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Describe common
materials and
explain why the
properties of such
materials
influence waste
management and
can lead to
pollution
(ACSSU074).
Can describe
methods of waste
management
covered during the
unit and articulate
their benefit or
detriment to the
environment
(ACSHE062).
Can effectively
communicate
scientific ideas and
understandings in
a variety of ways
including posters,
answering
questions,
worsheets and
written and oral
reports
(ACSIS071).
Can articulate how
well predictions
matched results
and explain
proposed reasons
for findings.
Explain reasoning
(ACSIS216).
Beginning
Can list a small
number of
materials
addressed
throughout unit.
Little or no
explanation of why
these effect waste
management can
lead to pollution.
Can recall one or
two waste
management
solutions from
unit.
Limited
explanation as to
why these are
beneficial/detrime
ntal to the
environment.
Is able to
communicate
scientific ideas in a
limited fashion.
Consolidating
Can list most
materials
addressed in unit
Limited
explanation of why
these effect waste
management and
can lead to
pollution.
Proficient
Lists all materials
addressed in unit.
Exemplary
Lists all materials
addressed in unit.
Provides
acceptable
explanations of
why these
materials effect
waste
management and
can lead to
pollution.
Can recall all waste
management
methods
addressed in unit.
Provides rounded
explanations as to
why these effect
waste
management and
can lead to
pollution.
Competently
explains their
benefits/detriment
s to the
environment.
Limited reasoning
provided.
Can communicate
scientific ideas
through all
expected means.
Competently
explains their
benefits/detriment
s to the
environment and
provides
reasoning.
Can communicate
scientific ideas
through all
expected means.
No work during
unit incomplete.
Two or more
pieces of work
during unit
incomplete.
No work during
unit incomplete
Offers limited
proposed reasons
for findings.
Articulates
proposed reason
for findings and
backs up with
personal
reasoning.
Reasoning
explanation limited
Extra work
completed during
unit.
Can explain in a
sophisticated
fashion how well
predictions
matched results.
Articulates more
than one proposed
reasons for
findings and backs
up with personal
reasoning.
Context: This rubric is designed to show teachers an overall achievement. The learning
outcomes from the Australian Curriculum are illustrated in each individual lesson
throughout the corresponding unit plan.
Teacher assessment tools for unit and rubric
-
Beginning
Developing
Accomplished
Little or no details of
Developing understanding
characters or setting
setting.
establish character/mood
or no understanding of how
concept correctly.
(colour only).
demonstrated.
Written understanding
Has developing
of dialogue in
understanding of the
play/storyboard writing.
Flow of play/storyboard is
play/storyboard is clear.
somewhat clear.
Working with others
scaffolding on how to
technique satisfactorily.
Provides little or no
contribution.