Animal Poster Rubric

         Dear parents,


         We will work on our Animal Poster projects in class, but here is the rubric so you will be aware of the requirements. 


Jenny M-G

Making A Poster : Animal Poster Project Teacher Name: Mrs. Magis-Graves Student Name:     ________________________________________

 

CATEGORY	4	3	2	1
Graphics -Clarity	Graphics are all in focus and the content easily viewed and identified from 6 ft. away.	Most graphics are in focus and the content easily viewed and identified from 6 ft. away.	Most graphics are in focus and the content is easily viewed and identified from 4 ft. away.	Many graphics are not clear or are too small.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.	All graphics relate to the topic. Most borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Required Elements	The poster includes at least five facts about the animal\'s habitat in Georgia, three examples of adaptations that help the animal survive, and two examples of the effects of pollution on the animal as well as additional information.	The poster includes at least four facts about the animal\'s habitat in Georgia, three examples of adaptations that help the animal survive, and two examples of the effects of pollution on the animal as well as additional information.	The poster includes at least three facts about the animal\'s habitat in Georgia, two examples of adaptations that help the animal survive, and one example of the effects of pollution on the animal as well as additional information.	The poster includes less than three facts about the animal\'s habitat in Georgia, only one example of adaptations, and one example of the effects of pollution on the animal as well as additional information.
Knowledge Gained	Student can accurately answer all questions related to facts in the poster and processes used to create the poster.	Student can accurately answer 75% of the  questions related to facts in the poster and processes used to create the poster.	Student can accurately answer most of questions related to facts in the poster and processes used to create the poster.	Student appears to have insufficient knowledge about the facts or processes used in the poster.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout and neatness.	The poster is acceptably attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed. It is not attractive.
Sources	The poster has one source.	The poster has at least two sources.	The poster has at least three sources.	The poster has at least four sources.

 

 

Update for 9/25

       Dear Parents,


       We will have our Paul Revere quiz this Thursday and our Habitats quiz on Friday.  Your student will be bringing home a study guide for the Paul Revere quiz and their science journal for the Habitats quiz.  I also sent pictures our on Remind.com of the habitats notes we have taken in class.  Please let me know if you have any questions.  Thanks for your support!!


      Jenny M-G

                       Paul Revere Study Guide

 Vocabulary to know:

Entrepreneur   Revolution           Interdependence

Diligence           Independence     Patriot

Tax                     Boycott

 1.  Why was Boston Harbor important to many colonists?

2.  What did the Sons of Liberty believe in?

3.  Why did the American colonists dislike Britain’s rule?

4.  How did Paul Revere’s “Midnight Ride” help the American colonists?

5.  Paul Revere felt that the role of government was to ________________________.

6.  What kind of government plan do we have today in the U.S.?
7.  How might the United States be different today if Paul Revere had NOT made his “Midnight Ride”?

8.  How the U.S. government today use tax money differently that King George III did?

 Answers:

1.  Boston Harbor was important to many colonists because goods were traded there and the colonists were able to buy goods from Great Britain that they needed and sell goods to Great Britain to make money.

2.  The Sons of Liberty believed in freedom for the colonies (that they should be free from British rule).

3.  American colonists disliked British rule because the colonists were not given choices about what would be taxed because they could not vote for representatives in the British parliament.

 

4.  Paul Revere's "Midnight Ride" helped the colonists because he warned them that the British (Redcoats) were coming so that they could get their guns to fight the British. 

5.  Paul Revere felt that the role of government was to allow people to make decisions and participate in government.  The colonists couldn't do this under King George III since they were not allowed to vote for representatives in Parliament.

6.  We have a REPRESENTATIVE government in the U.S. today where we vote for (elect) people to represent us in the Executive, Legislative, and Judicial branches.

7.  The United States might be different today if Paul Revere had not made his "Midnight Ride" because the colonists might have lost the American Revolution and we might still live under British rule.  In part because of Paul Revere's ride the colonists were able to defeat the British and to start their own country, the United States of America!

8.  The U.S. govenment today uses tax money to build roads and schools and libraries, pay teachers and police officers and firefighters, pay people to make sure our food and water and goods are safe, and to provide many more services.  Also, U.S. citizens are allowed to vote and so have some say in what tax money is used for.  King George III used the colonists' tax money to pay for wars and to provide services in Great Britain, but the colonists were not allowed to vote and so had no say in what their tax money was used for.

 

 

Update for 9/18

       Dear Parents,


         We are getting into Unit 2 for 3.1 Math which will introduce repeated addition and arrays as ways to solve multiplication facts.  We also will start having timed multiplication check ins during this unit so if you are able, buying some multiplication flash cards will help your kiddo get a jump on learning his/her facts.  By the way, kids usually find the 6's, 7's and 8's to be the most challenging.  Our 3.2 Math students will be exploring more about fractions, starting with equivalent fractions and fractions on a number line.


        Last Friday, it was wonderful to have five grandparents visit us during Writing and Literacy Centers - lots of great sharing and partner reading went on!  I look forward to the next Grandparents' Day.  This week we will have our Tiger Trot-a-Thon on Friday so please make sure your child wears tennis shoes!


       As always, thanks so much for your support!


       Jenny M-G

Update for 9/11

        Dear Parents,

        It's hard to believe that we are done with the first month of school!  Please remember that this week we have our Hearing and Vision screening on Wednesday so if you child wears glasses or has a hearing aid, send it with him or her.

       We have finished up our "Roots of Democracy" posters in Social Studies and will be presenting them tomorrow and Tuesday.  We will switch to Science next week and get into our first unit on Habitats of Georgia (Mountain, Piedmont, Coastal Plain, Wetlands/Okefenokee Swamp, Atlantic Ocean). This Thursday we will have our Unit 1 math test for 3.1 and our Unit 4 math test for 3.2 will be on Friday.  Please review the related Study Guide with your child.

      As always, thank you for your support and let me know if you have any questions or concerns at magisgraves@fultonschools.org

      :)  Jenny M-G