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Science:

Measurement Topics
and
Rubrics
(Version 3.0) (Version 3.0)
Science Measurement Topics and Rubrics Version 3.0
Measuring Topics
1. Asking Scientific Questions and Framing Engineering Problems (Part 1: Science)
2. Asking Scientific Questions and Framing Engineering Problems (Part 2: Engineering)
3. Develoing and !sing "odels and #isual $eresentations (Part 1: Science)
4. Develoing and !sing "odels and #isual $eresentations (Part 2: Engineering)
5. Planning and %arr&ing 'ut (nvestigations (Part 1: Science)
. Planning and %arr&ing 'ut (nvestigations (Part 2: Engineering)
!. Anal&)ing and (nterreting Data (Part 1: Science)
". Anal&)ing and (nterreting Data (Part 2: Engineering)
#. !sing %omutational *+inking and "at+ematical $easoning (Part 1: Science)
10. !sing %omutational *+inking and "at+ematical $easoning (Part 2: Engineering)
11. %onstructing Scientific E,lanations and Designing Engineering Solutions (Part 1: Science)
12. %onstructing Scientific E,lanations and Designing Engineering Solutions (Part 2: Engineering)
13. !sing Evidence to Engage in and Suort Arguments (Part 1: Science)
14. !sing Evidence to Engage in and Suort Arguments (Part 2: Engineering)
15. Anal&)ing- Evaluating- and %ommunicating (nformation (Part 1: Science)
1. Anal&)ing- Evaluating- and %ommunicating (nformation (Part 2: Engineering)
1!. Anal&)ing Patterns
1". Anal&)ing and E,laining %ausal $elations+is
1#. Assessing t+e (mact of Scale- Proortion- and Quantit&
20. (nvestigating S&stems and S&stem "odels
21. Anal&)ing Flo.s- %&cles- and %onservation of Energ& and "atter
22. E,loring Structure and Function
23. (nvestigating Stabilit& and %+ange
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Science Measurement Topics
*+e science measurement toics are t+ematic strands and rocess standards .+ic+ focus on essential
/uestions- enduring understandings and fundamental rocesses0 Students .ill investigate and revisit
t+em in science courses- 12120 *+ese strands rovide 3big ideas4 t+at +el students anc+or t+eir learning
of concets- facts- t+eories- and ractices0 *+ese measurement toics +ave been develoed based on
t+e 2515 #irginia Science Standards of 6earning and t+e 7ational $esearc+ %ouncil 7e,t 8eneration
Science Standards Frame.ork for 1212 Science Education0
"easurement toics ( t+roug+ #((( focus on scientific and engineering ractices0 Engaging in t+e ractices
of science +els students understand +o. scientific kno.ledge develos9 suc+ direct involvement gives
t+em an areciation of t+e .ide range of aroac+es t+at are used to investigate- model- and e,lain t+e
.orld0 Engaging in t+e ractices of engineering like.ise +els students understand t+e .ork of engineers-
as .ell as t+e links bet.een engineering and science0
"easurement toics (: t+roug+ :# focus on crosscutting concets t+at +ave value across t+e sciences
and in engineering0 *+ese concets +el rovide students .it+ an organi)ational frame.ork for
connecting kno.ledge from t+e various discilines into a co+erent and scientificall& based vie. of t+e
.orld0
*ransfer goals for eac+ unit are tied to t+ese measurement toics0 *+e rubrics for eac+ transfer task
measure students; rogress to.ard one or more of t+ese t+eme2based cometencies0
Measurement
Topic
$no%&edge and 'rocesses ()erarc*ing +ssentia& ,uestions
-
.s/ing Scienti0ic
,uestions and
1raming
+ngineering
'rob&ems
As scientists- students formulate
/uestions t+at can be ans.ered
b& observation or e,erimentation-
establis+ing .+at is alread&
kno.n- and develoing a
rediction based on rior
kno.ledge- a model or a t+eor&0
As engineers- students begin .it+
a roblem- need- or desire t+at
suggests an engineering roblem
t+at needs to be solved0
What exists and what happens?
Why does it happen?
How do we know?
Can we formulate a question that can be
investigated within the scope of the
classroom, school laboratory, or field with
available resources?
Can we formulate a possible explanation
that predicts the outcome based on prior
knowledge, a model, or a theory?
What can be done to address a particular
human need or want?
How can the need be better specified?
What tools and technologies are available,
or could be developed, for addressing a
need?
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--
2e)e&oping and
3sing Mode&s and
Visua&
Representations
As scientists- students construct
and use of a variet& of models and
simulations to +el develo
e,lanations about natural
+enomena0
As engineers- students use of
models and simulations to anal&)e
s&stems and to recogni)e t+e
strengt+s and limitations of t+eir
designs0
How can we construct drawings or
diagrams that represent events or
systems?
How can we represent and explain
phenomena with multiple types of models?
Can we assess the limitations and
precision of the model as the
representation of a system, process, or
design?
How can we improve the model to better fit
available evidence or better reflect a
designs specifications?
Which computer simulations exist or can
be developed for understanding and
investigating aspects of a system,
particularly those not readily visible to the
naked eye?
Can we make and use a model to test a
design and to compare the effectiveness
of different design solutions?
---
'&anning and
4arr5ing (ut
-n)estigations
As scientists- students conduct
field or laborator& s&stematic
investigations- .+ic+ re/uire t+e
identification of .+at is to be
recorded- .+ic+ e/uiment is
used- and- if alicable- .+at are
to be treated as t+e deendent
and indeendent variables0
As engineers- students conduct
investigations to gain data and to
test t+eir designs- .+ic+ re/uire
t+e identification of .+at variables
.ill be tested- .+ic+ e/uiment
.ill be used- and +o. t+e data .ill
be collected0
How do we decide what data are to be
gathered, what tools are needed to do the
gathering, and how will measurements are
recorded?
