1a assessment rubric blm warm-up: observe · lesson 2 assessment rubric blm 2a warm-up: communicate...

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Lesson 1 Assessment RubricBL

M 1A

Activity Question: What questions can I ask to help me observe an object?

Objective: Students will ask questions to help them observe the properties of an object.

Tasks:• Label the sense next to each body part listed on the BLM.• Use questions to observe the rubber ball.• Record questions and answers on lines on the BLM.• Identify the sense used to answer each question and record on BLM.

Scoring Criteria 4 3 2 1

Student correctly labeled the sense next to each body part.

Student used questions to observe the rubber ball.

Student properly recorded questions and answers on lines on the BLM.

Student identified and properly recorded the sense used to answer each question.

Score: total points out of a possible 16 points

Scoring Key4 points correct, complete, detailed3 points partially correct, complete, detailed2 points partially correct, partially complete, lacks detail1 point incorrect or incomplete, needs assistance

Teacher Comments:

Warm-Up: Observe

Hands-On Standards® Science, Deluxe Edition Grades 2-3 http://www.etacuisenaire.com

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M2AWarm-Up: Communicate

Activity Question: How are crayons and markers similar and different?

Objective: Students will communicate the similarities and differences of two objects using a table.

Tasks:• Identify four properties for comparing a crayon and marker.• Label the table in BLM with the chosen properties.• Observe a crayon and a marker and record observations in BLM table.• Use information from BLM table to draw a conclusion about how the crayon and marker are

similar and different.


Student identified four properties for comparing a crayon and marker.

Student properly labeled the table in BLM with the chosen properties.

Student observed crayon and marker and properly recorded observations in BLM table.

Student used information from BLM table to draw a conclusion about how the crayon and marker are similar and different.



Teacher Comments:


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M3A

Activity Question: How can I estimate and measure the mass of a bag of beans?

Objective: Students will estimate and measure dried beans using standard and nonstandard units.

Tasks:• Estimate the mass of two bags of dried beans in nonstandard and standard units.• Measure the mass of two bags of dried beans in nonstandard and standard units.• Record estimates and measurements in a table on the BLM.• Find the differences between estimates and measurements.


Student properly estimated the mass of two bags of dried beans in nonstandard and standard units.

Student properly measured the mass of two bags of dried beans in nonstandard and standard units.

Student properly recorded estimates and measurements in the BLM table.

Student properly found the difference between the estimates and the measurements.



Teacher Comments:

Warm-Up: Estimate and Measure


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M4A

Activity Question: How can I classify buttons?

Objective: Students will classify buttons based on properties they identify.

Tasks:• Identify properties for classifying buttons.• Label boxes on diagram with selected properties.• Follow procedures to classify buttons into groups based on selected properties.• Record number of buttons for each group in proper location on diagram.


Student identified properties for classifying buttons.

Student properly labeled boxes on diagram.

Student followed procedures to classify buttons into groups based on selected properties.

Student properly recorded number of buttons on diagram.



Teacher Comments:

Warm-Up: Classify


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M5A

Activity Question: How can I define a mixture?

Objective: Students will make an operational definition of a mixture using pea gravel, bits of plastic foam, and water.

Tasks:• Stir pea gravel and plastic foam bits together to make one mixture, then add water to them to

make a second mixture.• Draw and label a picture of each mixture on the BLM.• Describe the characteristics of each mixture in the table on the BLM. • Describe whether each mixture can be separated and, if so, how.• Use observations to make an operational definition of a mixture.


Student followed instructions to make two mixtures.

Student drew and properly labeled a picture of each mixture on the BLM.

Student described the characteristics of each mixture in the table on the BLM.

Student described whether each mixture could be separated and, if so, how.

Student used observations to make an operational definition of a mixture.



Teacher Comments:

Warm-Up: Make Operational Definitions


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M6A

Activity Question: What questions can I ask to infer what is missing?

