SCIENCE LAB REPORT RUBRIC
SCIENCE PROCESS
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EXCEEDING THE STANDARD |
MEETING THE STANDARD |
APPROACHING THE STANDARD |
NOT MEETING THE STANDARD |
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PURPOSE |
§ Uses scientific vocabulary to accurately explain to the reader the purpose(focus) of the lab |
§ Uses a complete sentence to accurately explain to the reader the purpose (focus) of the lab
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§ Purpose (focus) statement is not accurate or is not in a complete sentence |
§ Purpose (focus) statement is very confusing to the reader or is not related to the lab |
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BACKGROUND INFORMATION |
§ Includes a detailed paragraph describing any prior knowledge related to the topic of the lab. § Includes outside research |
§ Includes a detailed paragraph describing any prior knowledge related to the topic of the lab |
§ Includes a paragraph describing some prior knowledge related to the topic of the lab |
§ Very little prior knowledge is described or information is not directly related to the topic of the lab |
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HYPOTHESIS |
§ Uses scientific vocabulary to make an “If …then” statement that clearly predicts what the outcome of the lab will be § Prediction is reasonable and demonstrates insightful thinking |
§ Uses an “If…then” statement that clearly predicts what the outcome of the lab will be § Prediction is reasonable |
§ Prediction statement predicts the outcome of the lab but is not in the correct “If…then” format § Prediction is not reasonable |
§ Prediction statement is confusing or unrelated to the lab
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PROCEDURE |
§ Includes everything listed in “meeting standard” § Includes detailed, labeled diagrams where appropriate § Includes safety tips and guidelines |
§ States, in a clear and logical order, the steps your group took to complete the lab. Steps include enough detail to make the lab repeatable § Procedure clearly shows control of major variables § Includes a list of necessary materials |
§ Procedure is: - Unorganized and/or - Lacks enough detail to make the lab repeatable § Some major variables are overlooked § Materials list is missing 1-2 items
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§ Procedure is very incomplete, confusing, or difficult to follow § No evidence of controlling variables § Materials list is missing several items |
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DATA AND/OR OBSERVATIONS |
§ Includes everything listed in “meeting standard” § Student goes above and beyond by summarizing results and identifying trends § Data is represented in a table and/or graph using a computer program such as Microsoft Word, Microsoft Excel, etc. (when appropriate) |
§ Data is represented in an organized table, graph, illustration, etc. § Data is accurate § Units/labels are included § Calculations, when appropriate, are shown |
§ Some data is missing or unorganized and/or graph is incomplete or sloppy § Some data is incorrect § Some units/labels are missing § Some calculations (when appropriate) are missing |
§ Most data is missing § Data representation is very unorganized § Most data is incorrect § Most units/labels are missing § Most calculations (when appropriate) are missing |
SCIENCE CONCEPTS
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EXCEEDING THE STANDARD |
MEETING THE STANDARD |
APPROACHING THE STANDARD |
NOT MEETING THE STANDARD |
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CONCLUSION
(APPLICATION AND ANALYSIS) |
§ Includes everything listed in “meeting standard” § Discusses how the identified sources of error could effect the outcome of the lab § Includes information not presented in class § Contains new questions about the topic and/or suggestions to improve or further build upon this experiment
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§ Claims answer the focus question accurately and clearly § Claims are supported by specific examples from the data as evidence § Restates hypothesis and connects to the purpose(focus) of the lab § States whether the hypothesis was supported or not supported by the data and explains why § Demonstrates that student clearly understands all major concepts associated with the lab § Discusses/identifies relevant sources of error § Applies information to the real world § Accurately uses related/appropriate scientific vocabulary
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§ Claims do not answer the focus question accurately or clearly § Evidence to support claims is not specific or is not taken directly from the data § Hypothesis is restated but is not connected to the purpose (focus) of the lab § States whether the hypothesis was supported or not supported by the data § Demonstrates that student understands some of the concepts associated with the lab § Sources of error that are discussed are not relevant § Limited use of scientific vocabulary |
§ Claims are unrelated to the focus question or are very confusing to the reader § Evidence provided does not support claims or evidence is missing altogether § Hypothesis is not referred to § Demonstrates that the student does not understand the concepts associated with the lab § Sources of error are not discussed § No related scientific vocabulary used |
WRITTEN COMMUNICATION
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EXCEEDING THE STANDARD |
MEETING THE STANDARD |
APPROACHING THE STANDARD |
NOT MEETING THE STANDARD |
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PURPOSE |
§ Focus (purpose) of the lab is clearly stated and consistently referred to throughout the report |
§ Focus (purpose) of the lab is clearly stated and referred to in the report |
§ Focus is stated initially, but is not referred to within the report |
§ Focus for the report is unclear |
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ORGANIZATION |
§ Uses a variety of transitions effectively § Writing is extremely well organized and is written in a logical sequence |
§ Uses transitions effectively § Well organized and is written in a logical sequence |
§ Uses few transitions § Writing is difficult to follow at times |
§ Writing is not written in logical sequence and is extremely difficult to follow |
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VOICE |
§ Accurately uses all related/appropriate scientific vocabulary § Uses a formal voice that is reflective of a scientist throughout the entire lab report |
§ Accurately uses some related/appropriate scientific vocabulary § Uses a formal voice that is reflective of a scientist |
§ Uses limited scientific vocabulary or does not use the vocabulary accurately § Voice is not consistently reflective of a scientist
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§ Fails to use scientific vocabulary § Voice is informal (not reflective of a scientist) |
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CONVENTIONS |
§ Demonstrates mastery of grammar, usage, mechanics and spelling |
§ Demonstrates control of grammar, usage, mechanics, and spelling |
§ Contains some intrusive errors in grammar, usage, mechanic, and spelling |
§ Contains excessive intrusive errors in grammar, usage, mechanics, and spelling |