Biomes Around the World
Name ______________________
Activity Sheet #1
Biomes Around the World
1. Go to http://mbgnet.mobot.org/ and answer the following
questions.
2. What are the 6 biomes of the world?
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3. Preview the six biomes. Then select one of the six biomes
that you are most interested in learning more about.
Choose one topics from the left column. Read the
information.
Write 3 sentences describing the information in this topic
and then select another topic.
Do not copy word for word.
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Name ____________________
Activity Sheet #2
1. What is the location of your biome? (Where is it found on
Earth?)
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2. Information about the climate of your biome.
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3. Factual information about plants that are found there with
1-3 pictures to be added to your notebook later.
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4. Factual information about animals found there (include their
adaptations) with 2-4 pictures to be added to your
notebook.
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5. 7-10 interesting facts about your biome.
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6. Glossary of terms (with definitions) about your biome (5-10
is appropriate).
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7. Work-cited page with 2-3 different resources (use
websites provided and any books, including encyclopedias).
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A notebook with all your research must be used before
beginning the actual product. Please be sure to write down all
the resources you use in gathering your information since you
will be required to have a works-cited portion to your project.
I have a handout that you will need that shows you examples of
different citations.
Collaborative Work Skills: Participation rubric
Student Name ___________________
CATEGORY
4
3
2
1
Timemanagement
Routinely uses time
well throughout the
project to ensure
things get done on
time. Group does
not have to adjust
deadlines or work
responsibilities
because of this
person's
procrastination.
Usually uses time
well throughout the
project, but may
have procrastinated
on one thing. Group
does not have to
adjust deadlines or
work responsibilities
because of this
person's
procrastination.
Tends to
procrastinate, but
always gets things
done by the
deadlines. Group
does not have to
adjust deadlines or
work responsibilities
because of this
person's
procrastination.
Rarely gets things
done by the
deadlines AND
group has to adjust
deadlines or work
responsibilities
because of this
person's inadequate
time management.
Attitude
Never is publicly
critical of the project
or the work of
others. Always has
a positive attitude
about the task(s).
Rarely is publicly
critical of the project
or the work of
others. Often has a
positive attitude
about the task(s).
Occasionally is
publicly critical of
the project or the
work of other
members of the
group. Usually has a
positive attitude
about the task(s).
Often is publicly
critical of the project
or the work of other
members of the
group. Often has a
positive attitude
about the task(s).
Focus on the
task
Consistently stays
focused on the task
and what needs to
be done. Very selfdirected.
Focuses on the task
and what needs to
be done most of the
time. Other group
members can count
on this person.
Focuses on the task
and what needs to
be done some of the
time. Other group
members must
sometimes nag,
prod, and remind to
keep this person ontask.
Rarely focuses on
the task and what
needs to be done.
Lets others do the
work.
Working with
Others
Almost always
listens to, shares
with, and supports
the efforts of others.
Tries to keep people
working well
together.
Usually listens to,
shares, with, and
supports the efforts
of others. Does not
cause "waves" in
the group.
Often listens to,
shares with, and
supports the efforts
of others, but
sometimes is not a
good team member.
Rarely listens to,
shares with, and
supports the efforts
of others. Often is
not a good team
player.
Almost always
brings needed
materials to class
and is ready to
work.
Almost always
brings needed
materials but
sometimes needs to
settle down and get
to work
Often forgets
needed materials or
is rarely ready to get
to work.
Preparedness Brings needed
materials to class
and is always ready
to work.
Date Created: 2003-08-02
Copyright. © 2002, 2001, 2000, 1999, 1998, 1997 ALTec, the University of
Kansas
Multimedia Project: PowerPoint rubric
Student Name ___________________
CATEGORY
4
3
2
1
Content
Covers topic indepth with details
and examples.
Subject knowledge
is excellent.
Includes essential
knowledge about
the topic. Subject
knowledge appears
to be good.
Includes essential
information about
the topic but there
are some factual
errors.
Content is minimal
OR there are
several factual
errors.
Mechanics
No misspellings or
grammatical errors.
Three or fewer
misspellings and/or
mechanical errors.
Four misspellings
and/or grammatical
errors.