How much data are needed to produce
reliable measurements and consider any
limitations on the precision of the data?
How do we better gather data in a logical
manner to ensure consistency and
reliability?
Which are the relevant independent and
dependent variables and controls for
experimental or fieldresearch
procedures?
!re we considering possible hidden
variables or effects and how do we ensure
that the investigations design has
controlled for them?
How well is our team engaging in all steps
of the design cycle?
"oes our plan meet specific design
criteria?
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-V
.na&56ing and
-nterpreting 2ata
As scientists or engineers-
students use tools including
tabulation- gra+ical interretation-
visuali)ation- and mat+ematical
anal&sis to identif& t+e significant
features and atterns in t+e data0
#o what extent is it important to analy$e
data based on scientific principles?
How can we show that there is no bias in
the interpretation of outcome data?
How do we analy$e data systematically to
look for patterns or to test whether data
are consistent with an initial prediction?
"o we recogni$e when data are in conflict
with expectations and consider what
revisions in the initial model are needed?
How can we use spreadsheets,
databases, tables, charts, graphs,
mathematics, and information and
computer technology to gather,
summari$e, and display data and to
explore relationships between variables?
How can we use mathematical
techniques to evaluate the strength of a
conclusion inferred from a data set?
!re there patterns in data that suggest
relationships worth investigating further?
Can we distinguish between causal and
correlational relationships?
How can we use data from physical
models to analy$e the performance of a
design under a range of conditions?
V
3sing
4omputationa&
T*in/ing and
Mat*ematica&
Reasoning
As scientists- students use
mat+ematics and comutation for
constructing simulations-
anal&)ing data- recogni)ing-
e,ressing- and al&ing
/uantitative relations+is- and
assessing t+e significance of
atterns or correlations0
As engineers- students use
mat+ematics and comutation for
reresenting establis+ed
relations+is and rinciles and
for creating simulations of designs0
How can we use our understanding of
mathematics in analy$ing data?
What are the physical properties that can
be measured in this system?
What are the appropriate units that we
should use?
How can we use mathematical formulas
and graphs in scientific applications?
How can we express relationships and
quantities in appropriate mathematical
format for scientific modeling and
investigations?
Can we compare mathematical
expressions, computer programs, or
simulations with what is known about the
real world to see if they %make sense&?
V-
4onstructing
Scienti0ic
+7p&anations and
2esigning
+ngineering
So&utions
As scientists- students construct
logicall& co+erent e,lanations of
+enomena t+at incororate t+eir
current understanding of science-
or a model t+at reresents it- and
are consistent .it+ t+e available
evidence0
How do we explain phenomena using
what we know about scientific theory and
linking it to models and evidence?
How do we use scientific evidence and
models to support or refute an
explanatory account of a phenomenon?
How do we use our scientific knowledge
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As engineers- students roose a
range of solutions t+at result from
a rocess of balancing cometing
criteria of desired functions-
tec+nological feasibilit&- cost-
safet&- est+etics- and comliance
.it+ regulations0
to explain cause and effect?
How do we identify gaps or weaknesses
in explanatory accounts 'our own or those
of others(?
How do we use our scientific knowledge
to solve design problems?
How do we construct a device or
implement a design solution)
Can we evaluate and critique competing
design solutions based on *ointly
developed and agreedon design criteria?
V--
3sing +)idence
to +ngage in and
Support
.rguments
As scientists- students defend
t+eir e,lanations- formulate
evidence based on a solid
foundation of data- e,amine t+eir
o.n understanding in lig+t of t+e
evidence and comments offered
b& ot+ers- and collaborate .it+
eers in searc+ing for t+e best
e,lanation for t+e +enomenon
being investigated0
As engineers- students use
s&stematic met+ods to comare
alternatives- formulate evidence
based on test data- make
arguments from evidence to
defend t+eir conclusions- evaluate
criticall& t+e ideas of ot+ers- and
revise t+eir designs in order to
ac+ieve t+e best solution to t+e
roblem at +and0
How do we construct a scientific
argument showing how data support a
claim?
How do we identify possible
weaknesses in scientific arguments and
discuss them using reasoning and
evidence?
How do we identify flaws in our own
arguments and modify and improve them
in response to criticism?
How are claims, data, and reasons
used differently in scientific arguments?
How can explain the nature of the
controversy in the development of a given
scientific idea?
How are claims to knowledge *udged
by the scientific community today?
How does peer review improve
scientific knowledge?
How can we analy$e media reports of
science or technology in a critical manner
so as to identify their strengths and
weaknesses?
V---
.na&56ing8
+)a&uating8 and
4ommunicating
-n0ormation
As scientists- students
communicate ideas and t+e
results of in/uir& orall&- in .riting-
and b& engaging in e,tended
discussions .it+ eers- t+e&
derive meaning from scientific
te,ts (suc+ as aers- t+e (nternet-
and resentations)- and t+e&
evaluate t+e scientific validit& of
t+e information0
As engineers- students e,ress
t+eir ideas- orall& and in .riting-
and b& engaging in e,tended
discussions .it+ eers- t+e&
derive meaning from te,ts- and
t+e& evaluate information0
How are we using tables, diagrams,
graphs, models, and mathematical
expressions to improve the way we
communicate our results or ideas?
How can we apply key ideas from
scientific and engineering text, data
tables, diagrams, and graphs to what we
are learning?
How can we produce written and
illustrated scientific and engineering text
or oral presentations that communicate
our own ideas and accomplishments?
How can we use the information in
primary scientific literature or media
reports of science to discuss the validity
and reliability of our data, hypotheses,
and conclusions?
