Rubric (click here for printable version to attach to your essay)
Science Essay – Rubric grade 7 Prompt: Write an essay in which you present your understanding of the connection between Genetics and Evolution unit using your “Aha Connections” page and the Web Quest. (5 points each, unless otherwise indicated)
Introduction
___ title with proper punctuation
___name of unit
___brief summary of items learned
___claim states the connection between genetics and evolution
Body Paragraph (What is Genetics?)
___ is organized around a first clear idea
___ can clearly explain the topic
___ clarifies the topic with evidence and examples
___ maintains purpose by tying back to the claim
Body Paragraph (What is Evolution?)
___ is organized around a second clear idea
___ can clearly explain the topic
___ clarifies the topic with evidence and examples
___ maintains purpose by tying back to the claim
Body Paragraph (How are genetics and evolution connected?)
___ is organized around a third clear idea
___ can clearly explain the topic
___ clarifies the topic with evidence and examples
___ maintains purpose by tying back to the claim
Conclusion
___ restates the claim in different words
___ explores why the answers to the question matters outside the classroom
Grammar / Style :
___Spelling/capitalization
___Run-ons / fragment
___Clarity
___Correct use of science terminology
___Rubric attached (2 pts)
___Outline attached (5 pts)
___Mind Map attached (5pts)
___Conclusion questions attached (3 pts)
Total ________________/125 points
5- Item is evident and clearly stated. All details from instruction are included. Understanding of items is evident.
4- Item is evident. Most details from instruction are included. Understanding of items is emerging.
3- Item is evident and some details from instruction are included. Shows some understanding of item.
2- Item is included with minimal details from instruction. Understanding is minimal.
2- Item is touched on, but is unclear, has no details and understanding is not evident.
0- No evidence of item is evident.
Introduction
___ title with proper punctuation
___name of unit
___brief summary of items learned
___claim states the connection between genetics and evolution
Body Paragraph (What is Genetics?)
___ is organized around a first clear idea
___ can clearly explain the topic
___ clarifies the topic with evidence and examples
___ maintains purpose by tying back to the claim
Body Paragraph (What is Evolution?)
___ is organized around a second clear idea
___ can clearly explain the topic
___ clarifies the topic with evidence and examples
___ maintains purpose by tying back to the claim
Body Paragraph (How are genetics and evolution connected?)
___ is organized around a third clear idea
___ can clearly explain the topic
___ clarifies the topic with evidence and examples
___ maintains purpose by tying back to the claim
Conclusion
___ restates the claim in different words
___ explores why the answers to the question matters outside the classroom
Grammar / Style :
___Spelling/capitalization
___Run-ons / fragment
___Clarity
___Correct use of science terminology
___Rubric attached (2 pts)
___Outline attached (5 pts)
___Mind Map attached (5pts)
___Conclusion questions attached (3 pts)
Total ________________/125 points
5- Item is evident and clearly stated. All details from instruction are included. Understanding of items is evident.
4- Item is evident. Most details from instruction are included. Understanding of items is emerging.
3- Item is evident and some details from instruction are included. Shows some understanding of item.
2- Item is included with minimal details from instruction. Understanding is minimal.
2- Item is touched on, but is unclear, has no details and understanding is not evident.
0- No evidence of item is evident.