Science Alive Reproducibles by International Renewal Institute

Science Unit #1: Heroes and Villains Phase I: Gathering Information Collaborative Work: Peer

Name______________________Date_____ Team#__________ Project______________________________________________ Member Name________________ Rate your team members: 0 (never) to 3 (high)

Members’ Names

__________

Respected others ideas Listened to others Did Fair Share Did Role Asked clarifying questions

__________

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What we did well:

What we can improve:

Teacher Comments:

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Phase II: Making Sense of Information Lab Report Guiding Rubric Name(s)_________________________________________________ Grade__________ Project_________________________________ Date___________ Not evident

Somewhat

Shows fair share work by all On time Organizes data Answers all guiding questions Shows understanding of ideas What I/we did well:

What I/we can improve:

Teacher Comment:

Great Job

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Phases II and III: Communicating Core Ideas Project and Poster Guiding Rubric

CATEGORY

My information is accurate

My information is related to the driving question: How is your animal helpful or harmful to people or its environment? Cooperation (Teacher Rating)

Cooperation (Group Rating)

Presentation (Listening and Speaking)

5 points

4 points

3 points

All information in my presentation is accurate. There are no factual errors.

Most of the information is accurate but there is one piece of information that might be inaccurate.

The information is generally accurate but one or more pieces of information are clearly flawed or inaccurate.

Information is typically confusing or contains more than one factual error.

2 points

The project conveys an understanding of the driving question. There may be additional information that was not required.

The project conveys an understanding of the driving question.

The project conveys an understanding of the driving question but may not be the focus.

The project does not relate to the driving question.

Frequently listened, asked questions, contributed to discussion, and completed task.

Often listened, asked questions, contributed to discussion, and completed task.

Sometimes listened, asked questions, contributed to discussion, and completed task.

Seldom listened, asked questions, contributed to discussion, and completed task.

Frequently listened, asked questions, contributed to discussion, and completed task.

Often listened, asked questions, contributed to discussion, and completed task.

Sometimes listened, asked questions, contributed to discussion, and completed task.

Seldom listened, asked questions, contributed to discussion, and completed task.

Reports accurate information using appropriate facts, descriptive details while speaking clearly and at an understandable pace. Listens to others with care and attention.

Reports accurate information using appropriate facts while speaking clearly and at an understandable pace, but may be lacking details. Listens to others with care and attention.

Reports accurate information using appropriate facts Presentation may be unclear or at a fast pace. Listens to others with care and attention.

Does not make an effort to report to his or her class and/ or does not listen to others with care and attention.

Animal “Heroes” or “Villains” Project and Presentation Rubric

Optional Total Points: _____/ 25 Teacher Comment (other side)

Optional Grade: _____

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Science Unit #2: Simple Machines on the Playground Phase I: Gathering Information Working Together as a Team Names _________________________ Grade ____________ Teacher________________________ Date _____________ Project Title_______________________________________ Self____ Peer____ Team____ Teacher____ Number your performance: 0 = Not Yet to 4 = Super! 1. 2. 3. 4.

___Did assigned job or role. ___Did fair share of work. ___Listened to others’ ideas. ___Helped others by __________________________

What we did well:

What we could improve:

Teacher Comment:

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Our Research Checklist Names_____________________________________ Grade_____ Teacher______________________________ Date_______________ Project Title______________________________________________ Self____ Peer____ Team____ Teacher______ Number your performance: 0 = Not Yet to 4 = Super! 1. ___Required number of sites 2. ___Citations of sources in proper form. 3. ___Accurate sketch with labels of key parts for force and motion. 4. ___Research shows the forces and motion. 5. ___Research shows the value of this machine. 6. ___Identified common examples in our school, home or community. What we did well:

What we could improve:

Teacher Comment:

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Phase II: Making Sense Critical Thinking Names_______________________________________ Grade_____ Teacher_______________________________ Date______________ Project Title______________________________________________ Self____ Peer____ Team____ Teacher______ Number your performance 0 = not yet to 4 = Super! 1. ___Made a logical conclusion based on information found. 2. ___Found sufficient evidence for our conclusions 3. ___Searched for more evidence than required. 4. ___ Made our reasons clear 5. ___Explained thinking in organized way.