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-9
.na&56ing
'atterns
Students organi)e and classif&
observed atterns of forms and
events .+ic+ romt /uestions
about relations+is and t+e factors
t+at influence t+em0
Which patterns can we recogni$e in
our observations or our data?
How can we better recogni$e, classify,
and record patterns in the phenomena we
observe?
How can we analy$e patterns in rates
of change?
How can we relate patterns to the
nature of microscopic and atomiclevel
structure?
How many different patterns may be
observed at each of the scales at which a
system is studied?
9
.na&56ing and
+7p&aining 4ausa&
Re&ations*ips
Students investigate and e,lain
causal relations+is and t+e
mec+anisms b& .+ic+ events are
mediated0 Students also test
mec+anisms across given
conte,ts and use t+em to redict
and e,lain events in ne.
conte,ts0
What might be causing patterns and
relationships in our observations and
data?
How do we design tests that gather
more evidence to support or refute the
observed pattern?
How do we know if there a causeand
effect relationship in the systems we are
studying?
What mechanisms caused something
to happen?
What conditions were critical for
something to happen?
How can standard scientific theories
that explain the causal mechanisms in the
systems under help us understand our
observations or data?
9-
.ssessing t*e
-mpact o0 Sca&e8
'roportion8 and
,uantit5
Students recogni)e .+at is
relevant at different measures of
si)e- time- and energ& and +o.
c+anges in scale- roortion- or
/uantit& affect a s&stem;s structure
or erformance0
How do ob*ects, space, and time
relate to our world in scale models and
maps?
How do relative scales, the biggest
and smallest, hottest and coolest, fastest
and slowest, help us describe scale,
proportion, and quantity?
How do standard units of
measurement help us describe the
natural world?
How can we build a diagram or a
model of a familiar system?
How can we use the use of
mathematical relationships between
quantities to describe the si$e and time
scales relevant to various ob*ects,
systems, and processes?
How can we represent our data with
graphs?
How does the change in one variable
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help us predict the effect of on another?
9--
-n)estigating
S5stems and
S5stem Mode&s
Students define t+e s&stem under
stud&- secif&ing its boundaries
and making e,licit a model of t+at
s&stem in order to understand it
and to test t+eir ideas0
Can we express our thinking with
drawings or diagrams and with written or
oral descriptions?
How can we describe ob*ects or
organisms in terms of their parts and the
roles those parts play in the functioning of
the ob*ect or organism, and note the
relationships between the parts?
How can we add invisible features of a
system to our model 'energy flows, or
matter transfers(?
How can we incorporate mathematical
ideas, such as ratios and simple graphs
in our model?
How do the assumptions and
approximations that have been built into
our model limit the precision and reliability
of its predictions?
How can we create a plan for creating
a model that another child can follow?
How can we describe the system we
are studying in terms of component parts
and their interactions
How can we improve our model of the
system describing its inputs, outputs, and
processes?
9---
.na&56ing 1&o%s8
45c&es8 and
4onser)ation o0
+nerg5 and
Matter
Students track flu,es of energ&
and matter into- out of- and .it+in
s&stems understanding its
ossibilities and limitations0
How is matter conserved?
How does matter flow into, out of, and
within this system?
How does the weight of a substance
change before and after a process
occurs?
How is stored energy released from
food or fuel?
How are mass and weight different?
How do nuclear substructures help us
to better understand conservation laws?
9-V
+7p&oring
Structure and
1unction
Students investigate t+e .a& in
.+ic+ an ob<ect or living t+ing is
s+aed and its substructure in
order to determine its roerties
and functions0
How shape and stability are related for
a structure or purpose?
How does structure relate to
mechanical function?
How are the particles that make up a
material related to its properties?
How do the shape of body parts relate
to their function?
How can we apply our knowledge of
the relationships between structure and
function when investigating new
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phenomena?
How do examining in detail what a
system is made of and the shapes of its
parts help in deciphering how a system
works?
How do relationships of structure and
function help to successfully produce a
design?

9V
-n)estigating
Stabi&it5 and
4*ange
Students stud& t+e conditions of
stabilit& and causes for rates of
c+ange or evolution of a s&stem0
What could we change to make this
balance better?
How fast did the organisms grow?
Why does the system not change?
How do subtle or conditional situations
and the need for feedback to maintain
stability?
How does a system undergo subtle,
sudden, or gradual change over time?
How do modeling rates of change,
conditions under which the system is
stable or changes, help to construct
historical explanations of how things
evolved to be the way they are today?
