•Beaver Links for Report 

• http://www.nature.ca/notebooks/english/beaver.htm
• http://www.fishbc.com/adventure/wilderness/animals/beaver.htm
• http://www.AllAboutMammals.com/subjects/mammals/Beaver.shtml
• http://www.AllAboutMammals.com/subjects/mammals/
• http://www.pch.gc.ca/SYMB/beave_e.htm
• http://beaversww.org/beaver.html
• http://enature.com/fieldguide/showSpeciesLG.asp?showType=4&rgnID=1039&curGroupID=5&curPageNum=26&recnum=MA0072  

•Other Wildlife Links

Wyoming Wildlife

Animal Coloring Pages with facts

Enchanted Learning Animal Search

Zoo Books Online

Wildlife Online Flash Cards

Jeeves Wildlife Safari

Making A Poster:Adaptations rubric Teacher name: Mrs.Keefe Student Name ___________________

CATEGORY	Advanced Proficient	Proficient	Partially Proficient	Novice
Required Elements	The poster includes all required elements as well as additional information.	All required elements are included on the poster.	All but 1 of the required elements are included on the poster.	Several required elements were missing.
Labels	All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Labels are too small to view OR no important items were labeled.
Graphics	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.	Some graphics are easily viewed and identified.	Many graphics are not clear or are too small.
Content - Accuracy	More than 3 accurate facts are displayed for each topic on the poster.	2-3 accurate fact s displayed for each topic on the poster.	A topic is missing or less than 2 accurate facts for each .	1 or more topics is missing or less than 1 accurate factsfor each .
Title	Title can be read from 6 ft. away and is quite creative.	Title can be read from 6 ft. away and describes content well.	Title can be read from 4 ft. away and describes the content well.	The title is too small and/or does not describe the content of the poster well.
Grammar/Spelling/Usage	There are no mistakes on the poster.	There are 1-2 mistakes on the poster.	There are 3-5 mistakes on the poster.	There are more than 5 mistakes on the poster.
Attractiveness/Workmanship	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout and neatness.	Theposter is acceptably attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed. It is not attractive.

Date Created: 2002-01-05

ĘTOP                NATRONA COUNTY SCHOOL DISTRICT Performance Standards~Outcomes Students will be able to... 1. Follow the scientific process. 2. Use media and tools to access, process and communicate information. 3. Use patterns and cycles to classify and categorize objects or events. 4. Describe how the components and functions of systems are related. 6. Identify natural structures and their functions. Performance Criteria (Evidence of Success) Has the student… 1. Formulated questions about what is happening or being observed? 2. Made predictions based on inquiries? 3. Collected data (e.g., from field trips, resource materials, experimentation...)? 4. Organized and recorded information and data (e.g. charts, logs, tables...)?   1. Selected information for topics under study. (e.g., selected reference materials, technology, human resources...)? 2. Used science equipment correctly? 3. Explained the relevance of the information to the topic (e.g. through visuals, graphs, reports...)? 4. Demonstrated knowledge of topics studied (e.g. through explanations, projects, presentations...)?   1. Defined characteristics of natural objects and events (e.g. body systems, rocks, volcanoes...)? 2. Identified patterns and cycles occurring as natural phenomena (e.g. crystals, sound waves, weather, water cycle, frog development...)? 3. Determined ways objects and events of nature can be classified? 4. Classified objects and events in nature?   1. Explained interdependence of the parts within systems and their functions? 2. Illustrated selected systems using all their parts (e.g., through diagrams, webbing, models...)?   1. Identified the parts that make up a structure? 2. Described how the parts (components) of a structure enable functions to occur (e.g., long necks to reach high branches, gills to breath underwater, simple machines,...)?   Related Classroom Outcomes 5. Analyze environmental requirements for human survival. 7. Produce or use models to develop and demonstrate understanding of objects and concepts. 8. Recognize the relationship of organizing time and materials to classroom success. 9. Recognize other points of view and multiple approaches to problem-solving. 10. Apply knowledge of science to examine social, economic and political issues. 11. Discuss opportunities in science-related careers.   TOP