What was done well:

How to improve:

Teacher Comment:

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Design Sketch Names ______________________________________ Grade_____ Teacher___________________________________ Date_________ Project Title_____________________________________________ Self____ Peer____ Team____ Teacher______ Number your performance 0 = Not Yet to 4 = Super! 1. ___Sketch has all elements of the simple machine. 2. ___Sketch labels each element accurately. 3. ___Sketch uses varied colors to show motion and force. 4. ___Sketch is labeled and signed. 5. ___Sketch has eye appeal. What was done well:

How to improve:

Teacher Comment:

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Phase III: Communicating the Results Displaying Our Work

Names_______________________________________ Grade_____ Teacher___________________________________ Date_________ Project Title_____________________________________________ Self____ Peer____ Team____ Teacher______ Number your performance 0 = Not Yet to 4 = Super!

1. ___Shows fair share work. 2. ___Has strong eye appeal. 3. ___Included all sketches, team web, pictures of other machines and other team records. 4. ___Each element labeled with explanation. 5. ___Materials laid out in orderly manner. 6. ___Communicates what you know about force and motion. 7. ___All print grammatically checked. Comments:

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Your Presentation Names___________________________________Grade__________ Teacher________________________________ Date_____________ Project Title_____________________________________________ Number your performance 0 = Not Yet to 4 = Super! 1. ___Did roles and tasks for fair share work. 2. ___Sales purpose of this presentation is subtle but clear. 3. ___Major points about your work are in an organized flow. 4. ___Managed time for presentation. 5. ___Dress matched topic. 6. ___Visuals helped words. 7. ___Caught and kept attention by _______________ 8. ___Beginning, middle, and end to presentation. 9. ___All print grammatically checked. 10. ___Clear voices and eye contact. 11. ___Innovative because _____________________ 12. ___Effective because _______________________ Comments:

REPRODUCIBLE

Summative Feedback Names____________________________________ Grade________ Teacher_______________________________ Date_____________ Project Title______________________________________________ What I liked about your work during the project, and your products. (Be specific on the likes, but not directed to any student)

What I would like to see improved in the next project. (Specific but not individual)

Help I will need from you to make sure the next project is successful.

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Science Unit #3: The Marsupial Mystery Phase I: Gathering Information Class Marsupial/Mammal Matrix

Marsupial/Mammal Matrix

Marsupial

Mammal

Morphological Evidence

Similarities

Differences

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Finding Information and Making Sense of Information About Our Marsupial Team Names__________________________________________________ Marsupial Name___________________________ Date________________ Class_____________ Teacher______________ Power Standard________

Score each statement for your team Scale: 4 = Wow! 3 = Cool 2 = A Little Bit 1 = A Start 0 = Not Yet Average your scores for each item and discuss a reason for the final score of each.

We… 1. 2. 3. 4.

___ satisfied requirements for number and type of resources. ___ completed the guiding questions. ___ engaged all members in fair-share contributions. ___ did our assigned jobs in each phase and respected others’ ideas. 5. ___ identified the attributes of our marsupial on the matrix. 6. ___ drew logical conclusions from our matrix that showed our understanding of evolution through eyes of our marsupial. 7. ___ analyzed and interpreted data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth.

The key ideas we learned from our research about marsupial evolution included….

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Technology Tools Team Names ____________________Our Marsupial_________________ Date__________ Class_________ Teacher_________ NET Standards 1-4 Web 2.0 Tool _______________________________ Score each statement for your team. Scale: 4 = Wow! 3 = Cool 2 = A little bit 1 = A start 0 = Not yet. Average your scores and discuss a reason for the final score of each item. ____We were innovative in use of this digital tool as we worked through project.

the

____We were creative in thinking when we prepared the digital element our presentation.

____We used this digital tool _________________to make communication stronger. ____We focused on gathering solid information from the best on-line sources. ____We used critical thinking to analyze and compare the data researched online.