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$:2 Rubrics
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Measurement Topic: .s/ing Scienti0ic ,uestions and 1raming +ngineering 'rob&ems
Asking /uestions and defining roblems builds on rior e,eriences and rogresses to simle descritive
/uestions t+at can be tested0 Student defines a roblem- need- or desire t+at suggests an engineering
roblem t+at needs to be solved0
Score
'er0ormance -ndicators
;our response s*o%s t*at<
4
.d)anced
=+en &ou ask /uestions to find more information about t+e natural .orld t+e& are
always based on observations0
>ou are completely accurate .+en asking and?or identif& /uestions t+at can be
ans.ered b& an investigation0
>ou are completely accurate when defining a simle roblem t+at can be solved
t+roug+ t+e develoment of a ne. or imroved ob<ect or tool0
3
'ro0icient
=+en &ou ask /uestions to find more information about t+e natural .orld t+e& are
frequently based on observations0
>ou are generally accurate .+en asking and?or identif& /uestions t+at can be
ans.ered b& an investigation0
>ou are generally accurate when defining a simle roblem t+at can be solved t+roug+
t+e develoment of a ne. or imroved ob<ect or tool0
2
=asic
=+en &ou ask /uestions to find more information about t+e natural .orld t+e& are
sometimes based on observations0
>ou are inaccurate .+en asking and?or identif& /uestions t+at can be ans.ered b& an
investigation0
>ou are inaccurate when defining a simle roblem t+at can be solved t+roug+ t+e
develoment of a ne. or imroved ob<ect or tool0
1
2e)e&opin
g
>ou .ould benefit from basing /uestions about t+e natural on observations0
>ou .ould benefit from asking and?or identif& /uestions t+at can be ans.ered b& an
investigation0
>ou .ould benefit from defining a simle roblem t+at can be solved t+roug+ t+e
develoment of a ne. or imroved ob<ect or tool0
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Measurement Topic: 2e)e&oping and 3sing Mode&s and Visua& Representations
"odeling builds on rior e,eriences and rogresses to include using and develoing models (i0e0-
diagram- dra.ing- +&sical relica- diorama- dramati)ation- or stor&board) t+at reresent concrete events
or design solutions0
Score
'er0ormance -ndicators
;our response s*o%s t*at<
4
.d)anced
>ou are highly effective at distinguis+ing bet.een a model and t+e actual ob<ect-
rocess- and?or events t+e model reresents0
>ou are completely accurate .+en comaring models to identif& common features and
differences0
>ou are completely accurate .+en develoing and?or using a model to reresent
amounts- relations+is- relative scales (bigger- smaller)- and?or atterns in t+e natural
and designed .orld(s)0
>ou consistently develo a simle model based on evidence to reresent a roosed
ob<ect or tool0
3
'ro0icient
>ou are somewhat effective at distinguis+ing bet.een a model and t+e actual ob<ect-
rocess- and?or events t+e model reresents0
>ou are generally accurate .+en comaring models to identif& common features and
differences0
>ou are generally accurate .+en develoing and?or using a model to reresent
amounts- relations+is- relative scales (bigger- smaller)- and?or atterns in t+e natural
and designed .orld(s)0
>ou generally develo a simle model based on evidence to reresent a roosed
ob<ect or tool0
2
=asic
>ou are somewhat effective at distinguis+ing bet.een a model and t+e actual ob<ect-
rocess- and?or events t+e model reresents0
>ou are inaccurate .+en comaring models to identif& common features and
differences0
>ou are inaccurate .+en develoing and?or using a model to reresent amounts-
relations+is- relative scales (bigger- smaller)- and?or atterns in t+e natural and
designed .orld(s)0
>ou occasionally develo a simle model based on evidence to reresent a roosed
ob<ect or tool0
1
2e)e&oping
>ou .ould benefit from s+o.ing t+e similarities and differences bet.een a model and
t+e actual ob<ect- rocess- and?or events t+e model reresents0
>ou .ould benefit from develoing and?or using a model to reresent amounts-
relations+is- relative scales (bigger- smaller)- and?or atterns in t+e natural and
designed .orld(s)0
>ou .ould benefit from develoing a simle model based on evidence to reresent a
roosed ob<ect or tool0
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Measurement Topic: '&anning and 4arr5ing (ut -n)estigations
Planning and carr&ing out investigations to ans.er /uestions or test solutions to roblems builds on rior
e,eriences and rogresses to simle investigations- based on fair tests- .+ic+ rovide data to suort
e,lanations or design solutions0
Score
'er0ormance -ndicators
;our response s*o%s t*at<
4
.d)anced
>ou are highly effective .+en lanning and conducting an investigation collaborativel&
to roduce data to serve as t+e basis for evidence to ans.er a /uestion0
>ou are completely accurate .+en evaluating different .a&s of observing and?or
measuring a +enomenon to determine .+ic+ .a& can ans.er a /uestion0
>ou always make observations (first+and or from media) and?or measurements to
collect data t+at can be used to make comarisons or to determine if an ob<ect or tool
solves a roblem or meets a goal0
>ou always make redictions based on rior e,eriences0
3
'ro0icient
>ou are effective .+en lanning and conducting an investigation collaborativel& to
roduce data to serve as t+e basis for evidence to ans.er a /uestion0
>ou are generally accurate .+en evaluating different .a&s of observing and?or
measuring a +enomenon to determine .+ic+ .a& can ans.er a /uestion0
>ou frequently make observations (first+and or from media) and?or measurements to
collect data t+at can be used to make comarisons or to determine if an ob<ect or tool
solves a roblem or meets a goal0
>ou frequently make redictions based on rior e,eriences0
2
=asic
>ou are somewhat effective .+en lanning and conducting an investigation
collaborativel& to roduce data to serve as t+e basis for evidence to ans.er a
/uestion0
>ou are inaccurate .+en evaluating different .a&s of observing and?or measuring a
+enomenon to determine .+ic+ .a& can ans.er a /uestion0
>ou sometimes make observations (first+and or from media) and?or measurements to
collect data t+at can be used to make comarisons or to determine if an ob<ect or tool
solves a roblem or meets a goal0
>ou sometimes make redictions based on rior e,eriences0
1
2e)e&oping
>ou .ould benefit from lanning and conducting an investigation collaborativel& to
roduce data to serve as t+e basis for evidence to ans.er a /uestion0
