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SCIENCE RUBRIC FOR TEACHERS Indicators of student performance Success Criteria

Identifies correctly most tasks. Describes accurately. Identifies and explains. Describes accurately and offers reasons to support suggestions. Structures the medium of communication creatively and clearly. Uses a range of appropriate techniques (diagrams, text, flow charts, graphs, etc) to communicate information effectively. Uses appropriate science vocabulary consistently.

Identifies correctly some tasks. Describes some. Identifies might not include explanation. Describes some and mostly supported with relevant reasons.

Identifies correctly few tasks. Demonstrate a limited knowledge. Provides limited or no evidence to identify. Describes few, might not support adequately with reasons.

Science Understandin gs

Making sense of information Applying understandin gs

Provides a clear structure for the medium of communication. Uses some appropriate techniques of communicating information. Generally uses some appropriate science vocabulary.

Provides little structures for the medium of communication. Uses limited or inappropriate ways of communicating information. Demonstrates limited use of appropriate science vocabulary.

Communicati ng understandin gs.

Comments:

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The level of language used in this rubric means that it would not be shared with the students, but a completed rubric could provide a record for the teacher.

SCIENCE RUBRIC FOR TEACHERS / Deforestation Year 6 Success Indicators of student performance

Criteria

Joins the key words in full sentences with correct language.

Join the key words according to Textbook.

Only one key word.

Science Understandin gs

(Definition) Making sense of information

Give 4 5 reasons why people cut down trees.

Give 2 3 reasons why people cut down trees.

Give at least one reason why people cut down trees.

(Reasoning) Applying understandin gs

Give 3 4 effects of cutting down trees.

Give 2 effects of cutting down trees.

Give only 1 effect of cutting down trees.

(Effects) Communicati ng Understandin gs

(Design a concept map)

2 branches with 2 branches with definition and 4 definition and 2 5 advantages 3 advantages and 3 4 and 2 disadvantages of disadvantages of deforestation. deforestation.

2 branches with definition and 1advantage and 1 disadvantage of deforestation.

Comments: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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The level of language used in this rubric means that it would not be shared with the students, but a completed rubric could provide a record for the teacher.

Teachers Rubric
Name :______________________

Groups

Topic: Effects of Smoking Success Criteria


Indicators of student performance

Identifies different organs (2 3 parts) that are affected by smoking.

Identifies different organs (2 parts) that are affected by smoking.

Science Identifies different Understandin organs (4 5 parts) that gs are affected by (Identificatio smoking. n) Making sense of information (Reasoning) Applying understandin gs (Effects) Communicati ng Understandin gs
Give 3 causes why people smoking.

Give 2 causes why people smoking.

Give one cause why people smoking.

Give 3 4 effects of smoking. Draw with correct labelling with 4 - 5 organs affected by smoking. Using multi resources

Give 2 effects of smoking. Draw with correct labelling with 2-3 organs affected by smoking. Using some resources

Give only 1 effect of smoking. Draw with correct labelling with 1 organ affected by smoking. Using one resource of reference

(Design a poster)

of references (textbook, ICT etc) Able to show all the effects of smoking.

of references (textbook, ICT) Able to show 2 3 effects of smoking.

(textbook) Able to show only 1 effect of smoking.

1.

2 Stars

2.

1 wish

Pupils Rubric
Tick the proper boxes. Success Criteria
Science Understanding s (Identificatio n)

NAME:______________________

Topic: Effects of Smoking


Indicators of student performance

I can identify 4 5 organs that are affected by smoking.

I can Identify 2 3 organs that are affected by smoking.

I can identify only one organ that are affected by smoking.

My Total Smiles

Making sense of information (Reasoning)

I can give 3 causes why people smoking.

I can give 2 causes why people smoking.

I can give one cause why people smoking.

Applying understanding s (Effects)

I can give 3 4 effects of smoking.

I can give 2 effects of smoking.

I can give only 1 effect of smoking.

Communicatin g Understanding s (Design a poster)

I can draw all the different 4 - 5 organs. I am using more than 2 resources of references (textbook, ICT etc) I can describe all the 3 4 effects of smoking.

I can draw 2 3 different organs. I am using 2 resources of references (textbook, ICT) I can describe 2 effects of smoking.

I can draw only 1 organ. I am using one resource of reference (textbook) I can describe only 1 effect of smoking.

1.

2 Stars 1 wish

2.