My score ________ Team Average ___________

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What we did best was…

We think so because…

Teacher Comments:

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Phase II: Making Sense Presenting Our New Understandings About Marsupials Team Names______________________________________ Our Marsupial__________________ Date______________ Class_______ Teacher_________ Power Standard________ Score each statement for your team. Scale: 4 = Wow! 3 = Cool 2 = A little bit 1 = A start 0 = Not yet. Average your scores and discuss a reason for the final score of each item. In our presentation, we…

1. 2. 3. 4. 5. 6. 7. 8.

___ followed the collaborative guidelines. ___ resolved conflicts in a positive way. ___ gave everyone a chance to contribute. ___ captured and held the audience’s attention. ___ had a clear beginning, middle and end. ___ used visual examples. ___ showed our creativity and problem solving abilities. ___ explained similarities and differences among our marsupial’s distinguishing traits over time. 9. ___displayed and analyzed pictures to compare patterns of physical development over time. 10. ___ provided a list of our resources. 11. ___ shared our scientific thinking processes. 12. ___ answered audience questions with facts and examples. Teacher Comments:

REPRODUCIBLE

Phase III: Communicating the Results Speaking Conventions Name(s)______________________________________________________ Our Marsupial___________________________ Date__________________ Class___________ Teacher______________ Power Standard _________ Score each statement for your team… Scale: 4 = Wow! 3 = Cool 2 = A little bit 1 = A start 0 = Not yet Average your scores and discuss a reason for the final score of each item. 1. ___I demonstrated command of the conventions of Standard English grammar and usage when preparing and giving my part of the presentation. 2. ___I checked that pronouns are in the proper case(subjective, objective, possessive). 3. ___I checked my intensive pronouns (e.g., myself, ourselves). 4. ___I corrected inappropriate shifts in pronoun number and person. 5. ___I corrected vague pronouns (i.e., ones with unclear or ambiguous antecedents). 6. ___I consulted reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. 7. ___I checked the meaning of a word or phrase when it was necessary.(e.g., by checking the inferred meaning in context or in a dictionary). Teacher Comments:

My Score_______ Team Score_________

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Board of Directors: Proposal Assessment Team Names_______________________________________________ Our Marsupial________________________ Date__________________ Class_________ Teacher___________ Power Standard____________ Director Name ______________________________________________ Optional points to award: 1 = Shallow to 4 = Deepest This project team… Showed its knowledge of the marsupial and how it adapted in time and place Showed understanding of how evolution differed for this marsupial vs. other mammals Created a set of follow up questions that are worthy of funding

SHALLOW

DEEP

DEEPER

DEEPEST

SHALLOW

DEEP

DEEPER

DEEPEST

SHALLOW

DEEP

DEEPER

DEEPEST

ZZZZ

A LITTLE NOD

INTERESTING

WOW!

ZZZZ

A LITTLE NOD

INTERESTING

WOW!

SOMETIMES

ALL TOGETHER

WOW!

Designed a proposal with a strong hypothesis and plan of action

NOT YET

PARTIALLY READY

ALMOST THERE

WOW!

Designed a proposal that we think is worth funding

NOT YET

PARTIALLY READY

ALMOST THERE

WOW!

Captured and held our attention with its visuals Captured and held our attention with its commentary Demonstrated how all contributed a fair share to all phases of the project

REPRODUCIBLE

What I liked most about your ideas…

My concerns about your ideas were…

My final comments:

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Science Unit #4: A Classroom Recycling Center Phase I: Gathering Information Collaboration In Our Team Name(s) ______________________________________________________ Project _____________________ Focus____________________________ Date ______ Class___________ Period______ Teacher_______________ ____We assisted each other in understanding the driving question. ____We each did our fair share of the research. ____We each did our fair share in helping each other understand the key terms. ____We each did our roles. ____We each listened to the others’ points of view. ____We each worked to include all others in the team’s discussions, work, and decisions. What we did best to collaborate as a team was…

We could improve by…

Teacher Comments:

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Doing Our Research Name(s)________________________________________________ Project_____________________ Focus_______________________ Date________ Class_________ Period_____ Teacher___________ ____ You met or exceeded the number of required research items. ____ You precisely cited each item. ____ You quoted accurately from each source. ____ You made correct inferences from your sources’ material. ____ You defined or explained terms accurately. ____ You noted similarities and differences among sources. ____ You organized the data you selected. What you did best was….