>ou .ould benefit from evaluating different .a&s of observing and?or measuring a
+enomenon to determine .+ic+ .a& can ans.er a /uestion0
>ou .ould benefit from making observations (first+and or from media) and?or
measurements to collect data t+at can be used to make comarisons or or to
determine if an ob<ect or tool solves a roblem or meets a goal00
>ou .ould benefit from making redictions based on rior e,eriences0
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Measurement Topic: .na&56ing and -nterpreting 2ata
Anal&)ing data builds on rior e,eriences and rogresses to collecting- recording- and s+aring
observations0
Score
'er0ormance -ndicators
;our response s*o%s t*at<
4
.d)anced
>ou are highly effective .+en recording information (observations- t+oug+ts- and
ideas)0
>ou always use and s+are ictures- dra.ings- and?or .ritings of observations0
>ou always use observations (first+and or from media) to describe atterns and?or
relations+is in t+e natural and designed .orld(s) in order to ans.er scientific
/uestions and solve roblems0
>ou are highly effective .+en comaring redictions (based on rior e,eriences) to
.+at occurred (observable events)0
>ou are completely accurate .+en anal&)ing data from tests of an ob<ect or tool to
determine if it .orks as intended0
3
'ro0icient
>ou are effective .+en recording information (observations- t+oug+ts- and ideas)0
>ou frequently use and s+are ictures- dra.ings- and?or .ritings of observations0
>ou frequently use observations (first+and or from media) to describe atterns and?or
relations+is in t+e natural and designed .orld(s) in order to ans.er scientific
/uestions and solve roblems0
>ou are effective .+en comaring redictions (based on rior e,eriences) to .+at
occurred (observable events)0
>ou are generally accurate .+en anal&)ing data from tests of an ob<ect or tool to
determine if it .orks as intended0
2
=asic
>ou are somewhat effective .+en recording information (observations- t+oug+ts- and
ideas)0
>ou sometimes use and s+are ictures- dra.ings- and?or .ritings of observations0
>ou sometimes use observations (first+and or from media) to describe atterns and?or
relations+is in t+e natural and designed .orld(s) in order to ans.er scientific
/uestions and solve roblems0
>ou are +ig+l& moderately effective .+en comaring redictions (based on rior
e,eriences) to .+at occurred (observable events)0
>ou are inaccurate .+en anal&)ing data from tests of an ob<ect or tool to determine if
it .orks as intended0
1
2e)e&oping
>ou .ould benefit from recording information (observations- t+oug+ts- and ideas)0
>ou .ould benefit from using and s+are ictures- dra.ings- and?or .ritings of
observations0
>ou .ould benefit from using observations (first+and or from media) to describe
atterns and?or relations+is in t+e natural and designed .orld(s) in order to ans.er
scientific /uestions and solve roblems0
>ou .ould benefit from comaring redictions (based on rior e,eriences) to .+at
occurred (observable events)0
>ou .ould benefit from anal&)ing data from tests of an ob<ect or tool to determine if it
Science "easurement *oics and $ubrics
Ale,andria %it& Public Sc+ools
14
.orks as intended0
Measurement Topic: 3sing 4omputationa& T*in/ing and Mat*ematica& Reasoning
"at+ematical and comutational t+inking builds on rior e,erience and rogresses to recogni)ing t+at
mat+ematics can be used to describe t+e natural and designed .orld(s)0
Score
'er0ormance -ndicators
;our response s*o%s t*at<
4
.d)anced
>ou are completely accurate .+en deciding .+en to use /ualitative vs0 /uantitative
data0
>ou always use counting and numbers to identif& and describe atterns in t+e natural
and designed .orld(s)0
>ou always describe- measure- and?or comare /uantitative attributes of different
ob<ects and disla& t+e data using simle gra+s0
>ou always use /uantitative data to comare t.o alternative solutions to a roblem0
3
'ro0icient
>ou are accurate .+en deciding .+en to use /ualitative vs0 /uantitative data0
>ou frequently use counting and numbers to identif& and describe atterns in t+e
natural and designed .orld(s)0
>ou frequently describe- measure- and?or comare /uantitative attributes of different
ob<ects and disla& t+e data using simle gra+s0
>ou frequently use /uantitative data to comare t.o alternative solutions to a roblem0
2
=asic
>ou are inaccurate .+en deciding .+en to use /ualitative vs0 /uantitative data0
>ou sometimes use counting and numbers to identif& and describe atterns in t+e
natural and designed .orld(s)0
>ou sometimes describe- measure- and?or comare /uantitative attributes of different
ob<ects and disla& t+e data using simle gra+s0
>ou sometimes use /uantitative data to comare t.o alternative solutions to a
roblem0
1
2e)e&oping
>ou .ould benefit from deciding .+en to use /ualitative vs0 /uantitative data0
>ou .ould benefit from using counting and numbers to identif& and describe atterns
in t+e natural and designed .orld(s)0
>ou .ould benefit from describing- measuring- and?or comaring /uantitative
attributes of different ob<ects and disla& t+e data using simle gra+s0
>ou .ould benefit from using /uantitative data to comare t.o alternative solutions to
a roblem0
Science "easurement *oics and $ubrics
Ale,andria %it& Public Sc+ools
15
Measurement Topic: 4onstructing Scienti0ic +7p&anations and
2esigning +ngineering So&utions
%onstructing e,lanations and designing solutions builds on rior e,eriences and rogresses to t+e use
of evidence and ideas in constructing evidence based accounts of natural +enomena and designing
solutions0
Score
'er0ormance -ndicators
;our response s*o%s t*at<
4
.d)anced
>ou are completely accurate .+en making observations (first+and or from media) to
construct an evidence2based account for natural +enomena0
>ou always use tools and?or materials to design and?or build a device t+at solves a
secific roblem or a solution to a secific roblem0
>ou always generate and?or comare multile solutions to a roblem0
3
'ro0icient
>ou are accurate .+en making observations (first+and or from media) to construct an
evidence2based account for natural +enomena0
>ou frequently use tools and?or materials to design and?or build a device t+at solves a
secific roblem or a solution to a secific roblem0
>ou frequently generate and?or comare multile solutions to a roblem0
2
=asic
>ou are inaccurate .+en making observations (first+and or from media) to construct an
evidence2based account for natural +enomena0
>ou sometimes use tools and?or materials to design and?or build a device t+at solves a
