Assessment rubric This rubric aligns with Year 7 Australian Curriculum: Science, which is the focus of this unit. Teachers may wish to expand to include other learning areas. This rubric is intended as a guide only. It can be modified to suit teachers' needs and to be integrated into existing assessment systems. Teachers may also wish to collect the worksheets as work samples for individual student folios. Student’s name: Skill Relevant content Relevant activities Competent Developing at level Needs further description(s) and worksheets development The student can use a Mixtures, including Activity 4 The student The student selects With significant teacher separation technique to solutions, contain a independently selects appropriate equipment guidance and support, filter muddy water. combination of pure appropriate equipment and plans and conducts the student: substances that can be and plans and conducts the experiment with selects appropriate separated using a the experiment some teacher equipment and range of techniques successfully. The prompting/assistance. conducts the student identifies and The student measures experiment accurately measures residue and filtrate and measures residue residue and filtrate and follows the example to and filtrate follows the example to provide a calculation. follows the example provide a correct, fully The student uses some to attempt a justified calculation. scientific language and calculation. The student uses diagrams to The student uses appropriate scientific communicate everyday language and language and fully procedure and results. drawings to labelled diagrams to communicate communicate procedure and results. procedure and results. The student can Some of Earth’s Activity 3 The student accurately The student labels a The student labels a investigate the resources are Worksheet 3 labels a diagram diagram representing diagram showing some cycle. renewable, including representing all most processes in the processes in the water water that cycles processes in the water cycle with most cycle with some through the cycle with appropriate scientific terms scientific terms environment, but others scientific terms displayed. displayed. are non-renewable displayed. The student (ACSSU116) identifies and explains the places where Unit planner
Assessment rubric This rubric aligns with Year 7 Australian Curriculum: Science, which is the focus of this unit. Teachers may wish to expand to include other learning areas. This rubric is intended as a guide only. It can be modified to suit teachers' needs and to be integrated into existing assessment systems. Teachers may also wish to collect the worksheets as work samples for individual student folios. Student’s name: Skill Relevant content description(s) Relevant activities and worksheets Competent Developing at level Needs further development The student can use a separation technique to filter muddy water. Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques Activity 4 The student independently selects appropriate equipment and plans and conducts the experiment successfully. The student identifies and accurately measures residue and filtrate and follows the example to provide a correct, fully justified calculation. The student uses appropriate scientific language and fully labelled diagrams to communicate procedure and results. The student selects appropriate equipment and plans and conducts the experiment with some teacher prompting/assistance. The student measures residue and filtrate and follows the example to provide a calculation. The student uses some scientific language and diagrams to communicate procedure and results. With significant teacher guidance and support, the student: selects appropriate equipment and conducts the experiment measures residue and filtrate follows the example to attempt a calculation. The student uses everyday language and drawings to communicate procedure and results. The student can investigate the cycle. Some of Earth’s resources are renewable, including water that cycles through the environment, but others are non-renewable (ACSSU116) Activity 3 Worksheet 3 The student accurately labels a diagram representing all processes in the cycle with appropriate scientific terms displayed. The student identifies and explains the places where The student labels a diagram representing most processes in the water cycle with most scientific terms displayed. The student labels a diagram showing some processes in the water cycle with some scientific terms displayed. Unit planner
unit-of-work-yr7-should-i-drink-bottled-water.docx