JESSA MAE B.

GALANIDA
BEED-3A

Learning Outcomes:

At the end of the lesson the student will be able to:

 to apply critical thinking and analytical skills to solve scientific data sets;
 apply the scientific method to solve problems;
 and demonstrate written, visual, and/or oral presentation skills to
communicate scientific knowledge.

Holistic Rubric in Experimenting

Criteria Points
All the components of the experiment (research, hypothesis, variables, procedures,
results, observation, and conclusions) have been addressed and elaborated upon
beyond expectations. Student has demonstrated exceptional understanding of the
scientific method and has displayed the ability to calibrate and use even the most
sophisticated scientific equipment. Student has demonstrated performance in a 5
variety of process skills (observation, inference, prediction, hypothesis, data collection and analysis,
communication, measurement, and results verification) at an exceptional level.
Experiment was extremely well organized and easy to follow and interpret. There was
overwhelming evidence of the student's knowledge and understanding of the
scientific concepts and vocabulary addressed. The conclusion provides a clear
explanation of the results. Inferences have been drawn from the conclusion along with possible
recommendations for new avenues of experimentation, and noted real life
applications as a result of the experiment.
All the components of the experiment (research, hypothesis, variables, procedure,
results, observations, and conclusions) have been addressed and elaborated upon.
Student has demonstrated a clear understanding of the scientific method and has
displayed the ability to correctly calibrate and use scientific equipment. Student has
demonstrated performance in a variety of process skills (observation, inference,
prediction, hypothesis, data collection and analysis, communication, measurement,
and results verification) at an acceptable level. Experiment was well organized and 4
reasonably easy to follow and interpret. There was acceptable evidence of the
student's knowledge and understanding of the scientific concepts and vocabulary
addressed. The conclusion included a reasonable explanation of the results, but the
student failed to address one of the following: possible recommendations for new
avenues of experimentation and/or noted real life applications as a result of the
experiment.
All the components of the experiment (research, hypothesis, variables,
procedure, results, observations, and conclusions) have been addressed, but very
little elaboration is present. Student has demonstrated an understanding of the
scientific method and has displayed the ability to correctly use scientific equipment.
Calibration skills are limited. Student has demonstrated performance in a reasonable
number of process skills (observation, inference, prediction, hypothesis, data 3
collection and analysis, communication, measurement, and results verification) at a
basic level. Experiment was organized, but was somewhat difficult to interpret and
follow. There was basic evidence of the student's knowledge and understanding of
the scientific concepts and vocabulary addressed. The conclusion provided an
explanation of the results, but failed to address either of the following: possible
recommendations for new avenues of experimentation and noted real life applications as a result of the
experiment.

