| Students will be able to . . . |
Inadequate |
Adequate |
Good |
Strong |
Weight |
| Science Standards |
| Identify the heart as an organ in the hierarchy of cell, tissue, organ, and organ system in multicellular organisms. |
Students are unable to properly place the heart in the hierarchy. |
Students are able to identify the heart as an organ, but are unable to explain what system it is part of. |
Students are able to identify the heart as an organ in the circulatory system. |
Students are able to identify the heart as an organ in the circulatory system and can identify the tissue types it consists of. |
10 |
| Identify and describe the function of the heart within the circulatory and respiratory systems. |
Students are unable to identify and describe the function of the heart. |
Students are able to identify and describe the function of the heart as pumping blood, but are unable to include the function of circulation. |
Students are able to identify and describe the function of the heart and circulatory system. |
Students are able to identify and describe the function of the heart and circulatory system. They are also able to identify and describe how the circulatory and respiratory systems function together. |
20 |
| Describe the history of the discovery of the circulatory system. |
Students are unable to give any information about the discovery of the circulatory system. |
Students are able to identify Harvey as the first European to identify the function of the circulatory system. |
Students are able to identify at least two non-Europeans or non-European cultures (one from B.C.E. and one from the C.E.) whose discoveries preceded those of Harvey. |
Students are able to describe the role of Chinese, Islamic, and other scientists in discovering the function of the circulatory system. |
10 |
| Social Studies Standards |
| Summarize and compare the contributions of the Egyptians and Greeks toward an understanding of the function of the heart and circulatory system. |
Students are unable to provide any information about the contributions of either the Egyptians or Greeks toward an understanding of the function of the heart and circulatory system. |
Students are able to summarize the contributions of either the Egyptians or Greeks toward an understanding of the function of the heart and circulatory system. |
Students are able to summarize the contributions of the Egyptians and Greeks toward an understanding of the function of the heart and circulatory system, but are unable to compare and contrast them. |
Students are able to summarize and compare the contributions of the Egyptians and Greeks toward an understanding of the function of the heart and circulatory system and are able to compare and contrast this with current knowledge. |
10 |
| Summarize and compare the beliefs of the Egyptians and Greeks about the heart and the circulatory system. |
Students are unable to provide any information about the beliefs of either the Egyptians or Greeks about the heart and the circulatory system. |
Students are able to summarize the beliefs of either the Egyptians or Greeks about the heart and the circulatory system. |
Students are able to summarize the beliefs of either the Egyptians or Greeks about the heart and the circulatory system, but are unable to compare and contrast them. |
Students are able to summarize and compare the beliefs of the Egyptians and Greeks about the heart and the circulatory system and are able to describe how at least one of our modern beliefs has evolved from this. |
10 |
| Language Arts Standards |
| Identify ways that the heart has been used symbolically and metaphorically. |
Students are unable to identify any symbols or metaphors related to the heart and are unable to define how symbols or metaphors are used in language. |
Students are able to identify two ways that hearts are currently used as symbols or metaphors and are able to define how symbols and metaphors are used in language. |
Students are able to identify four or more ways that hearts are currently used as symbols or metaphors. |
Students are able to identify more than three ways that hearts are currently used and more than three ways they have been used in the past as symbols or metaphors. |
15 |
| Technology Competency Standards |
| Demonstrate basic word processing techniques. |
Students are unable to create or save a document. |
Students are able to create a document, but are unable to save it to the appropriate storage area. |
Students are able to create and save a document, but do not use appropriate formatting. |
Students are able to create, format, spell check, and save a document using the most appropriate techniques. |
5 |
| Employ graphic organizers (Inspiration or equivalent) to brainstorm ideas and demonstrate relationships among concepts. |
Students are unable to open and complete a comparison and contrast graphic organizer. |
Students are able to open an appropriate graphic organizer, but are unable to complete it accurately. |
Students are able to open and accurately complete an appropriate graphic organizer. |
Students are able to open and fully complete an appropriate graphic organizer. Students add additional, appropriate linkages or features to the graphic organizer template. |
10 |
| Seek information from diverse online resources. |
Students do not seek information from any linked online sources or use information from other, inappropriate sources. |
Students seek information from at least half of the linked sites. |
Students seek information from all linked sites. |
Students seek information from all linked sites and add information from additional, appropriate sources. |
10 |