Rubrics



NETS-S Standards- 1. Creativity and Innovation, 3. Research and Information Fluency, and 4. Critical Thinking, Problem Solving, and Decision Making

National Science Education Standards- Life Science- a.) Characteristics of organisms and b.) Organisms and the environment Science in Personal and Social Perspectives- a.) Personal Health

Rubrics:

Day 1-3 Sponge Bob Activity and Graphic Organizer


 * **Student completed graphic organizer ** || 5 points **5 points** ||


 * **Student presented valid arguments about the problems of the experiment and listed effective strategies to test the fertilizer (wrote an experiment bas​ed off the scientific method)** ||  || **10 points** ||


 * **Total Points:** ||  || **15 points** ||

Day 4 Brain Pop Lesson Quiz


 * **Accurately answering each question ** || **10 questions- 2 points each** ||
 * ** Submitting lesson quiz electronically ** || **5 points** ||
 * ** Total Points ** || **25 points** ||

Final Project-Collaborative Group
 * **Ca** **Category** || ** 4 points 4 points ** || **3 p3 points oints** || **2 poi2 points nts** || **1 poin1 point t** ||
 * **Presents a Question ** || The purpose of the lab or the question to be answered during the lab is clearly identified and stated. || The purpose of the lab or the question to be answered during the lab is identified, but is stated in a somewhat unclear manner || The purpose of the lab or the question to be answered during the lab is partially identified, and is stated in a somewhat unclear manner. || The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant. ||
 * **Researched information on product(s) ** || Several reputable background sources were used. Material is translated into student's own words. || A few reputable background sources are used. Material is translated into student's own words. || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">A few background sources are used but some are not reputable sources. Material is translated into student's own words. || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Material is directly copied rather than put into students own words. ||
 * **<span style="color: #000000; font-family: 'Arial','sans-serif';">Constructed a Hypothesis ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied. || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Hypothesized relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">No hypothesis has been stated. ||
 * **<span style="color: #000000; font-family: 'Arial','sans-serif';">Experimental Design ** || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Experimental design is a well-constructed test of the stated hypothesis. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Experimental design is adequate to test the hypothesis, but leaves some unanswered questions. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Experimental design is relevant to the hypothesis, but is not a complete test. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Experimental design is not relevant to the hypothesis. ||
 * **<span style="color: #000000; font-family: 'Arial','sans-serif';">Conclusion ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment. || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Conclusion includes what was learned from the experiment. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">No conclusion was included in the report OR shows little effort and reflection. ||
 * **<span style="color: #000000; font-family: 'Arial','sans-serif';">Communication of Results ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Group presents clear, accurate diagrams of their process. Group includes technology and the process is labeled neatly and accurately. All members participate in the process. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Group present findings and include little technology. Information is neatly and accurately. Not all members participate. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Group presents information but lacks technology and information is not labeled. Not all members participate. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Group does not communicate results with class. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Participation ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Group used time well in lab and focused attention on the experiment. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Group used time pretty well. Stayed focused on the experiment most of the time. || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Group did the lab but did not appear very interested. Focus was lost on several occasions || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Participation was minimal OR group was hostile about participating. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Spelling, Punctuation and Grammar ** || <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 9pt;">One or fewer errors in spelling, punctuation and grammar in the report. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Two or three errors in spelling, punctuation and grammar in the report. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">Four errors in spelling, punctuation and grammar in the report. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt;">More than 4 errors in spelling, punctuation and grammar in the report. ||

Other
 * **Creation of a blog or wiki website** || **8 points** ||
 * **(Individual) Posted daily on electronic site; each student is expected to present data on findings** || **10 points** ||
 * **(Individual) Completed daily journal reflections and provided feedback to group discussions** || **10 points** ||
 * **Total Points** || **28 points** ||


 * Grading Scale **

89-80 B 79-70 C 69- 60 D Below 60 F **
 * 100-90 A