secific roblem or a solution to a secific roblem0
>ou sometimes generate and?or comare multile solutions to a roblem0
1
2e)e&oping
>ou .ould benefit from making observations (first+and or from media) to construct an
evidence2based account for natural +enomena0
>ou .ould benefit from using tools and?or materials to design and?or build a device t+at
solves a secific roblem or a solution to a secific roblem0
>ou .ould benefit from generating and?or comaring multile solutions to a roblem0
Science "easurement *oics and $ubrics
Ale,andria %it& Public Sc+ools
16
Measurement Topic: 3sing +)idence to +ngage in and Support .rguments
Engaging in argument from evidence builds on rior e,eriences and rogresses to comaring ideas and
reresentations about t+e natural and designed .orld(s)0
Score
'er0ormance -ndicators
;our response s*o%s t*at<
4
.d)anced
>ou always identif& arguments t+at are suorted b& evidence0
>ou are completely accurate .+en distinguis+ing bet.een e,lanations t+at account
for all gat+ered evidence and t+ose t+at do not0
>ou highly effective .+en anal&)ing .+& some evidence is relevant to a scientific
/uestion and some is not0
>ou are completely accurate .+en distinguis+ing bet.een oinions and evidence in
&our o.n e,lanations0
>ou always listen activel& to arguments to indicate agreement or disagreement
based on evidence- and?or to retell t+e main oints of t+e argument0
>ou are completely accurate .+en constructing an argument .it+ evidence to
suort a claim0
>ou are completely accurate .+en making a claim about t+e effectiveness of an
ob<ect- tool- or solution t+at is suorted b& relevant evidence0
3
'ro0icient
>ou frequently identif& arguments t+at are suorted b& evidence0
>ou are generally accurate .+en distinguis+ing bet.een e,lanations t+at account
for all gat+ered evidence and t+ose t+at do not0
>ou highly effective .+en anal&)ing .+& some evidence is relevant to a scientific
/uestion and some is not0
>ou are generally accurate .+en distinguis+ing bet.een oinions and evidence in
&our o.n e,lanations0
>ou frequently listen activel& to arguments to indicate agreement or disagreement
based on evidence- and?or to retell t+e main oints of t+e argument0
>ou are generally accurate .+en constructing an argument .it+ evidence to suort
a claim0
>ou are generally accurate .+en making a claim about t+e effectiveness of an
ob<ect- tool- or solution t+at is suorted b& relevant evidence0
Science "easurement *oics and $ubrics
Ale,andria %it& Public Sc+ools
17
Score
'er0ormance -ndicators
;our response s*o%s t*at<
2
=asic
>ou sometimes identif& arguments t+at are suorted b& evidence0
>ou are inaccurate .+en distinguis+ing bet.een e,lanations t+at account for all
gat+ered evidence and t+ose t+at do not0
>ou somewhat effective .+en anal&)ing .+& some evidence is relevant to a scientific
/uestion and some is not0
>ou are inaccurate .+en distinguis+ing bet.een oinions and evidence in &our o.n
e,lanations0
>ou sometimes listen activel& to arguments to indicate agreement or disagreement
based on evidence- and?or to retell t+e main oints of t+e argument0
>ou are inaccurate .+en constructing an argument .it+ evidence to suort a claim0
>ou are inaccurate .+en making a claim about t+e effectiveness of an ob<ect- tool- or
solution t+at is suorted b& relevant evidence0
Science "easurement *oics and $ubrics
Ale,andria %it& Public Sc+ools
18
1
2e)e&oping
>ou .ould benefit from identif& arguments t+at are suorted b& evidence0
>ou .ould benefit from distinguis+ing bet.een e,lanations t+at account for all
gat+ered evidence and t+ose t+at do not0
>ou .ould benefit from anal&)ing .+& some evidence is relevant to a scientific
/uestion and some is not0
>ou .ould benefit from distinguis+ing bet.een oinions and evidence in &our o.n
e,lanations0
>ou .ould benefit from listening activel& to arguments to indicate agreement or
disagreement based on evidence- and?or to retell t+e main oints of t+e argument0
>ou .ould benefit from constructing an argument .it+ evidence to suort a claim0
>ou .ould benefit from making a claim about t+e effectiveness of an ob<ect- tool- or
solution t+at is suorted b& relevant evidence0
Science "easurement *oics and $ubrics
Ale,andria %it& Public Sc+ools
19
Measurement Topic: .na&56ing8 +)a&uating8 and 4ommunicating -n0ormation
'btaining- evaluating- and communicating information builds on rior e,eriences and uses observations
and te,ts to communicate ne. information0
Score
'er0ormance -ndicators
;our response s*o%s t*at<
4
.d)anced
>ou always read grade2aroriate te,ts and?or use media to obtain scientific and?or
tec+nical information to determine atterns in and?or evidence about t+e natural and
designed .orld(s)0
>ou are completely accurate .+en describing +o. secific images (e0g0- a diagram
s+o.ing +o. a mac+ine .orks) suort a scientific or engineering idea0
>ou are highly effective .+en obtain information using various te,ts- te,t features
(e0g0- +eadings- tables of contents- glossaries- electronic menus- icons)- and ot+er
media t+at .ill be useful in ans.ering a scientific /uestion and?or suorting a
scientific claim0
>ou always communicate information or design ideas and?or solutions .it+ ot+ers in
oral and?or .ritten forms using models- dra.ings- .riting- or numbers t+at rovide
detail about scientific ideas- ractices- and?or design ideas0
3
'ro0icient
>ou frequently read grade2aroriate te,ts and?or use media to obtain scientific
and?or tec+nical information to determine atterns in and?or evidence about t+e
natural and designed .orld(s)0
>ou are generally accurate .+en describing +o. secific images (e0g0- a diagram
s+o.ing +o. a mac+ine .orks) suort a scientific or engineering idea0
>ou are effective .+en obtain information using various te,ts- te,t features (e0g0-
+eadings- tables of contents- glossaries- electronic menus- icons)- and ot+er media
t+at .ill be useful in ans.ering a scientific /uestion and?or suorting a scientific
claim0
>ou frequently communicate information or design ideas and?or solutions .it+ ot+ers
in oral and?or .ritten forms using models- dra.ings- .riting- or numbers t+at rovide
detail about scientific ideas- ractices- and?or design ideas0
2
=asic
>ou sometimes read grade2aroriate te,ts and?or use media to obtain scientific
and?or tec+nical information to determine atterns in and?or evidence about t+e
natural and designed .orld(s)0
>ou are accurate .+en describing +o. secific images (e0g0- a diagram s+o.ing +o.
