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Animal report rubric: grades K–2, 3–5 and 6–8

This animal report rubric scores a short research report on one animal: its habitat, body and adaptations, diet and life cycle, the facts and sources, the organization, and the picture or diagram. Grades 3–5 and 6–8 use four levels with points, with the facts counting twice; K–2 uses three levels in plain words a young child can follow, with no points. Print it, or open it in the rubric maker to change any cell.

Written for Peabody Teach. Checked . Free to print, copy and change.

Animal report rubric, grades K–2

3 levels, 4 criteria, no points (a switch in the maker adds them).

Animal report rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
Where it livesI tell where it lives and what its home is like.I tell where it lives.I do not tell where it lives yet.
Its bodyI tell two ways its body helps it live.I tell one way its body helps it.I do not tell about its body yet.
What it eatsI tell what it eats and how it gets food.I tell what it eats.I do not tell what it eats yet.
My pictureMy picture has three or more labels.My picture has one or two labels.My picture has no labels yet.
Open in the maker
  • I can tell where my animal lives.
  • I can tell how my animal's body helps it.
  • I can tell what my animal eats.
  • I can draw my animal and label it.

Animal report rubric, grades 3–5

4 levels, 5 criteria, 24 points in all.

Animal report rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Factscounts ×2Accurate facts on habitat, food, body and life cycle, plus one surprising detail.Accurate facts on habitat, food and body.Some facts are missing or wrong.Few facts, or most are wrong./ 8
AdaptationsExplains two or more adaptations and how each helps the animal survive where it lives.Explains one adaptation and how it helps.Names a feature without explaining how it helps.No adaptations./ 4
OrganizationAn introduction, a heading for each topic, facts grouped under the right heading, and a conclusion.Facts grouped under headings, with an introduction.Some facts are under the wrong heading or out of order.Facts are in no order./ 4
SourcesAll facts in the student's own words, with two or more sources listed.Facts mostly in the student's own words, with a source listed.Some sentences copied, or no source listed.Copied, with no sources./ 4
Picture or diagramA neat picture with labels and a caption that teach a fact.A neat picture with labels.A picture with few labels.No picture or diagram./ 4
Open in the maker
  • I can share accurate facts about habitat, food, body and life cycle.
  • I can explain how my animal's body or behavior helps it survive.
  • I can group my facts under headings in a sensible order.
  • I can write facts in my own words and list my sources.
  • I can make a labeled picture that teaches about my animal.

Animal report rubric, grades 6–8

4 levels, 5 criteria, 24 points in all.

Animal report rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Research and accuracycounts ×2Specific, accurate information on habitat, diet, life cycle and range, with numbers where useful, from credible sources.Accurate information on the main topics from credible sources.Information is general or partly inaccurate.Little accurate information./ 8
Adaptation and ecosystemExplains how adaptations fit the environment and the animal's role in a food web, with examples.Explains adaptations and names the animal's role in its ecosystem.Lists adaptations without explaining how they help.No adaptations or ecosystem role./ 4
Status and threatsDescribes the conservation status, the main threats and one effort to protect it, with a source.Describes the conservation status and main threats.Mentions threats without detail or a source.Not addressed./ 4
StructureClear headings, a topic sentence for each section, smooth transitions and a conclusion that adds a thought.Headings, topic sentences and a conclusion.Sections are uneven or out of order.No clear structure./ 4
Citations and visualsSources cited in a consistent format, and a labeled diagram or map that adds information.Sources listed and a labeled visual included.Sources incomplete, or the visual is decorative.No sources or visuals./ 4
Open in the maker
  • I can present accurate, specific information from credible sources.
  • I can explain the animal's adaptations and its role in its ecosystem.
  • I can describe how the animal is doing in the wild and why.
  • I can organize a report with headings, topic sentences and a conclusion.
  • I can cite my sources and use visuals that add information.

When to use it

  • An animal research project in first, second or third grade, written or on a poster.
  • A habitats or adaptations unit, where each student becomes the class expert on one animal.
  • As a checklist inside the research folder, so students know which facts to look for.

What to say to students

  • Find out where your animal lives, what it eats and how its body helps it survive.
  • Write facts in your own words. Write down where you found each one.
  • Your picture should have labels that teach us something.

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The criteria are generic and written for this site, with no standards codes, so they fit any curriculum. Open one in the maker to change a word, add a row or switch to a single-point rubric; what you change stays in your browser.