Objective: Students will observe a part of a jigsaw puzzle to infer what the whole puzzle shows.

Tasks:• Observe the pieces of two jigsaw puzzles.• Identify what is shown on the puzzle pieces.• Infer what animal is shown in each puzzle.• Explain how they made their inferences.


Student observed the pieces of two jigsaw puzzles.

Student identified what the puzzle pieces showed.

Student inferred what animal was shown in each puzzle.

Student explained how he/she made each inference.



Teacher Comments:

Warm-Up: Infer


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M7A

Activity Question: How can I use what I know to make a prediction?

Objective: Students will use what they know and observe to predict which objects will float or sink.

Tasks:• Observe metal, plastic, and wooden spoons and predict which will float or sink.• Test predictions for each spoon and record results on BLM.• Use prior knowledge to predict if other objects made of metal, plastic, or wood will float or sink.• Test predictions for each object and record results on BLM.


Student observed spoons and predicted which would float or sink.

Student tested predictions and recorded results on BLM.

Student used prior knowledge to predict if other metal, plastic, and wood objects would float or sink.

Student tested predictions and recorded results on BLM.



Teacher Comments:

Warm-Up: Predict


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M8A

Activity Question: How can I make a model lever?

Objective: Students will make a model of a lever and observe how a lever works.

Tasks:• Follow procedures to make a model of a lever.• Use the model to see how levers can lift objects.• Draw and label a picture of the lever on the BLM.• Compare and contrast the model with a seesaw on the BLM.


Student followed procedures to make a model of a lever.

Student used the model to see how levers can lift objects.

Student properly drew and labeled a picture of the lever on the BLM.

Student compared and contrasted the model lever with a seesaw on the BLM.



Teacher Comments:

Warm-Up: Make a Model


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M9A

Activity Question: How does limestone react with water, oil, and lemon juice?

Objective: Students will answer a question by developing an investigation based upon a set of procedures.

Tasks:• Use the activity question to form a hypothesis.• Identify the variable to change, the variables to keep the same, and the variable to observe

in the activity.• Follow procedures to measure and use materials and test hypothesis.• Observe tests and record data on BLM.• Draw conclusions about tests based on observed results.


Student used the activity question to form a hypothesis.

Student identified the variable to change, the variables to keep the same, and the variable to observe in the activity.

Student followed procedures to measure and use materials and test the hypothesis.

Student observed tests and properly recorded data on BLM.

Student drew conclusions about tests based on observed results.



Teacher Comments:

Warm-Up: Investigate


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BLM 10

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Lesson 10 Assessment RubricPhysical Science: Observe

Activity Question: What are some ways I can observe salt?

Objective: Students will use their senses of sight and touch to observe properties of salt.

Tasks:• Observe properties of salt using sight and touch.• Complete a drawing of salt crystals.• Record observations on the BLM.• Answer the question on the BLM about the relative size of salt crystals.


Student followed instructions to observe the properties of salt using sight and touch.

Student completed a drawing of salt crystals.

Student properly recorded observations on BLM.

Student answered the question on the BLM about the relative size of salt crystals.



Teacher Comments:


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BLM 11

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Lesson 11 Assessment Rubric

Activity Question: What properties of salt can I communicate?

Objective: Students will communicate their observations of salt in a table.

Tasks:• Identify properties of table salt and rock salt using senses of sight, touch, and smell.• Record observations on BLM table.• Write an appropriate title for BLM table.• Communicate findings to other students using data from BLM table.


Student identified properties of table salt and rock salt using senses of sight, touch, and smell

Student properly recorded observations of each salt on BLM table.

Student wrote an appropriate title for BLM table.

Student communicated findings to other students using data from BLM table.



Teacher Comments:

Physical Science: Communicate


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BLM 12

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Activity Question: How can I estimate and measure the mass of salt?

Objective: Students will estimate and measure the mass of salt using standard and nonstandard units.

