1. CategoryAdvancedProficientDevelopingNeeds Improvement 5.6D Design an experiment that tests the effect of force on an object. In addition to the proficient column: Design can be used as a teach piece in the future. Design was well thought out by the student and unique. The design involves at least two of the examples of force we discussed in the classroom: friction, push, pull, magnetism, gravity, etc. Design is highly appropriate for each step in the scientific process and for each example of force. The student is able to adjust strategies based on observation and background knowledge related to force. When asked, TS can explain the experiment in detail. Design is generally appropriate for each step in the scientific process and for each example of force. There are minor misunderstandings about force that hinder the success of the design. Minor teacher intervention may be required. Design is not appropriate according to the instructions given. There are major pieces missing from the experiments design. Teacher had to be significantly involved in the design of the experiment. 5.2 F Communicate valid conclusions in both written and verbal forms. In addition to the proficient column: The conclusion can be used as a teach piece. The conclusion in the scientific method exceeds expectations and includes a well written piece on whether the hypothesis was correct or incorrect. Written or oral explanation includes highly valid conclusions regarding magnetism, push, pull, friction, gravity, etc. The conclusion is complete in the scientific method as well as when the student is prompted orally. Conclusions are supported by examples and data/observations and likely included cause/effect statements. Written or oral explanation includes generally valid conclusions. The conclusions may not always directly relate to the observations/data collected in the experiment. The conclusion is vague and not as detailed, the conclusion may be inaccurate. There is not conclusion indicated in either written or oral explanation. 5.4A Collect, record, and analyze information using tools, including spring scales, and notebooks. In addition to the proficient column: The student finds a way to incorporate two different science tools into the experiment and document their use and record those tools use into their scientific method lab sheet. The student collects, records, and analyzes information using different science such as but not limited to spring scales and science notebooks during the experiment. Student fails to record, collect, and/or analyze any information during the experiment testing force. Student does not incorporate use of the science notebook or spring scales. 5.2A Describe, plan, and implement simple experimental investigations testing one variable. In addition to the proficient column: The student has a testable hypothesis and the scientific method is followed with fidelity throughout the entire experiment. Changes to the experimental design are documented in the method. Student contributes to an experimental investigation that has a hypothesis that is testable. The plan they create follow the scientific method that the teacher has laid out for them. Student contributes to an experimental investigation that has a hypothesis that is testable. The plan they follow is vague and may not follow the scientific method correctly. The student does not develop a testable hypothesis and does not follow the scientific method at all. Therefore, there is not a designed experiment.