Pollution in Austin

Category

4

3

2

1

Idea

Independently identified a question which was interesting to the student, related to pollution, and could be investigated in the timeframe.

Identified, with teacher help, a question which was interesting to the student, related to pollution, and could be investigated in the timeframe.

Identified, with teacher help, a question which could be investigated.

Identified a question that could not be tested/investigated or one that did not merit investigation.

Description of Procedure

Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. No teacher help was needed to accomplish this.

Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. Some teacher help was needed to accomplish this.

Procedures were outlined in a step-by-step fashion, but had 1 or 2 gaps that require explanation even after teacher feedback had been given.

Procedures that were outlined were seriously incomplete or not sequential, even after teacher feedback had been given.

Data Collection

Data was collected several times. It was summarized, independently, in a way that clearly describes what was discovered.

Data was collected more than one time. It was summarized, independently, in a way that clearly describes what was discovered.

Data was collected more than one time. Teacher assistance was needed to clearly summarize what was discovered.

Data was collected only once and teacher assistance was needed to clearly summarize what was discovered.

Conclusion and

Summary

Student provided a detailed conclusion clearly based on the data and related to previous research findings and the hypothesis statement(s).

Student provided a somewhat detailed conclusion clearly based on the data and related to the hypothesis statement(s).

Student provided a conclusion with some reference to the data and the hypothesis statement(s).

No conclusion was apparent OR important details were overlooked.

Display

Each element in the display had a function and clearly served to illustrate some aspect of the experiment. All items, graphs, etc. were neatly and correctly labeled.

Each element had a function and clearly served to illustrate some aspect of the experiment. Most items, graphs, etc. were neatly and correctly labeled.

Each element had a function and clearly served to illustrate some aspect of the experiment. Most items, graphs, etc. were correctly labeled.

The display seemed incomplete or chaotic with no clear plan. Many labels were missing or incorrect.

Oral Presentation

Students clearly explained their experimental procedure and conclusions in a coherent and logical manner. All group members contributed to the presentation.

Students stated most of their experimental procedure and conclusions in a coherent and logical manner. Most group members contributed to the presentation.

Students stated their experimental procedure and conclusions. Most group members contributed to the presentation.

Students did not explain experimental procedure OR conclusions OR only one member contributed to the presentation.