Tasks:• Estimate and measure mass using paper clips as nonstandard units of measurement.• Estimate and measure mass using grams as standard units of measurement.• Record estimates and measurements on BLM.


Student estimated and measured mass using nonstandard units.

Student estimated and measured mass using standard units.

Student properly recorded estimates and measurements on BLM.



Teacher Comments:

Physical Science: Estimate and Measure


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BLM 13

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Activity Question: How can I classify solid substances?

Objective: Students will classify solid substances based on two properties.

Tasks:• Follow procedures to classify solid substances based on two properties.• Use a hand lens to identify crystal structure in substances.• Record solids in correct boxes in BLM diagram.


Student followed procedures to classify solid substances based on two properties.

Student used a hand lens properly to identify crystal structures.

Student properly recorded solids in correct boxes in BLM diagram.



Teacher Comments:

Physical Science: Classify


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BLM 14

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Activity Question: How can I define a solution?

Objective: Students will make an operational definition of a solution using salt and water.

Tasks:• Draw a sketch of salt and water in the labeled boxes on the BLM.• Follow procedures to make the salt water mixture.• Observe salt water mixture and draw a sketch in the labeled box on the BLM.• Write an operational definition of a solution using prior knowledge and observations from

the activity.


Student drew sketches of salt and water in labeled boxes on BLM.

Student followed procedures to make the salt water mixture.

Student observed salt water mixture and drew a sketch in labeled box on BLM.

Student wrote an operational definition of a solution.



Teacher Comments:

Physical Science: Make Operational Definitions


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BLM 15

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Activity Question: What can I infer about the density of salt water?

Objective: Students will make an inference by observing whether an egg sinks or floats in salt water and fresh water.

Tasks:• Place an egg in fresh water and observe the result.• Place an egg in salt water and observe the result.• Draw and record observations in table on the BLM.• Make an inference about the density of salt water compared to the densities of fresh water and

an egg.


Student placed an egg in fresh water and observed the result.

Student placed an egg in salt water and observed the result.

Student drew and recorded observations in table on BLM.

Student made an inference about the density of salt water compared to the densities of fresh water and an egg.



Teacher Comments:

Physical Science: Infer


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BLM 16

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Activity Question: What can I predict about mixing salt with different liquids?

Objective: Students will predict what happens when salt is mixed with different liquids.

Tasks:• Predict what will happen when salt is mixed into three different liquids.• Mix salt into three different liquids and observe mixtures.• Record observations in a table on the BLM.• Compare and contrast predictions with observations, and record on BLM.


Student predicted what would happen when salt is mixed into three different liquids.

Student mixed salt into three different liquids and observed mixtures.

Student properly recorded observations in table on the BLM.

Student compared and contrasted predictions with observations and recorded on BLM.



Teacher Comments:

Physical Science: Predict


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BLM 17

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Activity Question: How can I make a model of the water cycle?

Objective: Students will make a model to observe what happens when salt water evaporates.

Tasks:• Follow procedures to make a model showing how fresh water is produced when salt water

evaporates.• Draw and label a diagram of the model on the BLM.• Explain how the model is similar to and different from the water cycle on the BLM.• Use the model to explain why rain water is not salty on the BLM.


Student followed procedures to make a model showing how fresh water is produced when salt water evaporates.

Student drew and labeled a diagram of the model on BLM.

Student explained how the model is similar to and different from the water cycle on BLM.

Student used the model to explain why rain water is not salty on the BLM.



Teacher Comments:

Physical Science: Make a Model


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BLM 18

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Activity Question: How does salt affect ice?

Objective: Students will answer a question by developing an investigation based upon a set of procedures to determine how salt affects ice.

Tasks:• Form a hypothesis and identify the variables of the investigation.• Follow the investigation procedure.• Collect data by measuring the water in each cup.• Record the data in a table on the BLM.• Use data to draw conclusions about how salt affects ice.


Student formed a hypothesis and identified the variables of the investigation.

Student correctly followed the investigation procedure.

