1A Assessment Rubric BLM Warm-Up: Observe · Lesson 9 Assessment Rubric BLM 9A Activity Question: How does baking soda act in different liquids? Objective:

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Lesson 1 Assessment RubricBL

M 1A

Activity Question: How can I observe a pencil?

Objective: Students will use their senses to observe the properties of an object.

Tasks:• Observe the properties of a pencil using the senses.• Record observations using drawings.• Record observations using a word bank.

Scoring Criteria 4 3 2 1

Student followed instructions to observe the properties of a pencil.

Student made drawings of his/her observations.

Student recorded the properties of a pencil using a word bank.

Score: total points out of a possible 12 points

Scoring Key4 points correct, complete, detailed3 points partially correct, complete, detailed2 points partially correct, partially complete, lacks detail1 point incorrect or incomplete, needs assistance

Teacher Comments:

Warm-Up: Observe

Hands-On Standards® Science, Deluxe Edition Grades K-1 http://www.etacuisenaire.com

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M2AWarm-Up: Communicate

Activity Question: What is my favorite pet?

Objective: Students will communicate their ideas to others verbally, in writing, and visually by graphing.

Tasks:• Communicate favorite pet by making a drawing.• Communicate favorite pet by writing a word or sentence.• Communicate favorite pet by acting out the characteristics of animal.


Student followed instructions to make a drawing to communicate favorite pet.

Student followed instructions to write a word or sentence to communicate favorite pet.

Student followed instructions to act out animal characteristics to communicate favorite pet.



Teacher Comments:


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M3A

Activity Question: What can I estimate and measure?

Objective: Students will estimate and measure objects using nonstandard units.

Tasks:• Estimate how many paper clips long an object could be.• Record estimates using Estimate column.• Measure objects using paper clip chain.• Record measurements using Measure column.• Compare and contrast estimates and measurements.


Student followed instructions to estimate the length of objects.

Student properly recorded estimates in Estimate column.

Student followed instructions to measure the length of objects using a paper clip chain.

Student properly recorded measurements in Measure column.

Student correctly compared and contrasted estimates and measurements.



Teacher Comments:

Warm-Up: Estimate and Measure


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M4A

Activity Question: How can I classify bandages?

Objective: Students will identify physical properties to classify objects.

Tasks:• Classify bandages using one property.• Label boxes using classification properties.• Attach bandages to appropriate classification box.


Student followed instructions to classify bandages.

Student properly labeled boxes using classification properties.

Student correctly attached bandages to classification boxes.



Teacher Comments:

Warm-Up: Classify


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M5A

Activity Question: How can I define a magnet?

Objective: Students will make a definition of a magnet based on their experiences and observations.

Tasks:• Observe and describe the properties of a magnet using the senses and a word bank.• Record observations of magnetic objects by tracing.• Record a definition of magnet using observations and word bank.


Student followed instructions to observe and describe the properties of a magnet.

Student properly recorded observations of magnetic objects by tracing.

Student correctly recorded the definition of a magnet using observations and a word bank.



Teacher Comments:

Warm-Up: Making Definitions


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M6A

Activity Question: How can I infer what is in the bag?

Objective: Students will make an inference about objects based on past experiences and observations.

Tasks:• Observe the properties of an item in a bag using the sense of smell.• Infer the item in the bag using prior knowledge and observations.• Record inference using words or drawings.


Student followed instructions to observe the properties of an item using the sense of smell.

Student used prior knowledge and observations to make an inference.

Student recorded inference using words or drawings.



Teacher Comments:

Warm-Up: Infer


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M7A

Activity Question: What do I predict will happen?

Objective: Students will make a prediction about what will happen next based on their own past experiences, observations, and inferences.

Tasks:• Predict the result of mixing blue water with yellow water.• Follow instructions to mix different colored water together.• Record observations using BLM.


Student followed instructions to predict the result of mixing blue water with yellow water.

Student followed instructions to mix different colored water together.

Student properly recorded the outcome of mixing the colored water using BLM.



Teacher Comments:

Warm-Up: Predict


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M8A

Activity Question: How can I make a model of a clock?