I think you need to work on…

My suggestions on how to improve…

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Interviewing an Expert Name(s)______________________________________________________ Project________________________ Focus_________________________ Date_________ Class__________ Period______ Teacher_____________ Expert’s Name_________________________________________________ ____ I asked my question(s). ____ My questions targeted our team’s interest. ____ I asked follow-up questions to clarify or get more information. ____ I listened carefully and took notes. ____ I listened to others’ questions and the answers. ____ I noted the similarities and differences between the expert answers and our team’s other sources of information. This is my summary of the speaker’s ideas:

The speaker’s most important idea for my study was:

Teacher Comments:

REPRODUCIBLE

Phase II: Making Sense of Our Data Writing the Essay Name____________________________________ Date________________ Class__________________ Period___________ Teacher______________ Topic ________________________________________________________ Essay Checklist The author… does use punctuation to separate items in a series.

does use a comma to separate an introductory element from the rest of the sentence. does use underlining, quotation marks, or italics to indicate titles of works. does spell words correctly, consulting references as needed and having used spell check. does integrate information from multiple resources.

does introduce the topic clearly, provides a general observation and focus, and groups related information. does develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic taken from the team’s research and/or interview.

does use precise language and domain-specific vocabulary to inform about or explain the topic. does provide a concluding statement or section related to the topic.

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Essay Checklist (continued) What the author did best:

Areas to work on:

Suggestions to improve:

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Creating an Innovative Solution Name(s)__________________________________________________ Project______________________ Focus________________________ Date_____ Class________ Period________ Teacher______________ Score yourself privately: 1 (low) to 5 (high) Average your team scores. We brainstormed ideas every time we met a problem. We had many different types of ideas. We mixed ideas in different ways. We encouraged way out of the box thinking from each other. We delayed any criticism until all ideas were listed. We looked for a novel solution to our waste-recycling problem. We repeated brainstorming for our presentation. We came up with a novel way to present our solution.

The most unique and novel features of our solution are…

The most unique and novel features of our presentation are….

Teacher Comment:

REPRODUCIBLE

Phase III: Communicating the Results: The Powerful Presentation Guest Feedback Name(s)____________________________________________________ Project_____________________________ Focus__________________ Date_______ Class_________ Period________ Teacher____________ This feedback is from __________________________ You integrated information from multiple print or digital sources that demonstrated you knew how to do research in different media. You told us how the authors or experts researched used reasons and evidence to support particular points in a text You engaged my attention at the start of the presentation and kept me engaged with the topic throughout. Your examples and stories helped me understand the key points of your presentation and made clear the connections between society, technology, and science. Your use of media was very helpful. Your conclusion helped me capture the key points of your topic.

What I learned from your presentation:

What I liked best about your presentation:

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Explaining Your Ideas Name(s)_____________________________________________________ Project____________________________ Focus_____________________ Date_______ Class________ Period________ Teacher_______________

You identified ways to reduce, reuse, and recycle waste. You made clear how use of science ideas related to recycling is important for our community. You defined and explained the key terms related to waste recycling and their importance for showing how science and technology impact our daily lives. You devised a practical, novel solution for our classroom waste. You demonstrated understanding of the waste recycling flow with ample evidence from other sources. Your provided specific examples how your solution was based on good science and would benefit our classroom as a

community. Comments:

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Science Unit #5: The Light Path Game Phase I: Gathering Information Light What We Know Quiz Name___________________________________ Date________ Grade_____ Teacher__________________________________ Project Title: ______The Light Path Game_______ Circle the correct choice(s) in the items below.

