Unit planner Assessment rubric This rubric aligns with Year 8 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 Notes description(s) and worksheets development The student can Energy appears in Activity 1 The student The student shows a The student shows a The teacher recognise that light is a different forms including Worksheet 1 demonstrates a sound understanding of basic understanding of actively observes form of energy. movement (kinetic thorough understanding what light is and what light is and as individual energy), heat and of what is and identifies some describes a few students record potential energy, and accurately identifies differences between differences between their thoughts and causes change within differences between incandescent, compact incandescent, compact notes their systems incandescent, compact fluorescent and fluorescent and contributions to fluorescent and halogen globes and halogen globes and class discussion. halogen globes and LEDs. The student LEDs. The student has LEDs. The student successfully classifies difficulty distinguishing accurately classifies some ways of between qualitative and ways of measuring light measuring light quantitative ways of intensity as qualitative intensity as qualitative measuring. or quantitative. or quantitative. The student can use See ACSSU155 above. Activities 3 and 8 The student The student The student restates research skills to Worksheet 5 communicates communicates using some information from investigate a range of Resource 1 accurately and mostly appropriate student Resource 1 different light bulbs. Resource 2 concisely using scientific language and with little or no appropriate scientific with evidence of evidence of research language and with clear research on parts of the on other parts of the evidence of research investigation. investigation. on all parts of the investigation.
Unit planner Assessment rubric This rubric aligns with Year 8 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 Notes The student can recognise that light is a form of energy. Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems Activity 1 Worksheet 1 The student demonstrates a thorough understanding of what is and accurately identifies differences between incandescent, compact fluorescent and halogen globes and LEDs. The student accurately classifies ways of measuring light intensity as qualitative or quantitative. The student shows a sound understanding of what light is and identifies some differences between incandescent, compact fluorescent and halogen globes and LEDs. The student successfully classifies some ways of measuring light intensity as qualitative or quantitative. The student shows a basic understanding of what light is and describes a few differences between incandescent, compact fluorescent and halogen globes and LEDs. The student has difficulty distinguishing between qualitative and quantitative ways of measuring. The teacher actively observes as individual students record their thoughts and notes their contributions to class discussion. The student can use research skills to investigate a range of different light bulbs. See ACSSU155 above. Activities 3 and 8 Worksheet 5 Resource 1 Resource 2 The student communicates accurately and concisely using appropriate scientific language and with clear evidence of research on all parts of the investigation. The student communicates using mostly appropriate scientific language and with evidence of research on parts of the investigation. The student restates some information from student Resource 1 with little or no evidence of research on other parts of the investigation.
unit-of-work-yr8-light-up-the-globe.docx