be about
*only one
*lead sentence
catches the
reader’s
attention
* All fry
words are
spelled
correctly
(1-400)
*all sentences
Instructional Tools--------Name
sentences does
not support the
topic
*story is out
of order
*sentences jump
from topic to
topic
*most sentences
begin the same
way
WR 4.9 cite 1
source using
MLA
*does not cite
source used for
research
Hannah Howard/Unalakleet School
*2-3 sentences
does not
support the
topic
*beginning,
middle & end
are in order
sentence does
not support the
topic
*beginning,
middle & end are
in order
*2 sentences
out of order
*some sentences
begin
differently
*cites 1 source
used for
research, but
not in MLA
format
*one sentence
out of order
*most sentences
begin
differently
*correctly cites
1 source used
for research
using MLA format
support the
topic
*clear
beginning,
middle & end
*organization
is excellent
*story has
words that
build fluency
*can explain
all parts
needed for MLA
format