a mac+ine .orks) suort a scientific or engineering idea0
>ou are ineffective .+en obtain information using various te,ts- te,t features (e0g0-
+eadings- tables of contents- glossaries- electronic menus- icons)- and ot+er media
t+at .ill be useful in ans.ering a scientific /uestion and?or suorting a scientific
claim0
>ou sometimes communicate information or design ideas and?or solutions .it+
ot+ers in oral and?or .ritten forms using models- dra.ings- .riting- or numbers t+at
rovide detail about scientific ideas- ractices- and?or design ideas0
Science "easurement *oics and $ubrics
Ale,andria %it& Public Sc+ools
20
1
2e)e&oping
>ou .ould benefit from reading grade2aroriate te,ts and?or using media to obtain
scientific and?or tec+nical information to determine atterns in and?or evidence about
t+e natural and designed .orld(s)0
>ou .ould benefit from describing +o. secific images (e0g0- a diagram s+o.ing +o.
a mac+ine .orks) suort a scientific or engineering idea0
>ou .ould benefit from obtaining information using various te,ts- te,t features (e0g0-
+eadings- tables of contents- glossaries- electronic menus- icons)- and ot+er media
t+at .ill be useful in ans.ering a scientific /uestion and?or suorting a scientific
claim0
>ou .ould benefit from communicating information or designing ideas and?or
solutions .it+ ot+ers in oral and?or .ritten forms using models- dra.ings- .riting- or
numbers t+at rovide detail about scientific ideas- ractices- and?or design ideas0
Science "easurement *oics and $ubrics
Ale,andria %it& Public Sc+ools
21
Measurement Topic: .na&56ing 'atterns
%+ildren recogni)e t+at atterns in t+e natural and +uman designed .orld can be observed- used to
describe +enomena- and used as evidence0
Score
'er0ormance -ndicators
;our response s*o%s t*at<
4
.d)anced
>ou always recogni)e t+at atterns in t+e natural and +uman designed .orld can be
observed
>ou are highly effective at using atterns to describe +enomena0
>ou are highly effective at using atterns as evidence0
3
'ro0icient
>ou frequently recogni)e t+at atterns in t+e natural and +uman designed .orld can
be observed
>ou are effective at using atterns to describe +enomena0
>ou are effective at using atterns as evidence0
2
=asic
>ou sometimes recogni)e t+at atterns in t+e natural and +uman designed .orld can
be observed
>ou are ineffective at using atterns to describe +enomena0
>ou are ineffective at using atterns as evidence0
1
2e)e&oping
>ou .ould benefit from recogni)ing t+at atterns in t+e natural and +uman designed
.orld can be observed
>ou .ould benefit from using atterns to describe +enomena0
>ou .ould benefit from using atterns as evidence0
Science "easurement *oics and $ubrics
Ale,andria %it& Public Sc+ools
22
Measurement Topic: .na&56ing and +7p&aining 4ausa& Re&ations*ips
Students learn t+at events +ave causes t+at generate observable atterns0 *+e& design simle tests to
gat+er evidence to suort or refute t+eir o.n ideas about causes0
Score
'er0ormance -ndicators
;our response s*o%s t*at<
4
.d)anced
>ou +ave a complete understanding t+at events +ave causes t+at generate
observable atterns0
>ou are completely accurate design simle tests to gat+er evidence to suort or
refute student ideas about causes0
3
'ro0icient
>ou +ave a substantial understanding t+at events +ave causes t+at generate
observable atterns0
>ou are accurate design simle tests to gat+er evidence to suort or refute student
ideas about causes0
2
=asic
>ou +ave a partial understanding t+at events +ave causes t+at generate observable
atterns0
>ou are inaccurate design simle tests to gat+er evidence to suort or refute
student ideas about causes0
1
2e)e&oping
>ou .ould benefit from e,loring causes t+at generate observable atterns0
>ou .ould benefit from designing simle tests to gat+er evidence to suort or refute
student ideas about causes0
Science "easurement *oics and $ubrics
Ale,andria %it& Public Sc+ools
23
Measurement Topic: .ssessing t*e -mpact o0 Sca&e8 'roportion8 and ,uantit5
Students use relative scales (e0g0- bigger and smaller9 +otter and colder9 faster and slo.er) to describe
ob<ects0 *+e& use standard units to measure lengt+0
Score
'er0ormance -ndicators
;our response s*o%s t*at<
4
.d)anced
>ou are completely accurate .+en using relative scales to comare and describe
ob<ects and events (e0g0 bigger and smaller- +otter and colder- faster and slo.er)0
>ou are completely accurate .+en using standard units to make measurements0
3
'ro0icient
>ou are generally accurate .+en using relative scales to comare and describe
ob<ects and events (e0g0 bigger and smaller- +otter and colder- faster and slo.er)0
