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Rubrics
Criteria
Exemplary 4
Proficient 3
Developing 2
Beginning 1
Defining Problems
  • Clearly defines simple problems related to sound with a good understanding of the context (e.g., "Why does a metal spoon sound different from a wooden spoon?").

  • Defines simple problems with some understanding of the context.

<ul class="font_9"> <li><p class="font_9">Defines problems with limited clarity or context, often needing teacher guidance.</p></li> </ul>
  • Struggles to define sound-related problems or lacks understanding of the context.

Engagement
  • Actively participates in discussions and activities, showing eagerness and curiosity about sound exploration

  • Participates in discussions and activities, showing interest in sound exploration.

<ul class="font_9"> <li><p class="font_9">Occasionally participates in discussions and activities, needing prompting to engage.</p></li> </ul>
  • Rarely participates or engages in discussions and activities, even with prompting

Reflection & Discussions
  • Reflects thoughtfully on sound observations, making connections and asking follow-up questions.

  • Reflects on sound observations, sometimes making connections and asking questions.

<ul class="font_9"> <li><p class="font_9">Shows limited reflection on sound observations; needs prompting to make connections.</p></li> </ul>
  • Does not reflect on sound observations or make connections, even with prompting

Observation skills
  • Makes detailed, accurate, and consistent observations about sound, noting multiple elements (e.g., volume, pitch, timbre).

  • Makes accurate observations about sound, noting some key elements with occasional detail.

<ul class="font_9"> <li><p class="font_9">Makes observations but may miss key elements or details; needs some prompting.</p></li> </ul>

nb

Defining Problems
  • Clearly defines simple problems related to material properties with a good understanding of the context (e.g., "Why does sugar dissolve in water?").

  • Defines simple problems with some understanding of the context.

<ul class="font_9"> <li><p class="font_9">Defines problems with limited clarity or context, often needing teacher guidance.</p></li> </ul>
  • Struggles to define material property-related problems or lacks understanding of the context.

Engagement
  • Actively participates in discussions and activities, showing eagerness and curiosity about material properties

  • Participates in discussions and activities, showing interest in material properties

<ul class="font_9"> <li><p class="font_9">Occasionally participates in discussions and activities, needing prompting to engage</p></li> </ul>
  • Rarely participates or engages in discussions and activities, even with prompting.

Reflection & Discussions
  • Reflects thoughtfully on material property observations, making connections and asking follow-up questions.

  • Reflects on material property observations, sometimes making connections and asking questions.

<ul class="font_9"> <li><p class="font_9">Shows limited reflection on material property observations; needs prompting to make connections.</p></li> </ul>
  • Does not reflect on material property observations or make connections, even with prompting.

Observation skills
  • Makes detailed, accurate, and consistent observations about the properties of materials, noting multiple elements (e.g., whether substances dissolve, change in texture).

  • Makes accurate observations about the properties of materials, noting some key elements with occasional detail.

<ul class="font_9"> <li><p class="font_9">Makes observations but may miss key elements or details; needs some prompting.</p></li> </ul>
  • Struggles to make accurate observations about material properties or misses most key elements without significant prompting.

Question Formation
  • Consistently forms clear, relevant, and curiosity-driven questions about how sounds are made and change with different materials.

  • Forms mostly clear and relevant questions about sound with occasional prompting.

<ul class="font_9"> <li><p class="font_9">Forms questions that are somewhat clear but may lack relevance or need significant prompting.</p></li> </ul>
  • Struggles to form clear or relevant questions about sound and its properties.

Defining Problems
  • Clearly defines simple problems related to animal habitats with a good understanding of the context (e.g., "Why do polar bears live in cold places?").

  • Defines simple problems with some understanding of the context

<ul class="font_9"> <li><p class="font_9">Defines problems with limited clarity or context, often needing teacher guidance.</p></li> </ul>
  • Struggles to define animal habitat-related problems or lacks understanding of the context.

Engagement
  • Actively participates in discussions and activities, showing eagerness and curiosity about animal habitats

  • Participates in discussions and activities, showing interest in animal habitats.

<ul class="font_9"> <li><p class="font_9">Occasionally participates in discussions and activities, needing prompting to engage</p></li> </ul>
  • Rarely participates or engages in discussions and activities, even with prompting.

Reflection & Discussions
  • Reflects thoughtfully on animal habitat observations, making connections and asking follow-up questions.

  • Reflects on animal habitat observations, sometimes making connections and asking questions

<ul class="font_9"> <li><p class="font_9">Shows limited reflection on animal habitat observations; needs prompting to make connections.</p></li> </ul>
  • Does not reflect on animal habitat observations or make connections, even with prompting.

Observation skills
  • Makes detailed, accurate, and consistent observations about animal habitats, noting multiple elements (e.g., climate, food sources, shelter).

  • Makes accurate observations about animal habitats, noting some key elements with occasional detail.

