WebQuest
Metamorphosis of "The Very Hungry Caterpillar"
Evaluation
Rubric
| # | Beginning 1 | Developing 2 | Very Good 3 | Exemplary 4 | Score |
|---|---|---|---|---|---|
| Student will create a book displaying the four stages of the caterpillar life cycle. | The student displayed 0-2 stages of the life cycle of the caterpillar. | The student displayed 3 out of 4 stages of the life cycle of a caterpillar with very few details describing the process. | The student displayed all 4 stages of the life cycle of the caterpillar with explanations of each stage. | The student displayed all four stages of the life cycle of the caterpillar with detailed explanations, pictures and examples, and the book was easy to understand with no errors. | %25 |
| Students will create questions in their book that require analytical thinking about the life cycle of the caterpillar, and compare and contrast life cycles. | Students posed very few analytical questions related to the caterpillar life cycle, and no comparisons to other life cycles. | Students posed a substantial amount of analytical questions about the life cycle of the caterpillar but no questions relating to other life cycles. | Students posed analytical questions pertaining to the life cycle of the caterpillar. Questions compared the life cycle of the caterpillar with another life cycle. | Students posed many analytical questions about the life cycle of the caterpillar. Questions also compared more than 2 life cycles. | %25 |
| Students display an understanding of the nutritional value of the foods consumed by the caterpillar in the story, and created a bar/column graph. | Students displayed little understanding of the nutritional value of the foods consumed, and there wasn't a graph. | Students displayed understanding of the nutritional value of the foods consumed, and somewhat related the information in a bar/column graph. | Students formulate a comparison of healthy and unhealthy foods consumed and organized a visual bar/column graph. | Students formulated a tally sheet, organizing foods into healthy and unhealthy nutritional values, and designed an extremely visual bar/column graph. | %25 |
| Students demonstrate a sound understanding of the nature and operation of technology systems. | Students can identify the web/computer tools needed to accomplish their tasks. | Students describe common purposes of the web/computer tools to accomplish tasks. | Students recognize, discuss, and visually represent ways that a computer can be used to accomplish tasks. | Students know how to explore, identify, and develop presentations using the web/computer tools. | %25 |
Total Score: %100 |
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