Performance Task Rubric TEKS 4 3 2 1 3.4A Collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices, including clocks and stop watches; and materials to support observation of habitats of organisms such as terrariums and aquariums. A three (3) day set of weather data is presented for different locations at the same time . The data is clear, accurate and easy to interpret. Student demonstrates proper use of tools (i.e., computer, thermometer, wind vane, rain gauge, compass, notebook, timing devices). A three (3) day set of weather data is presented for different locations at the same time . The data is generally clear, accurate and easy to interpret. There may be minor inaccuracies or omissions, but it is generally clear that the student knows how to use the tools and how to record it. A three (3) day set of weather is presented for different locations at the same time . The data includes flaws in accuracy or omits required data.  There is enough weather data present however, to determine that the student knows how to use the tools and how to record it.  It is possible that the student records only one particular category of weather data. There is little to no evidence of local weather data.  The data set may be skeletal, vague, and inaccurate. Student does not attempt the task. 3.8A Observe, measure, record and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction and precipitation. A three (3) day set of weather data for different locations at the same time is represented in a graph, table, chart, or map. The comparison of day-to-day weather changes in different locations at the same time is clear, accurate and easy to interpret.  Appropriate categories of weather data are included (i.e., air temperature, wind direction, wind speed, and precipitation). A three (3) day set of weather data for different locations at the same time is represented in a graph, table, chart, or map. The comparison of day-to-day weather changes in different locations at the same time is clear, accurate and easy to interpret. There may be minor inaccuracies or omissions. A three (3) day set of weather data for different locations at the same time is represented in a graph, table, chart, or map. The comparison of day-to-day weather changes in different locations at the same time includes flaws in accuracy or omits required data. There is little to no evidence of weather data presented for different locations at the same time.  The comparison of day-to-day weather changes in different locations at the same time may be skeletal, vague, and inaccurate. 3.2D Analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations. Specific and detailed writing about the location that would be the better place to take a field trip.  Detailed writing about the location that would be the better place to take a field is provided.  General writing about the location that would be the better place to take a field trip is provided.  There is little to no evidence in the writing about the location that would be the better place to take a field trip.  3.2F Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion. Accurate grade-level appropriate science vocabulary to describe and compare the day-to-day weather conditions in the two different locations is used, and the description includes a reasonable, supported explanation for the choice of location that would be the better place to take a field trip. Generally accurate grade-level appropriate science vocabulary to describe and compare the day-to-day weather conditions in the two different locations is used, and the description includes a somewhat reasonable and supported explanation for the choice of location that would be the better place to take a field trip. Minimally grade-level appropriate science vocabulary is used to describe the day-to-day   weather conditions in the two different locations or weather data about one place has been recorded and the description expresses an opinion about where the student would like to live rather than based on weather data  from the location(s).  Explanations are likely general, may not be supported, and may include errors. Accurate grade-level appropriate science vocabulary is not used to describe and compare the day-to-day weather conditions in the two different locations, nor does the writing include a reasonable or supported explanation for the choice of location that would be the better place to take a field trip. Score: ____/16 This teacher rubric is based on a TEKS Resource System - Texas Curriculum Management Program Cooperative (TCMPC) rubric and can be found at: http://www.teksresourcesystem.net/module/content/search/item/6627/viewdetail.ashx