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The Great Outdoors
Camper's Evaluation
Created and Maintained
by Russell Yates
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It is always good to know what
parts of a project you will be evaluated on and how that will
happen. Use the appropriate link below to view the rating scale
for the camping task you have selected. Your teacher will use
a copy of the same rating scale to assess how much you have learned.
He will do this by looking at all the parts of your completed
project and observing your presentation to the rest of the class.
Hey, speaking of presentation, be sure to go to the Conclusion
of Your Campout page when you are done.
Task 1: Camping Itinerary
Rating Scale
- 3 the work strongly exhibits this trait
- 2 the work partially exhibits this trait
- 1 the work does not exhibit this trait
| . |
. |
. |
Reading
EALRs and Components |
|
3 |
2 |
1 |
Switches from one text or part of a text to another
while retaining the meaning of both. |
|
3 |
2 |
1 |
Uses computer menus, searches, and
icons. |
|
3 |
2 |
1 |
Understands how illustrations and
graphics, including diagrams, graphs, photographs, line drawings,
realistic and impressionist art, influence reading and the ideas
or information gained. |
|
3 |
2 |
1 |
Comprehends important ideas and details. |
|
3 |
2 |
1 |
Summarizes information gained from text and/or
illustration. |
|
3 |
2 |
1 |
Reads to learn new information. |
|
3 |
2 |
1 |
Seeks material beyond the classroom and school
library to pursue an interest or complete a task. |
|
3 |
2 |
1 |
Reads to perform a task. |
|
3 |
2 |
1 |
Skims and scans when selecting a book or seeking
information. |
|
3 |
2 |
1 |
Attends to details of instructions and returns
to these during a task. |
| |
|
|
Math EALRs and Components |
|
3 |
2 |
1 |
Computes to solve problems in realistic situations containing
multi-digit numbers. |
|
3 |
2 |
1 |
Measures to the nearest whole and common fractional
parts of units when given a realistic situation in other disciplines. |
|
3 |
2 |
1 |
Solves realistic problems involving measurement
of length. |
|
3 |
2 |
1 |
Organizes relevant information from multiple
sources. |
|
3 |
2 |
1 |
Organizes and clarifies mathematical information
through narrative expression. |
| |
|
|
Writing EALRs and Components |
|
3 |
2 |
1 |
Organizes written thoughts with a clear beginning,
middle, and end. |
|
3 |
2 |
1 |
Uses transitional sentences and phrases to connect
related ideas. |
|
3 |
2 |
1 |
Writes coherently and effectively. |
|
3 |
2 |
1 |
Knows and applies correct spelling, grammar,
sentence structure, punctuation, and capitalization. |
| |
|
|
Communication EALRs
and Components |
|
3 |
2 |
1 |
Communicates clearly to a range of audiences
for different purposes. |
|
3 |
2 |
1 |
Effectively use action, sound, and/or images
to support presentations. |
| |
|
|
Social Studies: Geography
EALRs and Components |
|
3 |
2 |
1 |
Uses and constructs maps, charts, and other resources. |
| |
|
|
Arts EALRs and Components |
|
3 |
2 |
1 |
Organizes arts elements into artistic compositions. |
|
3 |
2 |
1 |
Uses skills of craftsmanship to produce quality
work. |
top
Task 2: Campsite Model
Rating Scale
- 3 the work strongly exhibits this trait
- 2 the work partially exhibits this trait
- 1 the work does not exhibit this trait
| . |
. |
. |
Reading
EALRs and Components |
|
3 |
2 |
1 |
Switches from one text or part of a text to another
while retaining the meaning of both. |
|
3 |
2 |
1 |
Uses computer menus, searches, and
icons. |
|
3 |
2 |
1 |
Understands how illustrations and
graphics, including diagrams, graphs, photographs, line drawings,
realistic and impressionist art, influence reading and the ideas
or information gained. |
|
3 |
2 |
1 |
Comprehends important ideas and details. |
|
3 |
2 |
1 |
Summarizes information gained from text and/or
illustration. |
|
3 |
2 |
1 |
Gathers and synthesizes information from paragraphs
and longer texts and from a variety of sources. |
|
3 |
2 |
1 |
Considers the validity of information
gained from text and illustration. |
|
3 |
2 |
1 |
Reads to learn new information. |
|
3 |
2 |
1 |
Seeks material beyond the classroom and school
library to pursue an interest or complete a task. |
|
3 |
2 |
1 |
Reads to perform a task. |
|
3 |
2 |
1 |
Skims and scans when selecting a book or seeking
information. |
|
3 |
2 |
1 |
Attends to details of instructions and returns
to these during a task. |
| |
|
|
Writing EALRs and Components |
|
3 |
2 |
1 |
Organizes written thoughts with a clear beginning,
middle, and end. |
|
3 |
2 |
1 |
