Supports reasoning Clearly introduces Introduces the Attempts to with evidence from problem and problem and introduce the labs and technical addresses the addresses the problem and brief to clearly prompt. prompt, but omits address the Focus introduces problem some details. prompt. Omits and address all important details, parts of the prompt making piece difficult to follow and understand. Displays a deep Displays intended Displays some Displays basic knowledge of the knowledge of the knowledge of the knowledge of the topic, including concept, including concept. Lacks concept. Includes Information several accurate several accurate many relevant facts evidence of facts and in-depth facts and details. and details. numerous details. misconceptions. Uses in-depth, Uses precise Uses language and Attempts to use precise language language and scientific language and and domain-specific vocabulary terms to scientific scientific scientific correctly explain vocabulary terms to Language vocabulary terms to vocabulary terms to the topic. explain the topic. expound on the correctly explain Misunderstanding Misunderstanding topic. the topic. of two or three of several terms are terms is evident. evident. Includes an Includes a Includes an Includes meaningful meaningful effective conclusion, but conclusion, which conclusion, which conclusion, which does not state how states how states how attempts to states knowledge of Conclusion knowledge of knowledge of how knowledge of concepts helped concepts played a concepts helped concepts helped design a solution to major role in design a solution to design a solution to the problem. designing a solution the problem. the problem. to the problem. Few to no errors in Few to no errors in Few errors in Several errors in grammar, spelling grammar, spelling grammar, spelling grammar, spelling and punctuation. and punctuation. and punctuation. and punctuation Communicates Communicates One or two errors Communicates Conventions ideas at a level ideas at the level interfere with ideas below the above expected. communicating an level expected. expectations. idea at the level expected. Appendix S: Additional Teacher Resources Engineering Design Challenge: Additional Options Options for conducting the challenging by teaching only sound or only light are provided below.
Focus Supports reasoning with evidence from labs and technical brief to clearly introduces problem and address all parts of the prompt Clearly introduces problem and addresses the prompt. Introduces the problem and addresses the prompt, but omits some details. Attempts to introduce the problem and address the prompt. Omits important details, making piece difficult to follow and understand. Information Displays a deep knowledge of the topic, including several accurate facts and in-depth details. Displays intended knowledge of the concept, including several accurate facts and details. Displays some knowledge of the concept. Lacks many relevant facts and details. Displays basic knowledge of the concept. Includes evidence of numerous misconceptions. Language Uses in-depth, precise language and scientific vocabulary terms to expound on the topic. Uses precise language and domain-specific scientific vocabulary terms to correctly explain the topic. Uses language and scientific vocabulary terms to correctly explain the topic. Misunderstanding of two or three terms is evident. Attempts to use language and scientific vocabulary terms to explain the topic. Misunderstanding of several terms are evident. Conclusion Includes an meaningful conclusion, which states how knowledge of concepts played a major role in designing a solution to the problem. Includes a meaningful conclusion, which states how knowledge of concepts helped design a solution to the problem. Includes an effective conclusion, which attempts to states how knowledge of concepts helped design a solution to the problem. Includes conclusion, but does not state how knowledge of concepts helped design a solution to the problem. Conventions Few to no errors in grammar, spelling and punctuation. Communicates ideas at a level above expectations. Few to no errors in grammar, spelling and punctuation. Communicates ideas at the level expected. Few errors in grammar, spelling and punctuation. One or two errors interfere with communicating an idea at the level expected. Several errors in grammar, spelling and punctuation Communicates ideas below the level expected. Appendix S: Additional Teacher Resources Engineering Design Challenge: Additional Options Options for conducting the challenging by teaching only sound or only light are provided below.