More than 4 errors
in spelling or
grammar.
Attractiveness Makes excellent use
of font, color,
graphics, effects,
etc. to enhance the
presentation.
Makes good use of
font, color, graphics,
effects, etc. to
enhance to
presentation.
Makes use of font,
color, graphics,
effects, etc. but
occasionally these
detract from the
presentation
content.
Use of font, color,
graphics, effects
etc. but these often
distract from the
presenation content.
Sources
Source information
collected for all
graphics, facts and
quotes. All
documented in
desired format.
Source information
collected for all
graphics, facts and
quotes. Most
documented in
desired format.
Source information
collected for
graphics, facts and
quotes, but not
documented in
desired format.
Very little or no
source information
was collected.
Organization
Content is well
organized using
headings or bulleted
lists to group related
material.
Uses headings or
bulleted lists to
organize, but the
overall organization
of topics appears
flawed.
Content is logically
organized for the
most part.
There was no clear
or logical
organizational
structure, just lots of
facts.
Date Created: 2003-07-28
Copyright. © 2002, 2001, 2000, 1999, 1998, 1997 ALTec, the University of Kansas
Making A Brochure: Brochure rubric
Student Name ___________________
CATEGORY
4
3
2
1
Writing Organization
Each section in the
brochure has a
clear beginning,
middle, and end.
Almost all sections
of the brochure
have a clear
beginning, middle
and end.
Most sections of
the brochure have
a clear beginning,
middle and end.
Less than half of
the sections of the
brochure have a
clear beginning,
middle and end.
Graphics/Pictures Graphics go well
with the text and
there is a good mix
of text and
graphics.
Graphics go well
with the text, but
there are so many
that they distract
from the text.
Graphics go well
with the text, but
there are too few
and the brochure
seems "textheavy".
Graphics do not go
with the
accompanying text
or appear to be
randomly chosen.
Attractiveness &
Organization
The brochure has
exceptionally
attractive
formatting and wellorganized
information.
The brochure has
attractive
formatting and
well-organized
information.
The brochure has
well-organized
information.
The brochure's
formatting and
organization of
material are
confusing to the
reader.
Sources
Careful and
accurate records
are kept to
document the
source of 95-100%
of the facts and
graphics in the
brochure.
Careful and
accurate records
are kept to
document the
source of 94-85%
of the facts and
graphics in the
brochure.
Careful and
accurate records
are kept to
document the
source of 84-75%
of the facts and
graphics in the
brochure.
Sources are not
documented
accurately or are
not kept on many
facts and graphics.
Writing Vocabulary
The authors
correctly use
several new words
and define words
unfamiliar to the
reader.
The authors
correctly use a few
new words and
define words
unfamiliar to the
reader.
The authors try to The authors do not
use some new
incorporate new
vocabulary, but
vocabulary.
may use 1-2 words
incorrectly.
Date Created: 2003-07-28
Copyright. © 2002, 2001, 2000, 1999, 1998, 1997 ALTec, the University of Kansas
Children's book rubric
Date : ___________________
Title of Work: ___________________
Criteria
Book
requirements
1
2
Book meets most
assignment
requirements
Book meets all
assignment
requirements
3
4
Book may exceed
Book exceeds
assignment
assignment
requirements, but is requirements, but is
not too long
not too long
Writing may contain
Writing contains few Writing is nearly
typos, mechanical and
errors, avoids most flawless, avoids
grammatical errors that
typos, common
typos, common
interfere with
spelling errors
spelling errors
understanding
Writing reflects an Writing reflects a
Writing shows little
average
detailed
Understands
understanding of chosen
understanding of
understanding of
biome
biome
chosen biome
chosen biome
Some illustrations Most illustrations
Iillustrations show little
are original and
are original and
Illustration
effort, time
enhance story
enhance story
content
content
Student was off task Student was hardly
Student was often off
once in a while ever off task during
On task behavior
task during project
during project
project
Writing
mechanics,
grammar,
spelling
Points
Writing is flawless,
avoids typos, no
spelling errors
Writing reflects a
sophisticated
understanding of
chosen biome
All illustrations are
original and
enhance story
content
Student was never
off task during
project
Total---->
Teacher Comments:
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