Uses transitional sentences and phrases to connect
related ideas. |
|
3 |
2 |
1 |
Writes coherently and effectively. |
|
3 |
2 |
1 |
Knows and applies correct spelling, grammar,
sentence structure, punctuation, and capitalization. |
| |
|
|
Communication EALRs
and Components |
|
3 |
2 |
1 |
Communicates clearly to a range of audiences
for different purposes. |
|
3 |
2 |
1 |
Effectively use action, sound, and/or images
to support presentations. |
| |
|
|
Social Studies: Geography
EALRs and Components |
|
3 |
2 |
1 |
Uses and constructs maps, charts, and other resources. |
| |
|
|
Arts EALRs and Components |
|
3 |
2 |
1 |
Organizes arts elements into artistic compositions. |
|
3 |
2 |
1 |
Uses skills of craftsmanship to produce quality
work. |
|
3 |
2 |
1 |
Uses at least one of the art forms to communicate
ideas and feelings. |
top
Task 3: Pack a Backpack
Rating Scale
- 3 the work strongly exhibits this trait
- 2 the work partially exhibits this trait
- 1 the work does not exhibit this trait
| . |
. |
. |
Reading
EALRs and Components |
|
3 |
2 |
1 |
Switches from one text or part of a text to another
while retaining the meaning of both. |
|
3 |
2 |
1 |
Uses computer menus, searches, and
icons. |
|
3 |
2 |
1 |
Understands how illustrations and
graphics, including diagrams, graphs, photographs, line drawings,
realistic and impressionist art, influence reading and the ideas
or information gained. |
|
3 |
2 |
1 |
Comprehends important ideas and details. |
|
3 |
2 |
1 |
Summarizes information gained from text and/or
illustration. |
|
3 |
2 |
1 |
Gathers and synthesizes information from paragraphs
and longer texts and from a variety of sources. |
|
3 |
2 |
1 |
Considers the validity of information
gained from text and illustration. |
|
3 |
2 |
1 |
Reads to learn new information. |
|
3 |
2 |
1 |
Seeks material beyond the classroom and school
library to pursue an interest or complete a task. |
|
3 |
2 |
1 |
Reads to perform a task. |
|
3 |
2 |
1 |
Attends to details of instructions and returns
to these during a task. |
| |
|
|
Communication EALRs
and Components |
|
3 |
2 |
1 |
Communicates clearly to a range of audiences
for different purposes. |
|
3 |
2 |
1 |
Effectively use action, sound, and/or images
to support presentations. |
top
Task 4: Plan a Campout
Menu Rating Scale
- 3 the work strongly exhibits this trait
- 2 the work partially exhibits this trait
- 1 the work does not exhibit this trait
| . |
. |
. |
Reading
EALRs and Components |
|
3 |
2 |
1 |
Switches from one text or part of a text to another
while retaining the meaning of both. |
|
3 |
2 |
1 |
Uses computer menus, searches, and
icons. |
|
3 |
2 |
1 |
Comprehends important ideas and details. |
|
3 |
2 |
1 |
Summarizes information gained from text and/or
illustration. |
|
3 |
2 |
1 |
Gathers and synthesizes information from paragraphs
and longer texts and from a variety of sources. |
|
3 |
2 |
1 |
Uses charts and tables to read and present information
comparing, recording, summarizing, or reorganizing ideas and
facts from textual and/or illustrative materials |
|
3 |
2 |
1 |
Reads to learn new information. |
|
3 |
2 |
1 |
Seeks material beyond the classroom and school
library to pursue an interest or complete a task. |
|
3 |
2 |
1 |
Reads to perform a task. |
|
3 |
2 |
1 |
Skims and scans when selecting a book or seeking
information. |
|
3 |
2 |
1 |
Attends to details of instructions and returns
to these during a task. |
| |
|
|
Math EALRs and Components |
|
3 |
2 |
1 |
Computes to solve problems in realistic situations containing
multi-digit numbers. |
|
3 |
2 |
1 |
Solves relevant problems in other disciplines
involving addition, subtraction, multiplication and division
of multi-digit whole numbers where the operations are not specified. |
|
3 |
2 |
1 |
Measures to the nearest whole and common fractional
parts of units when given a realistic situation in other disciplines. |
|
3 |
2 |
1 |
Solves realistic problems involving measurement. |
|
3 |
2 |
1 |
Organizes relevant information from multiple
sources. |
|
3 |
2 |
1 |
Organizes and clarifies mathematical information
through narrative expression. |
| |
|
|
Communication EALRs
and Components |
|
3 |
2 |
1 |
Communicates clearly to a range of audiences
for different purposes. |
|
3 |
2 |
1 |
Effectively use action, sound, and/or images
to support presentations. |
| |
|
|
Health & Fitness
EALRs and Components |
|
3 |
2 |
1 |
Understands nutrition and food nutrients and
how they affect physical performance and the body. |
top
copyright ©
2000 by Russell
Yates
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