The rubric below should be used when grading lab reports/conclusions to ensure that students are effectively connecting their claim to their evidence to provide logical reasons for their conclusions. Base Explanation Rubric Component Level 0 1 2 Claim - A conclusion that answers the original question. Does not make a claim, or makes an inaccurate claim. Makes an accurate but incomplete claim. Makes an accurate and complete claim. Evidence – Scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim. Does not provide evidence, or only provides inappropriate evidence (evidence that does not support the claim). Provides appropriate but insufficient evidence to support claim. May include some inappropriate evidence. Provides appropriate and sufficient evidence to support claim. Reasoning – A justification that links the claim and evidence. It shows why the data count as evidence by using appropriate and sufficient scientific principles. Does not provide reasoning, or only provides reasoning that does not link evidence to claim Provides reasoning that links the claim and evidence. Repeats the evidence and/or includes some – but not sufficient – scientific principles. Provides reasoning that links evidence to claim. Includes appropriate and sufficient scientific principles.
Student uses data, observations, and anecdotal notes from the design process to excellently articulate why their project is ready for production and use. Student uses data, observations, and anecdotal notes from the design process to adequately articulate why their project is ready for production and use. Student uses data, observations, and anecdotal notes from the design process to minimally articulate why their project is ready for production and use. Student uses data, observations, and anecdotal notes but production notes are unclear or incomplete. Or no data was used to support statement. Student does not provide reasoning for why the project is ready for production or use or this is not evident. Discuss and Share Student is excellently prepared for and participates in project discussion without prompting. Summarized results from testing are communicated clearly and effectively. Student poses and responds to specific questions to clarify or follow up on information shared from other classmates. Student is adequately prepared for and participates in project discussion without prompting. Summarized results from testing are communicated clearly. Student poses and responds to specific questions to clarify or follow up on information shared from other classmates. Student is minimally prepared for and participates in project discussion with prompting. Summarized results from testing are shared. Student infrequently poses and responds to questions to clarify or follow up on information shared from other classmates. Student is not prepared for and inadequately participates in project discussion. Summarized results from testing are shared, but are incomplete or unclear. Communication with classmates by posing and responding to questions is limited. Student does not participate in project discussion with judge. Construct viable arguments. Student can reason inductively about data, using this knowledge to communicate findings clearly based on evidence. Student can appropriately reference objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful. Student can adequately interpret data, using this knowledge to communicate findings based on evidence. Student can appropriately reference objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful. Student can minimally communicate findings by referring to objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful. Student inadequately communicates findings, or analysis of data is present, but flawed. Student does not participate in project discussion with judge.
Keeping Out the Heat (STEM 4.0) Project Based STEM Activities for Middle Grades Science Project Based STEM (Science, Technology, Engineering and Mathematics) activities create a learning environment in which students investigate and engineer solutions to real-world problems, and construct evidence-based explanations of real-world phenomena within their science content. Students are also provided the opportunity to re-design models they have developed, based on peer feedback and reviews. Through these engineering practices within the content, students can gain a deeper understanding of science and are exposed to how STEM relates to their education and future career goals. Teacher Set-Up Engagement or Introduction: Examine and determine areas or energy conservation. Standard Alignment: SC.7.P.11.4: Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. SC.7.P.11.2: Investigate and describe the transformation of energy from one form to another. SC.7.P.10.1: Illustrate that the Sun’s energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Suggested Student Timeframe: 2 sessions of class (block schedule) 4 sessions of class (regular schedule) Standards: LAFS.8.SL.1.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. LAFS.68.WHST.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Step 1 Identify the Need or Problem Define In order to save money while reducing the carbon footprints based on electrical consumption, you have applied to design a residential home that will limit the entry of heat from the outside for a community developer. Expected Task: Develop a model house that is designed to minimize the entry of heat from the outside and present research (their own findings) demonstrating effects of their insulation efforts. Present model to as a sales pitch to a community developer Step 2 Research the Need or Problem Research and Citations: Written information by the students about the need or problem being solved with citations noted. Vocabulary: Conduction, convection, radiation, heat, thermal energy, temperature, insolation, infrared 3 Criteria: The House must have at least two scale windows per side and 2 )
Step 4 Select the Best Possible Solution(s)/ Step 5 Construct a Prototype Building of the Product (Prototype, model or Artifact): Each group must do research, brainstorm ideas, come to a consensus and build a prototype of their building. Each group must complete a technical drawing with measurements and analysis of their design. Drawing must include possible surface and surface events that may affect Earth’s structure. Step 6 Test and Evaluate the Solution(s) Testing of the Product (Prototype, model or Artifact): Test the models and record observations of what happened to the model during the test. Peer-Review Questions: During construction, how did you test the stability of the building on your earthquake simulator model? Does your model demonstrates how the subsurface events ultimately effect the surface events of the Earth? Does building fit on testing base for the earthquake simulation of your model? Where did you use the circular objects? Why? Where did you use flat plane objects? Why? Step 7 Communicate the Solution(s) Project Summary: Written description of completed task and proposed solution to presented problem or scenario. Students should include a description and explanation of their design and summarize how the model performed during testing. Presentation of Final Solution: Students will present their technical drawing and the results of how their model performed during testing. Students should present their project like they would to the group of engineers at the firm (new job). Students will complete a Claim-Evidence-Reasoning to the following statement: How do subsurface events in the Earth cause changes to its surface? Step 8 Redesign Re-designing of the Prototype Based on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their model. Teacher Notes:
Step 6 Test and Evaluate the Solution(s) Testing of the Product (Prototype, model or Artifact): Students will play through their simulation to examine what effect the change in limiting factors will have on their environment. Peer-Review Questions: Did the simulation include the appropriate limiting factors (food. Water, shelter, space, disease, parasitism, and predation)? Were the effects of the limiting factors accurate? If not, what changes could be made to accurate reflect their effects? Were the random natural events effectively incorporated? If not, how could they be? Step 7 Communicate the Solution(s) Project Summary: Students will present their research summary and simulation. Each group will describe the unique limiting factors present in their environment. Groups will present their simulations and describe how it works. Groups will describe the process they went through to get to their final simulation setup. Presentation of Final Solution: Students will present their simulations to their classmates. Step 8 Redesign Re-designing of the Prototype Students should redesign their simulations into an app. Students must develop the app and explain how the app would work, the cost etc. Teacher Notes: Each group of students should be assigned a specific environment (rain forest, Everglades, coral reef…) to simulate. Materials may need to be varied depending on the style of game (board game, card game, etc.) students develop
Trait Possible Genotypes Father’s Allele Mother’s Allele Child’s Genotype Child’s Phenotype Alleles Sex X Father will give an X or Y trait. XX- Female XY - Male face shape chin size hair color CH CH CH CT CT CT hair type DH DH DH DT DT DT widow’s peak EE,Ee,ee eye color FF,Ff,ff 6. Eye Color Brown (FF) Green(Ff) Blue (ff) Eye distance GH GH GH GT GT GT
Possible Genotypes Father’s Allele Mother’s Allele Child’s Genotype Child’s Phenotype Alleles HH HH HH HT HT HT II, Ii, ii JJ, Jj, jj KK, Kk, kk LH LH LH LT LT LT MM ,Mm, mm NN, Nn, nn OH OH OH OT OT OT Possible Genotypes Father’s Genes Mother’s Genes Child’s Genotype Child’s Phenotype Alleles PP, Pp, pp QQ, Qq, qq