>ou are generally accurate .+en using standard units to make measurements0
2
=asic
>ou are inaccurate .+en using relative scales to comare and describe ob<ects and
events (e0g0 bigger and smaller- +otter and colder- faster and slo.er)0
>ou are inaccurate .+en using standard units to make measurements0
1
2e)e&oping
>ou .ould benefit from using relative scales to comare and describe ob<ects and
events (e0g0 bigger and smaller- +otter and colder- faster and slo.er)0
>ou .ould benefit from using standard units to make measurements0
Science "easurement *oics and $ubrics
Ale,andria %it& Public Sc+ools
24
Measurement Topic: -n)estigating S5stems and S5stem Mode&s
Students understand ob<ects and organisms can be described in terms of t+eir arts9 and s&stems in t+e
natural and designed .orld +ave arts t+at .ork toget+er0
Score
'er0ormance -ndicators
;our response s*o%s t*at<
4
.d)anced
>ou are completely accurate .+en describing ob<ects and organisms in terms of t+eir
arts0
>ou are completely accurate .+en s+o.ing t+at s&stems in t+e natural and designed
.orld +ave arts t+at .ork toget+er0
3
'ro0icient
>ou are generally accurate .+en describing ob<ects and organisms in terms of t+eir
arts0
>ou are generally accurate .+en s+o.ing t+at s&stems in t+e natural and designed
.orld +ave arts t+at .ork toget+er0
2
=asic
>ou are inaccurate .+en describing ob<ects and organisms in terms of t+eir arts0
>ou are inaccurate .+en s+o.ing t+at s&stems in t+e natural and designed .orld
+ave arts t+at .ork toget+er0
1
2e)e&oping
>ou .ould benefit from describing ob<ects and organisms in terms of t+eir arts0
>ou .ould benefit from s+o.ing t+at s&stems in t+e natural and designed .orld +ave
arts t+at .ork toget+er0
Science "easurement *oics and $ubrics
Ale,andria %it& Public Sc+ools
25
Measurement Topic: .na&56ing 1&o%s8 45c&es8 and 4onser)ation o0 +nerg5 and Matter
Students observe ob<ects ma& break into smaller ieces- be ut toget+er into larger ieces- or c+ange
s+aes0
Score
'er0ormance -ndicators
;our response s*o%s t*at<
4
.d)anced
>ou are completely accurate .+en s+o.ing +o. ob<ects ma& break into smaller
ieces- be ut toget+er into larger ieces- or c+ange s+aes0
3
'ro0icient
>ou generally accurate .+en s+o.ing +o. ob<ects ma& break into smaller ieces- be
ut toget+er into larger ieces- or c+ange s+aes0
2
=asic
>ou are inaccurate .+en s+o.ing +o. ob<ects ma& break into smaller ieces- be ut
toget+er into larger ieces- or c+ange s+aes0
1
2e)e&oping
>ou can benefit from s+o.ing +o. ob<ects ma& break into smaller ieces- be ut
toget+er into larger ieces- or c+ange s+aes0
Science "easurement *oics and $ubrics
Ale,andria %it& Public Sc+ools
26
Measurement Topic: +7p&oring Structure and 1unction
Students observe t+e s+ae and stabilit& of structures of natural and designed ob<ects are related to t+eir
function(s)0
Score
'er0ormance -ndicators
;our response s*o%s t*at<
4
.d)anced
>ou are completely accurate .+en s+o.ing t+at t+e s+ae and stabilit& of structures
of natural and designed ob<ects are related to t+eir function(s)0
3
'ro0icient
>ou are generally accurate .+en s+o.ing t+at t+e s+ae and stabilit& of structures of
natural and designed ob<ects are related to t+eir function(s)0
2
=asic
>ou are inaccurate .+en s+o.ing t+at t+e s+ae and stabilit& of structures of natural
and designed ob<ects are related to t+eir function(s)0
1
2e)e&oping
>ou can benefit from s+o.ing t+at t+e s+ae and stabilit& of structures of natural and
designed ob<ects are related to t+eir function(s)0
Science "easurement *oics and $ubrics
Ale,andria %it& Public Sc+ools
27
Measurement Topic: -n)estigating Stabi&it5 and 4*ange
Students observe some t+ings sta& t+e same .+ile ot+er t+ings c+ange- and t+ings ma& c+ange slo.l& or
raidl&0
Score
'er0ormance -ndicators
;our response s*o%s t*at<
4
.d)anced
>ou are completely accurate in s+o.ing t+at some t+ings sta& t+e same .+ile ot+er
t+ings c+ange0
>ou are completely accurate in s+o.ing t+at t+ings ma& c+ange slo.l& or raidl&0
3
'ro0icient
>ou are generally accurate in s+o.ing t+at some t+ings sta& t+e same .+ile ot+er
t+ings c+ange0
>ou are generally accurate in s+o.ing t+at t+ings ma& c+ange slo.l& or raidl&0
2
=asic
>ou are inaccurate in s+o.ing t+at some t+ings sta& t+e same .+ile ot+er t+ings
c+ange0
>ou are inaccurate in s+o.ing t+at t+ings ma& c+ange slo.l& or raidl&0
1
2e)e&oping
>ou .ould benefit from s+o.ing t+at some t+ings sta& t+e same .+ile ot+er t+ings
c+ange0
>ou .ould benefit from s+o.ing t+at t+ings ma& c+ange slo.l& or raidl&0

Science "easurement *oics and $ubrics
Ale,andria %it& Public Sc+ools
28

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