1.___ When light travels from one medium (e.g. air) into another (e.g. water), it (reflects/refracts/both reflects and refracts) at the boundary. 2.___ The angle of reflection is (larger/smaller/the same as) the angle of incidence. 3.___ The index of refraction of water is (larger/smaller/the same as) the index of refraction of air. 4.___ When light travels from air into water, it always bends (towards the surface/away from the surface/towards the normal line/away from the normal line.) 5.___ When light travels from air into water, the angle of refraction is (larger/smaller/the same as) the angle of incidence.

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6.___ When light travels from water into air, the angle of refraction is (larger/smaller/the same as) the angle of incidence. 7.___ When the color of light changes, (incidence/reflection/refraction) changes.

the

angle

8.___ When white light passes through a triangular prism, it disperses into a rainbow of colors because different colors of light have different angles of (incidence/reflection/ refraction)?

9.___ Red light is bent (more/less than) blue light when it travels into a triangular prism.

10.___ When white light passes through a triangular prism, refraction occurs (only when it enters the prism/only when it exits the prism/each time it travels from one medium into another.) ______ Score

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Completed Task Sample

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Internet Research Rubric for Internet Research Page 1 of 3

Names_________________________________________ Grade_____ Teacher________________________________________ Date_________ Project Title__________________________________________________

Self____ Peer____ Team____ Teacher______ Criteria

Weight

Research of Topic

25%

Product

30%

Collaboration and Teamwork

Solid o Use of more than two search engines o Factual information is accurate o Follows all guiding questions and topics o Original presentation of ideas. o All accurate responses o Correct grammar, usage, mechanics, spelling o Visuals effectively used

Effective Work o Use of two search engines o Most information can be confirmed o Follows most questions and three topics o Clear paraphrases of ideas o Most responses accurate o Mostly correct grammar, usage, mechanics, spelling o Most visuals and images convey message

15%

o Workload is divided and shared equally: fair share guidelines evident

o Some members contribute

Evaluation of Reliable Sources

15%

o Sources used are accurate and reliable o Variety of domain name suffix (.com, .edu, .net, .gov)

o Most sources used are accurate and reliable o Some variety of domain name suffix (.com, .edu, .net, .gov)

Documentation

15%

o All sources are documented correctly

o Most sources are documented correctly

(optional)

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Rubric for Internet Research (Page 2 of 3)

Criteria

Weight

Getting Started

Not Yet

25%

o Use of one search engine o Some errors in information o Misses more than half of questions or only two topics or lacks sequence

o Use only one source o Errors in information o Ignores guiding questions and /or topics

Product

30%

o Cloudy paraphrases. o Some consistent sequence in material o Several grammar, usage, mechanics, spelling errors o Use of visuals and images is limited

o Information confusing o Random (order) o Plagiarized o Grammar, usage, mechanics, spelling errors o Visuals and images are confusing or absent

Collaboration and Teamwork (optional)

15%

o Few members contribute

o One or two people do all of the work

Evaluation of Reliable Sources

15%

o Some sources used are inaccurate and unreliable o Little variety of domain name suffix

o Sources are inaccurate and unreliable o Use of only one domain name suffix

Documentation

15%

o Few sources are documented correctly

o No documentation of sources

Research of Topic

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Rubric for Internet Research (Page 3 of 3)

Score_______ What we need to improve:

What we did well:

Ideas for improvements:

Help we need:

Teacher comments:

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Phase Il: Making Sense of Our Data The Products

Instructions: 1. Select product(s) for assessment options. a. Is there a Team Design Sketch of the game layout? b. Is there a Trial Game Results sheet? c. Is there a Game Results sheet? d. Is there a Light Path Game? 2. Select criterion from options below for each product selected. a. Product is complete b. Product is labeled correctly per assignment. c. Product shows innovative design thinking. d. Product shows evidence of collaboration. 3. Insert in format with indicator bar. 4. Provide rubrics to students before design work starts. Discuss appropriate examples and define word for each rubric. 5. Indicate who is doing assessment: teacher? student?. If both, note order and reason. 6. If grading, indicate point values per criterion. (0-5) 7. If grading, indicate point value per grade. 8. Do not cut out opportunity for discussion of student growth in content knowledge and design skill. 9. Instruct students to retain assessment in portfolio. Science Alive! © IRP Press. All rights reserved.

