You are on page 1of 2

112.15. Science, Grade 4, Beginning with School Year 2010-2011.

(b) Knowledge and skills.

(5) Matter and energy. The student knows that matter has measurable physical properties and
those properties determine how matter is classified, changed, and used. The student is expected to:

(A) measure, compare, and contrast physical properties of matter, including size, mass, volume,
states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float;

Students will create a State of Matter paper book. In the book, students must draw and label 5
examples of each state of matter.


Teacher Name: Mrs. Vazquez

Student Name: ________________________________________

CATEGORY 4 3 2 1
Title Title is informative, centered, Title is informative Title is informative The title is
and larger than other text. and larger than and centered. incomplete and
other text. does not clearly
indicate the

Drawing - All assigned details have been Almost all Almost all Fewer than 75%
details added. The details are clear assigned details assigned details of the assigned
and easy to identify. (at least 85%) (at least 75%) details are
have been added. have been added. present OR most
The details are A few details are details are
clear and easy to difficult to identify. difficult to
identify. identify.

Labels Every item that needs to be Almost all items Most items (85%) Less than 85% of
identified has a label. It is clear (90%) that need to that need to be the items that
which label goes with which be identified have identified have need to be
structure. labels. It is clear labels. It is clear identified have
which label goes which label goes labels OR it is
with which with which not clear which
structure. structure. label goes with
with item.

Accuracy 95% or more of the assigned 85% of the 75% of the Less than 75% of
structures are drawn assigned assigned the assigned
accurately and are structures are structures are structures are
recognizable. All assigned drawn accurately drawn accurately drawn AND/OR
structures are labeled and are and are labeled
accurately. recognizable. All recognizable. 75% accurately.
assigned of the assigned
structures are structures are
labeled accurately. labeled accurately.
Lesson Rubric:

Lesson Component Proficient Developing Unsatisfactory Team Member

Focus -Overview the lesson. -Incomplete overview -No overview of the

-Hook of the lesson. lesson.
-85% of the students are -Weak hook. -No hook.
engage. -75% of the students are -Less than 75% of the
engage. students are engage.
Instructional Delivery -Clear, accurate, and -Poor clear, accurate -No type of clear,
organize information. and organize accurate and organize
-3 modes of learning: information. information.
visual, auditory, and -2 modes of learning: -1 mode of learning:
kinesthetic. visual and auditory. auditory.
-90% of the students -85% of the students -Less than 75% of the
engage on the lesson. engage on the lesson. students engage on the
Guided Practice -Relates to instructional -Not everything relates -Nothing relates to
delivery. to instructional delivery. instructional delivery.
-90% of the students -85% of the students -Less than 75% of the
engage in team engage in team students engage in team
conversations. conversations. conversations.
-Formative assessment. -No accurate formative -No formative
assessment. assessment.
Independent Practice -Clearly tights to guided -Not everything tights -Does not tights to
practice. to guided practice. guided practice.
-Students are able to -Students are able to -Students are not able to
show understanding of show understanding of show understanding of
the content at 85% content at 75% content.
proficiency. proficiency or less.

Closure -85% of the students -75% of the students -Less than75% of the
show understanding of show understanding of students show
content and students are content and students are understanding of
able to summarize. able to summarize. content and students are
able to summarize.
Engagement Good oriented, 2 Good oriented, 1 or none Good
compelling task and compelling task and oriented, compelling
attentional. attentional. task and attentional.

Repetition Uses 3 or more Uses 2 variation of Uses 1 or less variation

variation of repetition repetition. of repetition.
(previewing, priming,
reviewing and revision).
Input Quantity Uses 3 to 7 chunks of Some of chunk Too much information
information and made information but no and no connection.
learning connections. connection.

Coherence Taps into prior Does not taps into prior Neither
knowledge. Uses knowledge or mental
mental model. model

Timing Uses 2 or more Uses only 1 for Uses none of variation

variation of timing. developing. of timing.

Error Correction Uses 3 or more Uses 2 variations of Uses 1 or less variation

variations of error error correction. of error.

Emotional States Uses 4 methods to Uses 3 methods to Uses 2 or few methods

evoke emotional stage. evoke emotional stage. to evoke emotional