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Saturday, October 6, 2012
Peppered Moth Lab – Assessed at the I+1
Data and Observations
Data and observations are incorrect or missing entirely. Relevant units or labels are missing.
Data and observations are incomplete or do not include sufficient details. Relevant units or labels may be missing.
Data and observations are complete and correct.
Data and observations are complete and correct, with all relevant units and labels included. Student provides a level of detail and organization that goes above and beyond requirements.
Conclusions and Explanations.
ELD Standards-writing strategies and applications. Cluster 5 Reserchreports
Write expository compositions such as descriptions, comparison and contrast, and problem and solution, that include a main idea and some details in simple sentences.
Write brief expository compositions and reports that (a) include a hypothesis and some supporting details; (b) provide information from primary sources; and (c) include charts and graphs.
Write reflective compositions that explore the significance of events.
Write expository compositions and reports that convey information from primary and secondary sources and use some technical terms, use appropriate tone and voice for the purpose, audience and subject matter.
Understanding of Science Context
Little to no understanding of science context is evidenced from student's writing.
Some understanding of science context is evidenced from student's writing, but student does not always reason scientifically.
Firm understanding of science context is evidenced from student's writing.
Complete understanding of science context is evidenced from student's writing. Student provides a level of detail and depth that exceeds requirements.
Student does not correctly follow many aspects of the procedure.
Student correctly follows some aspects of procedure, but makes crucial mistakes or skips some important steps.
Student follows critical aspects or procedure, but has difficulty responding effectively to problems.
Student correctly follows every aspect of the procedure and supplements procedure with effective and inventive additions.
Student is unable to work cooperatively with lab partners to complete the activity. Requires continual intervention by teacher.
Student simply follows directions of partner(s) and makes little effort to actively contribute.
Student is able to work cooperatively with lab partners to complete the activity, but may not be receptive to partners' ideas.
Student works cooperatively with lab partners to complete the activity, emerging as an effective collaborator who supports the ideas and suggestions of his/her peers.
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