Objective: Students will make a model clock and compare it to an actual clock.

Tasks:• Follow procedures to make a model of a clock.• Record the times shown on both a real clock and model clock.• Compare and contrast a real clock with the model clock.


Student followed procedures to make a model of a clock.

Student properly recorded the times shown on both the real and model clocks.

Student correctly compared and contrasted the real clock with the model clock.



Teacher Comments:

Warm-Up: Make a Model


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M9A

Activity Question: How does baking soda act in different liquids?

Objective: Students will answer a question by developing an investigation based upon a set of procedures.

Tasks:• Form a hypothesis and identify the variables of the investigation.• Follow the investigation procedure.• Collect data by adding baking soda to each liquid.• Record the data by making a drawing.• Use data to draw conclusions about baking soda in different liquids.


Student formed a hypothesis and identified the variables of the investigation.

Student correctly followed the investigation procedure.

Student collected data by adding baking soda to each liquid.

Student properly recorded data by making a drawing.

Student used data to draw conclusions about baking soda in different liquids.



Teacher Comments:

Warm-Up: Investigate


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BLM 10

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Lesson 10 Assessment RubricPhysical Science: Observe

Activity Question: How can I observe water?

Objective: Students will use their senses to observe the properties of fresh water and salt water.

Tasks: • Observe the properties of fresh water using the senses.• Record observations of fresh water using a descriptive word.• Observe the properties of salt water using the senses.• Record observations of salt water using a descriptive word.


Student followed instructions to observe the properties of fresh water.

Student recorded the properties of fresh water using a descriptive word.

Student followed instructions to observe the properties of salt water.

Student recorded the properties of salt water using a descriptive word.



Teacher Comments:


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BLM 11

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Lesson 11 Assessment Rubric

Activity Question: How can I communicate about the ocean?

Objective: Students will communicate about the ocean.

Tasks: • Communicate about the ocean using movement.• Communicate about the ocean using drawings.• Communicate about the ocean by using the word bank to complete a sentence.


Student followed instructions to communicate about the ocean by acting out the movement of waves.

Student followed instructions to communicate about the ocean by drawing a picture.

Student followed instructions to communicate about the ocean by using the word bank to complete a sentence.



Teacher Comments:

Physical Science: Communicate


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BLM 12

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Activity Question: How can I estimate and measure the amount of water in a cup?

Objective: Students will estimate and measure the amount of water in a cup.

Tasks: • Observe the properties of two cups of water and a measuring cup.• Record observations using drawings.• Estimate the amount of water using marked color-coded sections.• Measure the amount of water using marked color-coded sections.


Student followed instructions to observe the cups of water and measuring cup.


Student followed instructions to estimate the amount of water in each cup.

Student correctly recorded the measurement of each cup’s water amount.



Teacher Comments:

Physical Science: Estimate and Measure


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BLM 13

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Activity Question: How can I classify forms of water?

Objective: Students will classify forms of water.

Tasks: • Observe the properties of a cup of ice and a cup of water using the senses.• Follow procedures to observe and discuss pictures of water forms.• Cut and glue pictures of water forms in appropriate sections on the BLM.


Student followed instructions to observe the properties of a cup of ice and a cup of water.

Student observed and discussed pictures of water forms.

Student correctly cut and glued pictures of water forms in appropriate sections on the BLM.



Teacher Comments:

Physical Science: Classify


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BLM 14

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Activity Question: How can I define water?

Objective: Students will make a definition about water.

Tasks: • Observe an image using a cup of water.• Record observations using provided word choices.• Follow procedures to observe liquid.• Record observations using provided word choices.• Discuss and record the living things that need water.• Record a class generated definition of water.


Student followed instructions to observe an image using a cup of water.

Student correctly recorded observations using the provided word choices.

Student followed procedures to observe liquid.

Student correctly recorded observations using the provided word choices.

Student discussed and correctly recorded the living things that need water.

Student properly recorded the class generated definition of water.



Teacher Comments:

Physical Science: Making Definitions


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BLM 15

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Activity Question: What can I infer about water environments?

