Sie sind auf Seite 1von 2

Science Assessment Rubric

Topic:
Criteria

Names:

Stephanie Downey, Brodie Goricanec, Emily Henderson & Elsie Stoel

The Heat is on!

Level:

Level 3

Above Expected Standard

At Expected Standard

Approaching Expected Standard

Below standard

Knowledge and
Understanding
Physical Sciences

Can identify the 3 types of heat transfer.


Extensively explains the way heat transfers
from one object to another by measuring
temperature effectively using the Celsius unit.

Can identify 3 types of heat transfer and


identify key features of how heat transfers
from one object to another using scientific
explanation. Measures temperature with
thermometer using the Celsius unit.

Can identify, with some assistance, 1-2


types of heat transfer. Describes the
way heat transfers from one object to
another without scientific explanation.
With assistance can measure
temperature but does not use the
Celsius unit.

Cannot identify the different


types of heat transfers. Cannot
describe or explain how heat
transfers from one object to
another. Unable to use a
thermometer to measure
temperature.

Science as
Human
Endeavour

Can independently explain more than three


methods of how people use science to select
effective ways of heating foods in the
hospitality industry on completion and
reflection of the marshmallow investigation.

Can independently identify 1-2 methods of


how people use science to select effective
ways of heating foods in the hospitality
industry on completion and reflection of
the marshmallow investigation.

Can briefly identify how people use


science to select effective ways of
heating foods in the hospitality
industry on completion and reflection
of the marshmallow investigation.

Cannot identify how people use


science to select effective ways
of heating foods in the
hospitality industry on
completion and reflection of the
marshmallow investigation.

Science Inquiry

Independently uses evidence and links prior


knowledge to make predictions about heat
transfer. Questions self and others to guide
student design investigation.

With guidance, uses evidence and prior


knowledge to make predictions about heat
transfer. Engages in questioning to guide
student-designed investigation.

With assistance, can recognise


evidence to guide predictions about
heat transfer. Responds to questioning
to guide student designed investigation.

Needs significant guidance to


link predictions with evidence
about heat transfer. Struggles to
respond to questioning.

Can safely and independently use a range of


equipment to experience heat transfer in
action. Works in a safe and careful way,
assists others to do this also.

Can safely use a range of equipment with


assistance to experience heat transfer in
action. Works in a safe and careful manner.

Can safely use some equipment with


assistance to experience heat transfer in
action. Works in a safe and careful
manner with occasional assistance
needed.

Is unable to use equipment to


experience heat transfer in
action even with assistance and
demonstrates unsafe behaviour.

Can independently collate and organise results


in pro forma, using formal measurements and
identify trends to explain heat transfer.

Can independently collate and organise


results in pro forma with little assistance,
can attach formal measurements and
identify trends to explain heat transfer.

Can collate and organise results in pro


forma and identify trends to explain
heat transfer with assistance. Needs
assistance to recognise formal
measurements.

Is unable to collate and organise


results on the pro-forma. Needs
one-on-one assistance to
identify and explain heat
transfer.

Independently uses evidence from findings to


draw reasonable conclusions about heat
transfer.

Uses evidence from findings to draw


reasonable conclusions about heat transfer
with some assistance.

Draws conclusions about heat transfer,


with assistance, is linked to evidence
from findings.

Is unable to draw conclusions


about heat transfer linked to
evidence, even with assistance.

Communicates findings in clear, concise and


in depth manner. Consistently and
independently uses a wide range of scientific
terminology.

Communicates findings in clear, concise


and accurate manner. Uses scientific
terminology independently most of the
time.

Communicates findings in a mostly


accurate manner. Uses scientific
terminology occasionally with
prompting.

Struggles to communicate
findings in an accurate manner,
unable to recall scientific
terminology even with
prompting.