Persuasive+Writing+Evaluation

You will receive a group mark for your work on this task.
 * || **Beginning**
 * D** || **Developing**
 * C** || **Accomplished**
 * B** || **Exemplary**
 * A** || **Score** ||
 * Student constructs and completes chart. || 1 or 2 of exemplary elements with some understanding of the task || 2 or 3 exemplary elements with a basic understanding of the task || 3 out of 4 exemplary elements with a good understanding of the task || Chart has a title, labels for rows and column, correct units of measurement, and density correctly calculated. ||  ||
 * Student provides answers to questions which clarify thinking. || Answers to questions indicate student has **__some__** understanding of the concept of density. || Answers to questions indicate student has a **basic** understanding of the concept of density.. || Answers to questions indicate student, **using analysis, has a good** understanding of the concept of density . || Answers to questions indicate student, **using analysis, has a full and complete** understanding of concept of density. ||  ||
 * Student composes a paragraph  using scientific information to persuade the king of the correct identification of the gold crown. || Student cites 1 or 2 elements of supporting evidence for persuasion which show **some** understanding of the task/problem. || Student cites 2 or 3 elements of supporting evidence for persuasion which show a **basic** understanding of the task/problem. || Student,  **using analys**is, cites 2 or 3 elements of supporting evidence which show a **good understanding** of the task/problem. || Student, **using analysis, has a full and complete answer** which cites the definition of density, the mathematical calculations, reference to the chart "Density of common substances", in a **coherent logical presentation of evidence to persuade.** ||  ||
 * Stated Objective or Performance || Description of identifiable performance characteristics reflecting a beginning level of performance. || Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. || Description of identifiable performance characteristics reflecting mastery of performance. || Description of identifiable performance characteristics reflecting the highest level of performance. ||  ||