Objective: Students will make inferences about the physical role of water in an animal’s environment.

Tasks: • Identify the animals and water locations in each picture.• Infer which animal matches each water location.• Match the animals with water locations by cutting and taping.


Student followed instructions to identify the animals and water locations in each picture.

Student inferred which animals matched each water location.

Student correctly cut and taped to match the animals with the water locations.



Teacher Comments:

Physical Science: Infer


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BLM 16

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Activity Question: What do I predict will happen?

Objective: Students will make predictions about which shape of ice will melt faster.

Tasks: • Predict the size pieces of ice that will melt faster.• Record observations of cups of water with ice using drawings.• Observe the results of the melting ice.• Record the size pieces of ice that melted faster.


Student followed instructions to predict which size pieces of ice would melt faster.

Student properly recorded observations using drawings.

Student followed instructions to observe the melting ice.

Student correctly recorded the size pieces of ice that melted faster.



Teacher Comments:

Physical Science: Predict


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BLM 17

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Activity Question: What does a model of the water cycle show?

Objective: Students will make a model of the water cycle.

Tasks: • Follow procedures to make a model of a water cycle.• Observe the properties of the water cycle.• Record the properties of the water cycle using a word bank.


Student followed procedures to make a model of a water cycle.

Student properly observed the properties of the water cycle.

Student recorded the properties of the water cycle using a word bank.



Teacher Comments:

Physical Science: Make a Model


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BLM 18

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Activity Question: What happens when you put food coloring in different liquids?

Objective: Students will answer a question by developing an investigation based upon a set of procedures to determine if a drop of food coloring reacts the same in water and in oil.

Tasks: • Form a hypothesis and identify the variables of the investigation.• Follow the investigation procedure.• Collect data by observing a drop of food coloring in each cup.• Record the data by making a drawing.• Use data to draw conclusions about food coloring in different liquids.




Student collected data by observing a drop of food coloring in each cup.


Student used data to draw conclusions about food coloring in different liquids.



Teacher Comments:

Physical Science: Investigate


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BLM 19

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Activity Question: How can I observe seeds using my senses?

Objective: Students will use their senses of sight and touch to observe and compare the properties of two seeds.

Tasks: • Observe the properties of a corn seed using the senses.• Record observations of a corn seed using BLM.• Observe the properties of a lima bean seed using the senses.• Record observations of a lima bean seed using BLM.• Compare and contrast properties of a corn seed and lima bean seed.


Student followed instructions to observe the properties of a corn seed.

Student properly recorded observations of corn seed using BLM.

Student followed instructions to observe the properties of a lima bean seed.

Student properly recorded observations of lima bean seed using BLM.

Student correctly compared and contrasted the properties of a corn seed and a lima bean seed.



Teacher Comments:

Life Science: Observe


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BLM20

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Activity Question: What are my seed’s properties?

Objective: Students will communicate the properties of a seed.

Tasks: • Observe the properties of a seed using the senses.• Record observations using a descriptive word.• Record observations by making a drawing.• Attach seed in “Answer” section and fold over.


Student followed instructions to observe the properties of a seed.

Student properly recorded observations using a descriptive word.

Student properly recorded observations by making a drawing.

Student followed instructions to attach seed and hide answer.



Teacher Comments:

Life Science: Communicate


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BLM21

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Activity Question: How can I estimate and measure using seeds?

Objective: Students will estimate and measure the length of a line using three different seeds as nonstandard units of measurement.

Tasks: • Estimate and record the length of a line.• Measure and record the length of a line using sunflower seed shells.• Measure and record the length of a line using corn seeds.• Measure and record the length of a line using lima bean seeds.


Student followed instructions to estimate and record the length of a line.

Student correctly measured and recorded the length of a line using sunflower seed shells.

Student correctly measured and recorded the length of a line using corn seeds.

Student correctly measured and recorded the length of a line using lima bean seeds.



Teacher Comments:

Life Science: Estimate and Measure


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BLM22

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Activity Question: How can I classify seeds?

Objective: Students will classify a variety of seeds by identifying a property.