All but one of the components of the experiment (research, hypothesis, variables,
procedure, results, observations, and conclusions) have been addressed, but no
elaboration is present. Student has demonstrated some understanding of the
scientific method and has displayed some ability to correctly use scientific equipment. Calibration
skills are missing. Student has demonstrated performance in some of process skills 2
(observation, inference, prediction, hypothesis, data collection and analysis,
communication, measurement, and results verification) at a basic level. Experiment
lacked organization making it difficult to interpret and follow. There was limited
evidence of the student's knowledge and understanding of the scientific concepts and
vocabulary addressed. The conclusion provided an unclear explanation of the
results and failed to address the following: possible recommendations for new
avenues of experimentation and noted real life applications as a result of the
experiment.
Several of the components of the experiment (research, hypothesis, variables,
procedure, results, observations, and conclusions) have not been addressed and no
elaboration is present. Student has demonstrated very little understanding of the
scientific method and has displayed minimal ability to correctly use scientific 1
equipment. Calibration skills are missing. Student has demonstrated limited
performance in only a few of process skills (observation, inference, prediction,
hypothesis, data collection and analysis, communication, measurement, and results
verification). Experiment lacked organization making it difficult to interpret and follow. There was
limited evidence of the student's knowledge and understanding of the scientific
concepts and vocabulary addressed. The conclusion did not provide an explanation
of the results, or was completely missing.
Analytic Rubric in Experimenting
Arizona Grade
3 Content 4 3 2 1
Standards
Understand  Accurately  Identifies and  Explains the  Explains the necessary conditions for plant
Process of identifies and explains the necessary growth with many errors
Plant Growth explains in necessary conditions for
 Understand detail all conditions for plant growth  Describes the life cycle of plants
the features necessary plant growth with some inaccurately, leaving out important
and conditions for errors information
processes of plant growth  Describes the
plant growth life cycle of  Describes the  Makes incorrect inferences about the role of
 Describes the plants life cycle of plants in the environment
complete life plants but
cycle of plants  Makes leaves out
informed some
 Makes several inferences important
informed about the role information
inferences of plants in
about the role the  Makes some
of plants in the environment informed
environment inferences
and some
incorrect ones
about the role
of plants in
the
environment
Design and  Develops a  Develops a  Develops a  Develops a hypothesis with a great deal of
Conduct an testable hypothesis hypothesis with assistance
Experiment hypothesis some
 Hypothesize,  Plans an assistance  Plans an experiment that tests the hypothesis
plan, and  Plans an experiment that with a great deal of assistance
carry out experiment tests the  Plans an
experiments that can prove hypothesis experiment that  Carries out an experiment that controls
or disprove the tests the variables with a great deal of assistance
 Organize hypothesis  Carries out an hypothesis with
evidence of experiment that some  Observes, measures, and records change
change over  Successfully controls some assistance over time with lots of errors
time carries out an variables
experiment  Carries out an
that controls  Usually experiment that
all variables observes, controls
measures, and variables with
 Always records change some
observes, over time with assistance
measures, and accuracy
records  Observes,
change over measures, and
time with records change
accuracy over time with
some errors
Analyze  Successfully  Draws some  Draws some  Does not draw conclusions
Results and draws several conclusions conclusions
Draw conclusions based on that are not  Does not communicate ideas clearly
Conclusion based on evidence based on
 Analyze and evidence evidence  Does not compare findings or cannot
report  Communicates determine the best conditions for growing
conclusions  Communicates ideas clearly  Communicates plants
of ideas clearly ideas but may
experiments. and concisely  Compares be unclear  Does not compare previous knowledge about
findings with plants to the results of the experiment
 Compare  Considers those of others  Compares
prior additional to determine findings with  Develops models (illustrations and charts)
knowledge variables when the best those of others with labeling to explain how plants grow, but
to the results comparing conditions for but has most elements are missing or incorrect
of a scientific findings with growing plants difficulty
investigation others to determining
determine the  Compares the best
 Develop best conditions previous conditions for
models for growing knowledge growing plants
(illustrations plants about plants to
and charts) the results of  Compares
to explain  Compares the experiment previous
how objects, previous and describes knowledge
events, knowledge new learning about plants to
and/or about plants to the results of
processes the results of  Develops the experiment
work. the experiment models , but the
and describes (illustrations comparison is
new learning and charts) confusing or
in detail with correct inaccurate
labeling to
 Develops explain how  Develops
detailed plants grow models
models (illustrations
(illustrations and charts)
and charts) with labeling to
with correct explain how
labeling to plants grow,
explain how but some
plants grow. elements are
missing or
incorrect
Manage Project
 Complete all  Independently  Independently  Completes all  Completes some of the parts of the project
components and completes all of the parts of with assistance
of the project successfully parts of the the project
completes all project with  Does not choose helpful processes
 Choose parts of the assistance or
effective project  Chooses some independently  Fails to work cooperatively in a group
processes helpful completes
that lead to  Chooses processes: some of the
the helpful uses timelines, project
successful processes: asks for
completion uses timelines, feedback,  Chooses some
of a project asks for develops and helpful
feedback, follows a plan, processes with
 Work develops and monitors and assistance:
cooperativel follows a plan, adjusts as uses timelines,
y with others monitors and needed asks for
in a group adjusts as feedback,
needed  Works develops and
cooperatively follows a plan,
 Works in a group monitors and
cooperatively adjusts as
and provides needed
leadership in a
group  Works
cooperatively in
a group some
of the time