Student collected data by measuring the water in each cup.

Student properly recorded data in table on BLM.

Student used data to draw conclusions about how salt affects ice.



Teacher Comments:

Physical Science: Investigate


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BLM 19

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Activity Question: How can I use my senses to observe fruits?

Objective: Students will use their senses of sight, touch, and smell to observe and compare the properties of two types of fruit.

Tasks:• Use sight, touch, and smell to observe the properties of an apple.• Use sight, touch, and smell to observe the properties of an orange.• Properly record observations on the BLM.• Identify and record on BLM which sense was used to observe each property.


Student used senses to observe the properties of an apple.

Student used senses to observe the properties of an orange.

Student properly recorded observations on the BLM.

Student identified and recorded which sense was used to observe each property.



Teacher Comments:

Life Science: Observe


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BLM20

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Activity Question: What properties can I identify in fruits?

Objective: Students will communicate the properties of fruit in a table.

Tasks:• Distinguish between a row and a column in a table.• Label rows and columns of table on BLM and write an appropriate title.• Use senses of sight and touch to observe four properties of fruit.• Record properties of each fruit in table on BLM.• Correctly answer questions on BLM.


Student distinguished between rows and columns in a table.

Student properly labeled rows and columns of BLM table and wrote an appropriate title.

Student used senses to observe four properties of fruit.

Student properly recorded properties of each fruit on BLM.

Student answered questions correctly on BLM.



Teacher Comments:

Life Science: Communicate


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BLM21

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Activity Question: What properties of an apple can I estimate and measure?

Objective: Students will estimate and measure apples using standard and nonstandard units.

Tasks:• Follow procedure to estimate and measure the circumference of an apple using nonstandard and

standard units, respectively.• Follow procedure to estimate and measure the mass of dried beans and an apple, using

nonstandard and standard units, respectively.• Use pan balance and measuring tools correctly.• Properly record data on BLM using correct units.• Form a logical conclusion about the accuracy of estimating and measuring.


Student followed procedure to estimate and measure the circumference of an apple using nonstandard and standard units.

Student followed procedure to estimate and measure the mass of dried beans and an apple, using nonstandard and standard units.

Student used pan balance and measuring tools correctly.

Student properly recorded data on BLM using correct units.

Student formed a logical conclusion about the accuracy of estimating and measuring.



Teacher Comments:

Life Science: Estimate and Measure


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BLM22

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Activity Question: How can I classify fruit?

Objective: Students will classify fruit based on properties they identify.

Tasks:• Identify 3–4 properties for classifying fruit.• Label boxes in BLM table appropriately.• Record properties of fruit in BLM table.• Use one property to classify fruit and record in correct group on BLM diagram.


Student identified 3–4 properties for classifying fruit.

Student properly labeled boxes in BLM table.

Student properly recorded properties for each fruit in BLM table.

Student used one property to classify fruit and record in correct group on BLM diagram.



Teacher Comments:

Life Science: Classify


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BLM23

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Activity Question: How can I define fruit?

Objective: Students will make an operational definition about fruit based on what they know and what they observe about apples.

Tasks:• Identify 3–4 characteristics of an apple using senses of sight, touch, and smell. • Discuss with group members what they already know about apples.• Record observations on the BLM.• Use information from the BLM to write an operational definition of fruit.


Student identified 3–4 characteristics of an apple using senses of sight, touch, and smell.

Student discussed with group members what he or she already knew about apples.

Student properly recorded observations on the BLM.

Student used information from the BLM to write an operational definition of fruit.



Teacher Comments:

Life Science: Make Operational Definitions


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BLM24

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Activity Question: What can I infer about fruit?

Objective: Students will use observations and what they know to infer the role of fruit in a plant’s life cycle.

Tasks:• Identify apple seeds as plant parts.• Identify an apple tree as the adult stage in an apple’s life cycle.• Classify an apple as fruit.• Identify the apple seed as the part of a plant from which a new plant grows.• Infer the role of fruit in a plant’s life cycle.


