All of the group members worked together to come to agreements. Each member continuously took an active role.

The group did not include any factual information about this animal and do not understand what it is or its needs.

The group included one fact about this animal and understands a little about it and its needs.

The group included at least two interesting facts about their animal and seemed to have a good understanding of this animal and its needs.

The group included at least three interesting facts about their animal demonstrating a firm understanding of this animal and its needs.

The group did not use any illustrations in their presentation.

The group used at least one illustration of their animal in their presentation, but neither showed its life cycle nor had body parts, labeled.

The group used at least one illustration of their animal in their presentation, but only had either its life cycle showing or its body parts, labeled.

The audience could not understand the presentation; and it was not appealing to the audience.

The audience was able to understand some of the presentation information, but it was confusing.

The audience could follow the information given and was entertained by the interesting presentation.

The audience could easily understand the information given and was very entertained by the creative and interesting presentation.

The group could not give any reasons why the class should or should not choose this animal as the classroom pet.

The group gave at least two good reasons why this animal should or should not be chosen as the classroom pet.

The group gave at least three great reasons why this animal should or should not be chosen as the classroom pet.