Safety |
Student is neglectful of the labs safety rules.
Student does not wear proper safety attire.
Student is careless in the lab and unconcerned with safety protocol.
Student continues to neglect safety despite reminders from others. |
Student abides by the labs safety rules however is in need of continual reminders.
Student wears proper safety attire inconsistently, and is in continual need of reminders.
Student does not consider the effects that their safety decisions can have on others. |
Student abides by the safety rules of the lab.
Student wears proper safety attire.
Student considers not only their own safety but the safety of others.
Student encourages and may even suggest the use of safety protocol to others. |
Observations |
Student does not make observations |
Student makes incomplete observations.
Student makes inferences instead of observations. |
Student makes mindful and detailed observations |
Formulate
Scientific Questions |
Student does not display understanding of content by asking questions.
The student’s questions indicate superficial understanding of scientific ideas.
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The student’s questions restate previous questions or known ideas.
i.e.) questions are asked for the sake of asking a question rather than containing real thought or insight
The student’s questions have no bearing on the real- world. |
Student asks questions that show evidence that they understand and have followed class discussions.
The student asks questions derived from observations.
Ex.) What, Why, How, When, Where
Student asks questions pertaining to real world phenomena and its relationship to class material.
Asks questions which are testable by means of the scientific process. |
Communication |
Student:
Rarely contributes oral ideas.
Does not convey ideas in an organized coherent manner.
Communication lacks use of appropriate vocabulary.
Does not listen to contributions put forth by others.
Does not provide feedback to others.
Is unresponsive to feedback from others.
Unclear written communication.
Does not use graphs or charts to express ideas.
Unclear oral communication.
Student does not attempt to make any linkages between class topics and the real-world. |
Student:
Communicates ideas only when prompted.
Communicates ideas that are muddled and somewhat unclear.
Inconsistently uses proper vocabulary.
Seldom listens to contributions of peers only focuses on the teacher.
Unable to present or receive feedback properly.
Acceptable written communication
Seldom uses appropriate graphs or charts to express ideas.
Acceptable oral communication.
Student does not make appropriate linkages between class topics and the real-world. |
Student:
Contributes many ideas in class.
Conveys ideas in an organized manner.
Uses appropriate vocabulary.
Listens to and evaluates ideas presented by others.
Present feedback in a constructive manner.
Responds to feedback in a constructive manner.
Exceptional written communication.
Uses appropriate graphs or charts to express ideas.
Exceptional oral communication.
Contributes ideas which pertain to real-world topics.
Vocalizes a relationship between out of class ideas and in class discussions.
Acts as a member of a scientific community. |
Answer scientific questions |
Student relies on teacher to answer any and all scientific questions, does not try to answer questions independently.
Student can not evaluate sources based on appropriateness.
Student disregards both text and inquiry based means of answering questions. |
Student seeks information pertaining to scientific questions only when prompted.
Student requires more teacher assistance than necessary to explore scientific questions.
Student needs assistance to discriminate between credible and non-credible sources of information.
Student continually prefers to use of text based sources and disregards using the scientific process to answer questions.
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Student seeks information pertaining to scientific questions independently.
Student is able to discriminate between credible and non-credible sources of information.
Student recognizes and suggests way of using the scientific process to answer questions. |
Experimental Research and Drawing Conclusions |
Student can only carry out experimental research when the protocols are developed by a teacher or peer and presented in a step-by-step manner.
Student is unable to design a data collection method useful in answering a scientific question.
Student does not display independent thinking in research design and analysis.
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Student needs more teacher assistance than necessary to collect data and evaluate evidence leading to conclusions or more questions.
Student depends on peers and expects others to do more than their share of the work load when working in groups.
Student lacks confidence in their ideas and allows other to over shadow them.
Student neglects the errors involved in data collection and experimentation and accepts results at face value.
Unresponsive to feedback from others. |
Student can independently collect data and evaluate evidence leading to conclusions or more questions.
Student can work with peers and can provide positive contributions in a group atmosphere.
Student recognizes the strengths and weaknesses of data collection and analysis and can make modifications or provide explanations for such shortcomings.
Communicates findings of investigations to teacher-peers and considers feedback. |
