PBU EVALUATION RUBRIC

·  Use scientific method practicing experimental design and lab skills (Science and Technology/Engineering)

Students are not able to apply the scientific method and do not demonstrate knowledge of experimental design or appropriate lab skills.

Students are able to apply the scientific method but do not provide details that demonstrate how this method is applied in a lab. Students can describe experimental designs and can carry out experiments with instruction. However, students need guidance in performing lab experiments.   

Students are able to consistently apply the scientific method to different lab experiments.  Students can perform experiments with minimal direction. 

Students apply all aspects of the scientific method. Students are able to apply skills to different experiments and can conduct lab experiments, using the teacher as a resource rather than as a person directing the activities. Students transfer lab skills to different experiments.

·  Understand cells as the basic unit of life in both singular and multicellular organisms (Science and Technology/Engineering)

Students are not able to consistently describe the characteristics of sing cells and multicellular organisms. Errors exist in student reports of sing and multicellular organisms.

Students are able to provide a brief description of singular and multicellular organisms but do not provide details that demonstrate how indepth understanding. While no errors exist, students do not present detail that demonstrate thorough understanding of the concepts. 

Students are able to describe singular and multicellular organisms. Students are able to compare and contrast singular and multicellular organisms. Students can provide one or more examples of a singular and multicellular organisms. 

Students can provide detailed descriptions of singular and multicellular organisms.  . Students are able to compare and contrast the differences between cingular and multicellular organisms.  Students can provide examples of not only based on those reviewed in the classes, but can generalize this knowledge based on the principles. 

·  Understand life processes, characteristics of living things, patterns, and relationships (Science and Technology/Engineering)

Students are not able to consistently define life processes, characteristics of living things, patterns, and relationships.  Errors exist in student reports of life processes, characteristics of living things, patterns, and relationships.  

Students are able to provide a brief description of life processes, characteristics of living things, patterns, and relationships but do not provide details that demonstrate how these would work in different contexts. While no errors exist, students do not present detail that demonstrate thorough understanding of the concepts. 

Students are able to describe life processes, characteristics of living things, patterns, and relationships. Students are able to compare and contrast life processes, characteristics of living things, patterns, and relationships. Students can provide one or more examples of life processes, characteristics of living things, patterns, and relationships.

Students can provide detailed descriptions of life processes, characteristics of living things, patterns, and relationships. Students are able to compare and contrast the differences between life processes, characteristics of living things, patterns, and relationships.  Students can provide examples life processes, characteristics of living things, patterns, and relationships of not only based on those reviewed in the classes, but can generalize this knowledge based on the principles. 

·  Estimate and solve mathematical and real-world problems using ratios, proportions and percents (Mathematics)

Students are not able to consistently estimate and solve mathematical and real-world problems using ratios, proportions and percents  Errors exist in student work.  

Students are able to estimate and solve mathematical and real-world problems using ratios, proportions and percents. While few errors exist, students do not consistently perform tasks that would demonstrate thorough understanding of the underlying concepts. 

Students are able to . estimate and solve mathematical and real-world problems using ratios, proportions and percents. Students can apply knowledge of mathematical principles to new problems they are given by their teacher.  

Students can estimate and solve mathematical and real-world problems using ratios, proportions and percents.  Students can generate their own real world problems and apply the mathematical principles. 

·  Recognize physical and chemical properties of  matter

Students are not able to consistently define physical and/or chemical reactions.  Errors exist in student reports of physical and chemical reactions.  

Students are able to provide a brief description of physical changes and chemical reactions but do not provide details that demonstrate how these would work in different contexts. While no errors exist, students do not present details. 

Students are able to describe physical and chemical reactions. Students are able to compare and contrast physical and chemical properties of matter. Students can provide one or more examples of a physical and chemical reaction.

Students can provide detailed descriptions of physical and chemical reactions. Students are able to compare and contrast the differences between physical and chemical reactions.  Students can provide examples of physical and chemical reactions not only based on those reviewed in the classes, but can generalize this knowledge based on the principles. 

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·  Demonstrate understand and use formulas to solve problems involving perimeters and areas and rectangles and squares. (Mathematics)

Students are not able to use formulas to solve problems involving perimeters and areas and rectangles and squares. Errors exist in student work. 

Students are able use formulas to solve problems involving perimeters and areas and rectangles and squares on specific tasks given by the teacher but do not provide transfer skills to new tasks. 

Students are able to use formulas to solve problems involving perimeters and areas and rectangles and squares. Students can apply knowledge of mathematical principles to new problems they are given by their teacher.

Students can use formulas to solve problems involving perimeters and areas and rectangles and squares.   Students can generate their own real world problems and apply the mathematical principles.

TECHNOLOGY

·  Use selected software and explore new applications independently by following on-screen directions and/or referring to the manual.

Students are not able to use software independently and need directions. 

Students are able use one to two software applications independently through following on-screen directions.

Students are able use three or more software applications independently through following on-screen directions.

Students are able use a more than four different software applications and can transfer knowledge to new applications independently through following on-screen directions.

·  Use technology resources collaboratively.

Students are not able to use technology resources independently or collaboratively.

Students are able use technology resources with others but need direction from teachers and help with collaborative techniques

Students are able use technology resources collaboratively with minimal direction from the teachers. 

Students are able use technology resources collaboratively and use teacher as resource rather than as a person providing direction. 

·  Seek information from diverse online resources.

Students are not able to seek information from online resources. 

Students are able seek information from online resources provided by the teacher but needs direction to provide online resources.

Students are able seek online resources with minimal direction. 

Students are able seek online resources independently. Students can seek new resources related to the content.