Student identified seeds inside an apple as plant parts.

Student identified an apple tree as the adult plant in an apple’s life cycle.

Student classified an apple as fruit.

Student identified an apple seed as the part of a plant from which a new plant grows.

Student inferred the role of fruit in a plant’s life cycle.



Teacher Comments:

Life Science: Infer


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BLM25

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Activity Question: How fast will fruit turn brown when cut open?

Objective: Students will treat fruit slices with different substances and then predict which fruit slice will turn brown the fastest.

Tasks:• Follow procedures for handling fruit and other materials.• Use the chart to make a prediction choice.• Use observation of apple slices to predict which pear slice will turn brown first.• Explain prediction about pear slice as being based upon past experience.


Student followed procedures for handling fruit and other materials.

Student used the chart to make a prediction.

Student used observation of apple slices to predict which pear slice would turn brown first.

Student explained prediction about pear slice as being based upon past experience.



Teacher Comments:

Life Science: Predict


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BLM26

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Activity Question: How can I make a model of a bird’s beak?

Objective: Students will make a model of a bird beak to determine how birds feed on fruit.

Tasks:• Follow directions to make a model of a bird beak.• Use the model to find out how a bird eats different kinds of fruit.• Record observations on BLM.• Compare beak model to illustration of a real beak.


Student followed directions to make a model of a bird beak.

Student used a model to find out how a bird eats different kinds of fruit.

Student properly recorded observations on BLM.

Student compared the model to a real beak.



Teacher Comments:

Life Science: Make a Model


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BLM27

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Activity Question: Which fruit is the most acidic?

Objective: Students will answer a question by developing an investigation based upon a set of procedures to determine which fruit is most acidic.

Tasks:• Formulate a hypothesis about which fruit is most acidic.• Identify variables in the investigation.• Follow a set of procedures to measure pH, and record data on BLM.• Compare pH values of four types of fruit.• Draw conclusion based on data.


Student formulated a hypothesis about which fruit is most acidic.

Student properly identified variables in the investigation.

Student followed set of procedures to measure pH and properly recorded data on BLM.

Student compared pH values of four types of fruit.

Student drew conclusion based on data.



Teacher Comments:

Life Science: Investigate


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BLM28

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Activity Question: What properties of rocks can I observe?

Objective: Students will use their senses to observe properties of rocks.

Tasks:• Use senses of sight, touch, and hearing to observe properties of rocks.• Follow procedures and properly use a hand lens to observe rocks.• Record properties of different rocks on BLM.


Student used senses of sight, touch, and hearing to observe properties of rocks.

Student followed procedures and properly used a hand lens to observe rocks.

Students properly recorded properties of different rocks on the BLM.



Teacher Comments:

Earth and Space Science: Observe


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BLM29

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Activity Question: How can I communicate my observations of rocks?

Objective: Students will communicate their observations of characteristics of rocks using a table.

Tasks:• Draw a picture of each rock in the table.• Follow procedures to observe characteristics of rocks.• Label BLM table columns with appropriate headings.• Record characteristics of rocks in BLM table.


Student drew a picture of each rock in the table on BLM.

Student followed procedures to observe characteristics of rocks.

Student properly labeled BLM table columns with appropriate headings.

Student properly recorded characteristics of rocks in BLM table.



Teacher Comments:

Earth and Space Science: Communicate


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BLM30

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Activity Question: What properties of rocks can I estimate and measure?

Objective: Students will estimate and measure the length and mass of rocks using standard and nonstandard units.

Tasks:• Estimate and measure the length of two rocks using standard and nonstandard units.• Estimate and measure the mass of two rocks using standard and nonstandard units.• Collect data and record on BLM.• Compare estimates and measurements on BLM.


Student estimated and measured the length of two rocks using standard and nonstandard units.

Student estimated and measured the mass of two rocks using standard and nonstandard units.

Student properly collected data and recorded on BLM.

Student compared estimates and measurements on BLM.



Teacher Comments:

Earth and Space Science: Estimate and Measure


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BLM31

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Activity Question: How can I classify rocks?

Objective: Students will classify rocks based on three properties.

Tasks:• Identify three properties for sorting 10–12 rocks.• Label boxes in BLM diagram with selected properties.• Follow procedures to classify rocks into groups based on selected properties.• Record number of rocks for each property in proper location in diagram.


Student identified three properties for classifying rocks.

Student properly labeled boxes in diagram.

Student followed procedures to classify rocks into groups based on selected properties.

Student properly recorded number of rocks in diagram.



Teacher Comments:

Earth and Space Science: Classify


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BLM32

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Activity Question: How can I define a rock?

Objective: Students will make an operational definition of rock based on data and observations.

Tasks:• Follow procedures to observe characteristics and collect data on four rocks.• Record characteristics and data in the table on the BLM.• Use observations and data to describe five characteristics rocks have, and list these on the BLM.• Make an operational definition of a rock based on observations and data.


Student followed procedures to observe characteristics and collect data on four rocks.

Student properly recorded characteristics and data in the table on the BLM.

Student used observations and data to describe five characteristics rocks have, and listed these on the BLM.

Student made an operational definition of rock based on observations and data.



Teacher Comments:

Earth and Space Science: Make Operational Definitions


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BLM33

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Activity Question: What can I infer about how particles settle out of water?

Objective: Students will observe a mixture of particles and water to infer in which order particles settle out of water.

Tasks:• Draw and identify three different kinds of particles.• Draw and label three layers of particles in the bottle.• Write three sentences describing the order in which the particles settled.• Write a sentence inferring which kind of particle would travel the farthest before settling out

of a moving stream.


Student drew and identified three different kinds of particles.

Student drew and labeled three layers of particles in the bottle.

Student wrote three sentences describing the order in which the particles settled.

Student wrote a sentence inferring which kind of particle would travel the farthest before settling out of a moving stream.



Teacher Comments:

Earth and Space Science: Infer


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BLM34

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Activity Question: How can I predict which rocks will float in water?

Objective: Students will use what they know about rocks to predict which rock samples will float in water.

Tasks:• Observe characteristics of three kinds of rocks.• Predict which of the three rocks will float or sink in water.• Follow procedures to test each rock in water.• Record observations, predictions, and results on BLM.


Student observed characteristics of three kinds of rocks.

Student predicted which of the three rocks will float or sink in water.

Student followed procedures to test each rock in water.

Student properly recorded observations, predictions, and results on BLM.



Teacher Comments:

Earth and Space Science: Predict


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BLM35

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Activity Question: How can I make a model to observe weathering?

Objective: Students will use rocks and water to make a model to observe weathering.

Tasks:• Follow procedures to model weathering by shaking rocks and water in a jar.• Filter the water from the jar after shaking.• Identify the origin of grit and rock pieces on filter paper.• Answer all questions on the BLM.


Student followed procedures for modeling weathering of rocks.

Student filtered the water from the jar after shaking.

Student identified the origin of grit and rock pieces on the filter paper.

Student answered all questions on the BLM.



Teacher Comments:

Earth and Space Science: Make a Model


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BLM36

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Activity Question: How does acid affect rock?

Objective: Students will answer a question by developing an investigation based upon a set of procedures to determine how acid affects rock.

Tasks:• Complete all steps of the investigation procedure.• Identify the variables in the investigation.• Draw a picture of the limestone in vinegar and in water.• Draw conclusions based upon recorded data.


Student completed all steps of the investigation procedure.

Student identified the variables in the investigation.

Student drew pictures of the limestone in vinegar and in water.

Student drew conclusions based upon recorded data.



Teacher Comments:

Earth and Space Science: Investigate


1a assessment rubric blm warm-up: observe · lesson 2 assessment rubric blm 2a warm-up: communicate...

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