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iRubric: Parts of a Seed Rubric

iRubric: Parts of a Seed Rubric

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Parts of a Seed Rubric 
Parts of a Seed Rubric
Scientific Knowledge: a. The students will be able to classify seeds and plants as living organisms. Science process skills: a. The students will be able to observe and compare/contrast different seeds seedlings.
Rubric Code: LA4XAB
By sujatak
Ready to use
Public Rubric
Subject: Science  
Type: Assessment  
Grade Levels: K-5, 6-8

Powered by iRubric Parts of a Seed
 

4 pts


3 pts


2 pts


1 pts

Seed investigation

4

The student was able to complete the investigation by separating the seed coat, food, and embryo.
3

The student was able to complete the investigation.
2

The student attempted to complete the investigation. The student was unable to separate all the parts of a seed.
1

The student did not attempt to complete the investigation. The student was unable to separate any of the seed parts.
Completion of seed diagram

4

The students correctly made a model of a seed. All seed parts were labeled correctly. The colors are realistic. (if colored)
3

The students made a model of a seed with minor errors. Seed parts were labeled with few errors. The seed was colored.
2

The student made a seed model with fundamental errors . The students did not label the seed parts. The colors are not realistic.
1

The student did not label the parts of the seed correctly. The student did not make a model seed.
Identify the embryo

4

The student was able to identify and describe the embryo in detail.
1. Correctly identifies stem, root, and cotyledons.
2. Describes the funtion of each part.
3

The student was able to identify the embryo, but cannot identify all three subparts. The student describes the function of the embryo but the description of the functions of the subparts are not complete.
2

The student was able to identify the embryo but unable to describe the functions of the subparts.
1

The student was unable to identify the embryo and describe its function.
Identify seed coat

4

The student was able to identify and describe the seed coat in detail.
1. correctly describes the function of the seed coat.
3

The student was able to identify the seed coat. The student had did not describe its function in detail.
2

The student was able to identify the seed coat but did not describe its function.
1

The student was unable to identify the seed coat and describe its function.
compare/contrast seeds and seedling

4

1. The student was able to identify all of the differences and the similarities between seeds and seedllings.
2. The student was able to describe the differences and differences in detail.
3

1. The student was abe able to identify some of the differences and similarities between seeds and seedlings.
2. The student was able to describe some of the the differences and similarities.
2

1. The student was able to identify only the differences between the seedlings and the seeds.
2. The student did not describe the differences.
1

1. The student was not able to identify any differences.
2. The student was not able to describe differences.




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