<ul class="font_9"> <li><p class="font_9">Makes observations but may miss key elements or details; needs some prompting.</p></li> </ul>
  • Struggles to make accurate observations about animal habitats or misses most key elements without significant prompting.

Question Formation
  • Consistently forms clear, relevant, and curiosity-driven questions about material properties and their interactions with water.

  • Forms mostly clear and relevant questions about material properties with occasional prompting.

<ul class="font_9"> <li><p class="font_9">Forms questions that are somewhat clear but may lack relevance or need significant prompting.</p></li> </ul>
  • Struggles to form clear or relevant questions about material properties and their interactions with water.

Question Formation
  • Consistently forms clear, relevant, and curiosity-driven questions about animal habitats and their inhabitants

  • Forms mostly clear and relevant questions about animal habitats with occasional prompting.

<ul class="font_9"> <li><p class="font_9">Forms questions that are somewhat clear but may lack relevance or need significant prompting</p></li> </ul>
  • Struggles to form clear or relevant questions about animal habitats and their inhabitants.

Defining Problems
  • Clearly defines simple problems related to plant growth with a good understanding of the context (e.g., "Why do plants need sunlight?").

  • Defines simple problems with some understanding of the context.

<ul class="font_9"> <li><p class="font_9">Defines problems with limited clarity or context, often needing teacher guidance.</p></li> </ul>
  • Struggles to define plant growth-related problems or lacks understanding of the context.

Engagement
  • Actively participates in discussions and activities, showing eagerness and curiosity about plant growth.

  • Participates in discussions and activities, showing interest in plant growth

<ul class="font_9"> <li><p class="font_9">Occasionally participates in discussions and activities, needing prompting to engage.</p></li> </ul>
  • Rarely participates or engages in discussions and activities, even with prompting.

Reflection & Discussions
  • Reflects thoughtfully on plant growth observations, making connections and asking follow-up questions.

  • Reflects on plant growth observations, sometimes making connections and asking questions.

<ul class="font_9"> <li><p class="font_9">Shows limited reflection on plant growth observations; needs prompting to make connections.</p></li> </ul>
  • Does not reflect on plant growth observations or make connections, even with prompting.

Observation skills
  • Makes detailed, accurate, and consistent observations about plant growth, noting multiple elements (e.g., height, color, leaf size).

  • Makes accurate observations about plant growth, noting some key elements with occasional detail.

<ul class="font_9"> <li><p class="font_9">Makes observations but may miss key elements or details; needs some prompting.</p></li> </ul>
  • Struggles to make accurate observations about plant growth or misses most key elements without significant prompting.

Question Formation
  • Consistently forms clear, relevant, and curiosity-driven questions about plant growth and conditions.

  • Forms mostly clear and relevant questions about plant growth with occasional prompting.

<ul class="font_9"> <li><p class="font_9">Forms questions that are somewhat clear but may lack relevance or need significant prompting</p></li> </ul>
  • Struggles to form clear or relevant questions about plant growth and conditions

Question Formation
  • Consistently forms clear, relevant, and curiosity-driven questions about weather patterns and changes.

  • Forms mostly clear and relevant questions about weather with occasional prompting.

<ul class="font_9"> <li><p class="font_9">Forms questions that are somewhat clear but may lack relevance or need significant prompting.</p></li> </ul>
  • Struggles to form clear or relevant questions about weather patterns and changes.

Defining Problems
  • Clearly defines simple weather-related problems with a good understanding of context (e.g., "Why does it rain?").

  • Defines simple weather-related problems with some understanding of context.

<ul class="font_9"> <li><p class="font_9">Defines problems with limited clarity or context, often needing teacher guidance</p></li> </ul>
  • Struggles to define weather-related problems or lacks understanding of the context.

Engagement
  • Actively participates in discussions and activities, showing eagerness and curiosity about weather observations.

  • Participates in discussions and activities, showing interest in weather observations.

<ul class="font_9"> <li><p class="font_9">Occasionally participates in discussions and activities, needing prompting to engage.</p></li> </ul>
  • Rarely participates or engages in discussions and activities, even with prompting.

Reflection & Discussion
  • Reflects thoughtfully on weather observations, making connections and asking follow-up questions.

  • Reflects on weather observations, sometimes making connections and asking questions.

<ul class="font_9"> <li><p class="font_9">Shows limited reflection on weather observations; needs prompting to make connections.</p></li> </ul>
  • Does not reflect on weather observations or make connections, even with prompting.

Observation skills
  • Makes detailed, accurate, and consistent weather observations, noting multiple elements (e.g., temperature, clouds, precipitation).

  • Makes accurate weather observations, noting some key elements with occasional detail.

<ul class="font_9"> <li><p class="font_9">Makes observations but may miss key elements or details; needs some prompting.</p></li> </ul>
  • Struggles to make accurate weather observations or misses most key elements without significant prompting.

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