Excellent Adequate Present Incomplete Missing Students provide video, Students provide Students provide video, photographs, and video, photographs, and scientific scientific sketches that to photographs, and Documentation Only 1 of 3 of the following are sketches that to enhance the enhance the written scientific sketches present: video, photographs, MISSING written procedure. Images are procedure. Clarity of but lack clarity or (25%) scientific sketches. clear and (where appropriate) images could be relevance to the clearly labeled. improved or are not written properly labeled. procedure. Procedure is Procedure is well-written unclear at times, Procedure is well-written and and includes but does include Procedure includes measurements and measurements but measurements Procedure is mostly unclear or units where necessary. missing units where MISSING when necessary. does not include measurements. (25%) Procedure could be necessary. Procedure Procedure could reproduced. could be reproduced not be properly with difficulty. reproduced. The reflection compares & contrasts at least 3 different possible methods and explains Reflection meets Reflection meets all Reflection why a particular method was all requirements, Reflection is poorly written and fails requirements, but chosen. Difficulties with each but examines only to compare/contrast each MISSING examines only 2 possible (25%) method and an examination of 1 possible method used. methods. possible errors or future method. improvements in included as well. Conclusion clearly Conclusion clearly states that states that the Conclusion clearly states the student believes clean student believes that the student believes freshwater should be clean freshwater clean freshwater should Conclusion considered a renewable or should be Student’s conclusion is poorly be considered a nonrenewable resource. considered a written or unclear. Reasoning is MISSING renewable or (25%) Reasoning behind this belief is renewable or omitted. nonrenewable resource. included, which references the nonrenewable Reasoning is lacking or experiment and further resource. No based solely on opinion. research. reasoning is provided.
Excellent Adequate Present Incomplete Missing Documentation (25%) Students provide video, photographs, and scientific sketches that to enhance the written procedure. Images are clear and (where appropriate) clearly labeled. Students provide video, photographs, and scientific sketches that to enhance the written procedure. Clarity of images could be improved or are not properly labeled. Students provide video, photographs, and scientific sketches but lack clarity or relevance to the written procedure. Only 1 of 3 of the following are present: video, photographs, scientific sketches. MISSING Procedure (25%) Procedure is well-written and includes measurements and units where necessary. Procedure could be reproduced. Procedure is well-written and includes measurements but missing units where necessary. Procedure could be reproduced with difficulty. Procedure is unclear at times, but does include measurements when necessary. Procedure could not be properly reproduced. Procedure is mostly unclear or does not include measurements. MISSING Reflection (25%) The reflection compares & contrasts at least 3 different possible methods and explains why a particular method was chosen. Difficulties with each method and an examination of possible errors or future improvements in included as well. Reflection meets all requirements, but examines only 2 possible methods. Reflection meets all requirements, but examines only 1 possible method. Reflection is poorly written and fails to compare/contrast each method used. MISSING Conclusion (25%) Conclusion clearly states that the student believes clean freshwater should be considered a renewable or nonrenewable resource. Reasoning behind this belief is included, which references the experiment and further research. Conclusion clearly states that the student believes clean freshwater should be considered a renewable or nonrenewable resource. Reasoning is lacking or based solely on opinion. Conclusion clearly states that the student believes clean freshwater should be considered a renewable or nonrenewable resource. No reasoning is provided. Student’s conclusion is poorly written or unclear. Reasoning is omitted. MISSING