Third Grade Endangered Animals Project |
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Project Description |
Research Questions |
Endangered Animal links |
Endangered Animal Assignments & Presentation
Schedule or view: |
Scaffolded Paragraphs |
Assigned Animals for |
Theme: |
Presentation Date & Time (TBA) |
Student |
Animal | Date Time will between 1:15 - 2:00 unless noted |
| Alex Blankenship
|
Eastern Timber Wolf | |
| Alison Backes | Clouded Leopard | |
| Berkeley Neuman | Bengal Tiger | |
| Braden Awmiller | Penguin (Emporer?) | |
| Caleb Mitchell | Lion? (ask Mrs. Litten) | |
| Carly Newcomb |
Crane (Whooping?) | |
| Celeste Rangel | Black Swan | |
Chloe Caniano |
Giant Panda | |
| Destiny Harrell | Snow Leopard | |
| Ethan Krueger |
Lynx (Spanish?) | |
| Harrison Vos | Galapagos Turtle (or Lemur) | |
| Irene Kim | Polar Bear | |
| Jessica Wicks | White Tiger | |
| Joshua Vitus | Siberian Tiger | |
| Kristine Marter | Lion or Elephant? | |
| Lauren Filkins-McKee |
Black Bears (Asian Sun Bear?) | |
| Madison Cook | Bald Eagle | |
| Mason Steinbach |
Gorilla | |
| Matt Lee | Crocodile | |
| Michael Moore | Red Wolf | |
| Monica Vasquez | Lion? (ask Mrs. Litten) | |
| Nicholas Tracewell |
?? | |
| Parker Phillips | Rhinoceros | |
Reese Vollstedt |
Jaguar | |
| Ryan Taylor | Cheetah | |
| Savannah White | Black Leopard | |
| Scott Choi | Golden Lion Tamarin | |
| Tommy Ahn | Grizzley Bear | |
| Trevon Huntley | Leopard | |
| Trysten Crocker-Smith | Maned or Gray Wolf | |
| Vanessa Udrea |
Prairie Dog | |
| Speaking Presentations Schedule
(the full report) Benchmark Standards listed below the schedule |
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| They should practice their presentation
at home with family as an audience at least 4 times before they present.
Their presentations should be about 2-4 minutes. To EXCEED the speaking benchmarks, they should be able to speak clearly and fluently to the class and maintain eye contact with little or no reference to their notes. They should use good expression, gestures when appropriate, and speak loud enough for the whole class to hear. The content of the report should have substantial detail and personal insights; the information should be well-organized with a clear beginning, middle, and end, and have smooth transitions. To MEET the speaking benchmarks, the above standards apply; however, there is minimal eye contact because they are reading some parts of their report. There might be some space-fillers (ie, "....um, ... like... you know... whatever...") Ideas & Content, Organzation may be a bit weaker or undeveloped. To NOT MEET the speaking benchmarks, students would read their entire report with little or no eye contact, frequent space-fillers, speaking too quickly or slowly, too softly or loudly, or with little or no voice inflection or gestures. The content of the report would have missing, undeveloped details, no introduction or conclusion, flat ineffective language, or poor grammar. As you can see, a little practice each day could go a long way to exceeding the benchmarks! |
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