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Scoring Rubric

Scoring Rubric Supplemental Information Sheet

Strand 1: Experience excitement, interest and motivation to learn about phenomena in the natural and physical world.

-Look to the mouth on the figures present. If anyone is smiling, give credit (that is, if only the teacher is smiling but the students are not, give credit for smiling or the reverse). If faces are not visible, look for specific indicators of excitement, interest and motivation in thought bubbles or comments.

Excitement - thought bubbles or comments expressing excitement (e.g., exclamation marks)

Interest - thought bubbles or comments about what is occurring

Motivation - thought bubbles or comments expressing eagerness (e.g., "I can't wait to do this", "Let's get started")

Strand 2: Come to generate, understand, remember and use concepts, explanations, arguments, models and facts related to science.

-Identify concepts, explanations, arguments, models and facts using these descriptions.

Concepts - thought bubbles or comments about bigger science ideas (e.g. energy, evolution)

Explanations - thought bubbles or comments about how things are happening

Arguments - thought bubbles or comments that compare or respond to alternatives

Models - a visual model of three dimensions related to scientific phenomena (not classroom management)

Facts - a statement of science learning (e.g. deciduous trees lose leaves in the fall here)

Strand 3: Manipulate, test, explore, predict, question, observe and make sense of the natural and physical world.

-Identify manipulating, testing, exploring, predicting, questioning, observing, and sense-making using these descriptions:

Manipulating - each learner has access to materials in reach or is shown actually touching items (note: manipulating variables for an experiment, see testing below)

Testing - thought bubbles or comments that illustrate a trial ("what will happen if..."); presence of testing tools (manipulating variables for an experiment)

Exploring - engaged in active science (not only reading books and writing)

Predicting - thought bubbles or comments stating what might happen

Questioning - students have question marks or actual questions visible

Observing - looking intently as individuals or groups at an object or phenomena

Sense-making-thought bubbles or comments that indicate students or the teacher are trying to "figure things out," phrases that begin with "maybe"...

Strand 5: Participate in scientific activities and learning practices with others, using scientific language and tools.

-Identify participating in scientific activities and learning practices with others, using scientific language, and tools using these descriptions:

Participate in scientific activities and learning practices with others - students grouped for interaction

Scientific language - use of terms associated with science (such as, comparisons, questions about how)

Tools - clearly drawn or unclearly drawn (squiggles) materials available to all learners