Tasks: • Observe whether seeds have one part or two parts.• Classify seeds on the BLM by the number of parts.• Classify shells by a characteristic of the shells.


Student followed instructions to observe whether seeds have one part or two parts.

Student correctly classified seeds on the BLM by the number of parts.

Student correctly classified shells by a characteristic of the shells.



Teacher Comments:

Life Science: Classify


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BLM23

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Activity Question: How can I define a seed?

Objective: Students will make a definition about a seed based on their experiences and observations.

Tasks: • Observe the properties of a seed using the senses.• Record observations using drawings.• Discuss a definition of a seed with a partner.• Record a class generated definition of a seed.




Student followed instructions to discuss a definition of a seed with a partner.

Student properly recorded the class generated definition of a seed.



Teacher Comments:

Life Science: Making Definitions


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BLM24

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Activity Question: How can I infer using seeds?

Objective: Students will make inferences about the number of seeds in a cup based on past experiences and observations.

Tasks: • Observe various numbers of seeds using the senses.• Record inferences using Cup A, Cup B, and Cup C.• Record the senses used to make inferences.• Record number of seeds in each cup.


Student followed instructions to observe the number of seeds.

Student properly recorded inferences of each cup.

Student recorded the senses used to make each inference.

Student correctly recorded the number of seeds in each cup.



Teacher Comments:

Life Science: Infer


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BLM25

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Activity Question: How can I predict the number of seeds in a fruit?

Objective: Students will make predictions about the number of seeds in various fruits.

Tasks: • Draw and label observations of first fruit.• Predict seed number in fruit using answer choices.• Draw and record seed observations of cut fruit.• Repeat observations and predictions for second fruit.• Repeat observations and predictions for third fruit.


Student followed instructions to draw and label first fruit.

Student properly predicted seed amount using answer choices.

Student correctly drew and recorded seed observations of cut fruit.

Student repeated observations and predictions for second fruit.

Student repeated observations and predictions for third fruit.



Teacher Comments:

Life Science: Predict


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BLM26

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Activity Question: What does a model of a seed show?

Objective: Students will make a model of a seed.

Tasks: • Observe the properties of a seed using the senses.• Follow procedures to make a model of a seed.• Compare and contrast a real seed with a model of a seed.



Student followed procedures to make a model of a seed.

Student compared and contrasted a real seed with a model of a seed.



Teacher Comments:

Life Science: Make a Model


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BLM27

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Activity Question: Will seeds sink or float in water?

Objective: Students will answer a question by developing an investigation based upon a set of procedures to determine if seeds float.

Tasks: • Form a hypothesis and identify the variables of the investigation.• Follow the investigation procedure.• Collect data by adding different seeds to water.• Record the data by making a drawing.• Use data to draw conclusions about seeds floating in water.




Student collected data by adding seeds to water.


Student used data to draw conclusions about seeds floating in water.



Teacher Comments:

Life Science: Investigate


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BLM28

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Activity Question: How can I observe soil?

Objective: Students will use their senses to observe soil.

Tasks: • Observe the properties of soil using the senses.• Match the senses with each statement by cutting and pasting.• Discuss and record the properties of soil using a class generated word bank.


Student followed instructions to observe the properties of soil.

Student correctly cut and pasted to match the senses with each statement.

Student properly recorded the properties of soil using a class generated word bank.



Teacher Comments:

Earth and Space Science: Observe


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BLM29

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Activity Question: How can I communicate about soil in a garden?

Objective: Students will communicate about soil in a garden.

Tasks: • Discuss and record the properties of a garden using a class generated word bank.• Record observations of a garden by making a drawing.• Communicate about soil in a garden by completing sentences on the BLM.


Student followed instructions to discuss and record the properties of a garden using a class generated word bank.

Student properly recorded observations of a garden by making a drawing.

Student followed instructions to communicate about soil in a garden by completing sentences on the BLM.



Teacher Comments:

Earth and Space Science: Communicate


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BLM30

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Activity Question: How can I estimate and measure soil?

Objective: Students will estimate and measure the amount of soil in a cup.

Tasks: • Estimate and record the number of marbles need to balance a cup of soil.• Observe and record the use of a balance by making a drawing.• Measure and record the number of marbles need to balance a cup of soil.


Student followed instructions to estimate and record the number of marbles needed to balance a cup of soil.

Student followed instructions to observe and record the use of a balance by making a drawing.

Student correctly measured and recorded the number of marbles needed to balance a cup of soil.



Teacher Comments:

Earth and Space Science: Estimate and Measure


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BLM31

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Activity Question: How can I classify what I find in soil?

Objective: Students will classify the components found in soil.

Tasks: • Observe and discuss the properties of soil using the senses.• Observe and discuss the classification categories on the BLM.• Classify items in soil using the BLM.


Student followed instructions to observe and discuss the properties of soil using the senses.

Student followed instructions to observe and discuss the classification categories on the BLM.

Student correctly classified items in soil using the BLM.



Teacher Comments:

Earth and Space Science: Classify


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BLM32

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Activity Question: How can I define soil?

Objective: Students will make a definition about soil.

Tasks: • Cut and fold the BLM into sections.• Draw a picture representing the soil information.• Record a definition of soil by completing the BLM sentence.


Student followed instructions to correctly cut and fold the BLM into sections.

Student followed instructions to draw a picture representing the soil information.

Student properly recorded a definition of soil by completing the BLM sentence.



Teacher Comments:

Earth and Space Science: Making Definitions


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BLM33

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Activity Question: What can I infer about soil?

Objective: Students will make inferences about the components observed in soil.

Tasks: • Observe items in soil using a hand lens.• Record each item found in the soil using the BLM.• Record inferences about the items by drawing a picture.


Student followed instructions to observe the items in soil using a hand lens.

Student properly recorded each item found in the soil using the BLM.

Student correctly recorded inferences about the items by drawing a picture.



Teacher Comments:

Earth and Space Science: Infer


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BLM34

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Activity Question: How can I predict the best soil for a bean plant to grow in?

Objective: Students will make predictions about the effect of soil type on plant growth.

Tasks: • Predict if bean seeds will grow better in potting soil or sandy soil using the BLM.• Follow procedures to plant beans seeds in two types of soil.• Observe the growth of each plant over a two week period.• Record observations of growth by drawing a picture.• Compare and contrast the growth of each plant by making a conclusion using the BLM.


Student followed instructions to predict if bean seeds will grow better in potting soil or sandy soil using the BLM.

Student followed procedures to plant bean seeds in two types of soil.

Student followed instructions to observe the growth of each over a two week period.

Student properly recorded observations of growth by drawing a picture.

Student correctly compared and contrasted the growth of each plant by making a conclusion using the BLM.



Teacher Comments:

Earth and Space Science: Predict


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BLM35

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Activity Question: What does a model of soil erosion show?

Objective: Students will make a model of soil erosion.

Tasks: • Follow procedures to make a model of soil erosion.• Record observations of the soil erosion model by making a drawing.• Compare and contrast real soil erosion with the model of soil erosion using the BLM.


Student followed procedures to make a model of soil erosion.

Student properly recorded observations of the soil erosion model by making a drawing.

Student correctly compared and contrasted real soil erosion with the model of soil erosion using the BLM.



Teacher Comments:

Earth and Space Science: Make a Model


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BLM36

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Activity Question: How fast does water soak into different soils?

Objective: Students will develop an investigation based upon a set of procedures to determine if water soaks into different soils at the same rate.

Tasks: • Form a hypothesis and identify the variables of the investigation.• Follow the investigation procedure.• Collect data by observing whether the water completely soaked into the potting soil

or sandy soil first.• Record the data by making a drawing.• Use data to draw conclusions about water soaking into different soils.





Student collected data by observing whether the water completely soaked into the potting soil or sandy soil first.

Student used data to draw conclusions about water soaking into different soils.



Teacher Comments:

Earth and Space Science: Investigate


Documents

1A Assessment Rubric BLM Warm-Up: Observe · Lesson 9 Assessment Rubric BLM 9A Activity Question: How does baking soda act in different liquids? Objective: