Science Fair Experiment : Growing a Plant Experiment

Teacher Name: MONICA Carty

Student Name:

CATEGORY
Idea

Variables

________________________________________

Independently identified

Identified, with adult

Identified, with adult

Identified a question that

a question which was

help, a question which

help, a question which

could not be

interesting to the student

was interesting to the

could be investigated.

tested/investigated or one

and which could be

student and which could

that did not merit

investigated.

be investigated.

investigation.

Independently identified

Independently identified

With adult help,

Adult help needed to

and clearly defined which which variables were

identified and clearly

identify and define almost

variables were going to

going to be changed

defined which variables

all the variables.

be changed (independent

(independent variables)

were going to be changed

variables) and which

and which were going to

(independent variables)

were going to be

be measured (dependent

and which were going to

measured (dependent

variables). Some

be measured (dependent

variables).

feedback was needed to

variables).

clearly define the

variables.
Hypothesis Development

Descripton of Procedure

Independently developed Independently developed Independently developed Needed adult assistance to

an hypothesis well-

an hypothesis somewhat

an hypothesis somewhat

develop an hypothesis or

substantiated by a

substantiated by a

substantiated by a

to do a basic literature

literature review and

literature review and

literature review or

review.

observation of similar

observation of similar

observation of similar

phenomena.

phenomena.

phenomena.

Procedures were outlined Procedures were outlined Procedures were outlined Procedures that were
in a step-by-step fashion

Diagrams

in a step-by-step fashion

in a step-by-step fashion, outlined were seriously

that could be followed by that could be followed by but had 1 or 2 gaps that

incomplete or not

anyone without additional anyone without additional require explanation even

sequential, even after adult

explanations. No adult

explanations. Some adult after adult feedback had

feedback had been given.

help was needed to

help was needed to

accomplish this.

accomplish this.

Provided an accurate,

Provided an accurate

Provided an easy-to-

Did not provide a diagram

easy-to-follow diagram

diagram with labels to

follow diagram with

OR the diagram was quite

with labels to illustrate

illustrate the procedure or labels to illustrate the

the procedure or the

the process being studied. procedure or process, but

process being studied.

been given.

one key step was left out.

incomplete.

Display

Each element in the

Each element had a

Each element had a

The display seemed

display had a function

function and clearly

function and clearly

incomplete or chaotic with

and clearly served to

served to illustrate some

served to illustrate some

no clear plan. Many labels

illustrate some aspect of

aspect of the experiment. aspect of the experiment. were missing or incorrect.

the experiment. All items, Most items, 6, graphs etc. Most items, 6, graphs etc.
6, graphs etc. were neatly were neatly and correctly were correctly labeled.

Conclusion/Summary

and correctly labeled.

labeled.

Student provided a

Student provided a

Student provided a

No conclusion was

detailed conclusion

somewhat detailed

conclusion with some

apparent OR important

clearly based on the data

conclusion clearly based

reference to the data and

details were overlooked.

and related to previous

on the data and related to the hypothesis

research findings and the

the hypothesis

hypothesis statement(s).

statement(s).

statement(s).

Persuasive Essay : Save Mr. Carty

Teacher Name: Monica Carty

Student Name:

CATEGORY

________________________________________

4321Above Standards Meets Standards Approaching Standards Below Standards Score

Attention
Grabber

The introductory
paragraph has a
strong hook or
attention grabber
that is appropriate
for the audience.
This could be a
strong statement, a
relevant quotation,
statistic, or
question addressed
to the reader.

The introductory
paragraph has a
hook or attention
grabber, but it is
weak, rambling or
inappropriate for
the audience.

The author has an

interesting introductory
paragraph but the
connection to the topic is
not clear.

The introductory
paragraph is not
interesting AND is
not relevant to the
topic.

Support for
Position

Includes 3 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the
position statement.
The writer
anticipates the
reader\'s concerns,
biases or

Includes 3 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the
position
statement.

Includes 2 pieces of
evidence (facts, statistics,
examples, real-life
experiences) that support
the position statement.

Includes 1 or
fewer pieces of
evidence (facts,
statistics,
examples, real-life
experiences).

arguments and has

provided at least 1
counter-argument.

Evidence and All of the evidence

and examples are
Examples
specific, relevant
and explanations
are given that
show how each
piece of evidence
supports the
author\'s position.

Most of the
evidence and
examples are
specific, relevant
and explanations
are given that
show how each
piece of evidence
supports the
author\'s position.

At least one of the pieces

of evidence and examples
is relevant and has an
explanation that shows
how that piece of
evidence supports the
author\'s position.

Evidence and
examples are NOT
relevant AND/OR
are not explained.

Sequencing

Arguments and
support are
provided in a
logical order that
makes it easy and
interesting to
follow the
author\'s train of
thought.

Arguments and
support are
provided in a
fairly logical order
that makes it
reasonably easy to
follow the
author\'s train of
thought.

A few of the support

details or arguments are
not in an expected or
logical order, distracting
the reader and making the
essay seem a little
confusing.

Many of the
support details or
arguments are not
in an expected or
logical order,
distracting the
reader and making
the essay seem
very confusing.

Transitions

A variety of
thoughtful
transitions are
used. They clearly
show how ideas
are connected

Transitions show
how ideas are
connected, but
there is little
variety

Some transitions work

well, but some
connections between
ideas are fuzzy.

The transitions
between ideas are
unclear OR
nonexistent.

Closing
paragraph

The conclusion is
strong and leaves
the reader solidly
understanding the
writer\'s position.
Effective
restatement of the
position statement
begins the closing
paragraph.

The conclusion is
recognizable. The
author\'s position
is restated within
the first two
sentences of the
closing paragraph.

The author\'s position is There is no

restated within the
conclusion - the
closing paragraph, but not paper just ends.
near the beginning.

Audience

Demonstrates a
clear
understanding of
the potential
reader and uses
appropriate
vocabulary and
arguments.
Anticipates
reader\'s questions
and provides

Demonstrates a
general
understanding of
the potential
reader and uses
vocabulary and
arguments
appropriate for
that audience.

Demonstrates some
It is not clear who
understanding of the
the author is
potential reader and uses writing for.
arguments appropriate for
that audience.

thorough answers
appropriate for
that audience.

Capitalization Author makes no

errors in
&
Punctuation capitalization or
punctuation, so the
essay is
exceptionally easy
to read.
Grammar &
Spelling

Author makes no
errors in grammar
or spelling that
distract the reader
from the content.

Author makes 1-2

errors in
capitalization or
punctuation, but
the essay is still
easy to read.

Author makes a few

errors in capitalization
and/or punctuation that
catch the reader\'s
attention and interrupt the
flow.

Author makes
several errors in
capitalization
and/or punctuation
that catch the
reader\'s attention
and interrupt the
flow.

Author makes 1-2

errors in grammar
or spelling that
distract the reader
from the content.

Author makes 3-4 errors

in grammar or spelling
that distract the reader
from the content.

Author makes
more than 4 errors
in grammar or
spelling that
distract the reader
from the content.