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Phase II: Making Sense of Our Data The Products

Name(s)____________________________________Grade_______ Teacher________________________________ Date____________ Project Title_____________________________________________ Product_________________________________________________ Self_____ Peer_____ Team_____ Teacher_______

Product Criteria Rubric Criteria

Not Yet

Comments:

Wow

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Our Design Collaborations Names_________________________________ Grade___________ Teacher__________________________ Date___________________ Project Title______________________________________________ Product__________________________ Class Period____________ Self____ Peer____ Team____ Teacher_______ Generates ideas with others

Strong

Some

Weak

Not at all

Builds on others ideas and develops

Strong

Some

Weak

Not at all

Brainstorms a spectrum of ideas from low hanging to wild

Strong

Some

Weak

Not at all

Uses multiple techniques to inspire a complete range of ideas in whole team

Strong

Some

Weak

Not at all

Creates a physical or visual representation of an idea

Strong

Some

Weak

Not at all

Recalls positive interactions with teammates

Strong

Some

Weak

Not at all

Contributes fair share to complete design activity without direct supervision

Strong

Some

Weak

Not at all

Shows team work that impacts project outcomes

Strong

Some

Weak

Not at all

Identifies the design thinking mindsets

Strong

Some

Weak

Not at all

Enables others on team to expand design thinking

Strong

Some

Weak

Not at all

Recalls what he/she added to the process during the process

Strong

Some

Weak

Not at all

Identifies design thinking mindset

Strong

Some

Weak

Not at all

Applies light knowledge that appears during the design process

Strong

Some

Weak

Not at all

Comments:

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Phase III: Communicating the Results Team Presentation Rubric (1) Mark elements that apply. (2) Designate points for grading (if used). (3) Designate assessors.

Names___________________________________ Grade______________ Teacher_______________________________ Date__________________ Project Title________________ Product___________ Class Period_____ Self_____ Peer_____ Team_____ Teacher_______ Dressed for Success

Ouch!

Okay

Professional

Captivating

Clear Purpose (select one) Persuade Explain/Inform Other_______________

ZZZZ!

Okay

Clear

Strong

Visuals

ZZZZ!

Okay

Catch and hold attention

Excites

Roles

Fair Share

Balanced

Some Share

Solo

ZZZZ!

Okay

Professional

Engaging

ZZZZ!

Weak

Professional

Wow!

ZZZZ

Weak

Professional

Wow!

Answers to Questions

ZZZZ!

Okay

Professional

Engaging

Request for Action

ZZZZ!

Okay

Professional

Engaging

Beginning of Presentation Driving question Presentation Goal Audience Request Body of Presentation Major Ideas clear Evidence for ideas Ending Summary

Comments:

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Design: Our Strengths Names___________________________________ Grade______________ Teacher_______________________________ Date__________________ Project Title________________ Product______ Class Period_____ Self_____ Peer_____ Team_____ Teacher_______

POINT OF VIEW IDEATE

UNDERSTAND

OBSERVE

PROTOTYPE

TEST

Adapted from Stanford Design Continuum with permission

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Audience Feedback: Presentation Names____________________________________ Grade_______ Teacher_______________________________ Date______________ Project Title______________ Product ________Class Period_____ Feedback from: Self____ Peer____ Team____ Teacher____ Other__________ What I liked about this presentation:

My suggestions to improve this presentation:

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MINDQUEST™ PROJECT CALENDAR PROJECT________________________________ DATE______________

START

PROJECT WEEK ONE MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

PROJECT WEEK TWO MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

PROJECT WEEK THREE MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY