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iRubric: Unit 1: Earth, Moon, and Sun rubric

iRubric: Unit 1: Earth, Moon, and Sun rubric

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Unit 1: Earth, Moon, and Sun 
Unit 1: Earth, Moon, and Sun
Fourth Grade Virginia Beach Objective Based Unit 1 Assessment. Students should be given this rubric while completing the assessment to guide their thoughts. The purpose is to allow students to apply their unit knowledge, not to leave them confused on what is being looked for in this creation type assessment.
Rubric Code: RX998A9
By zcabrera
Ready to use
Public Rubric
Subject: Science  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric Unit 1 Assessment Rubric
Designed with End Goal in mind, used for pre-assessment (before unit) and final assessment of learning (end of unit). SCI.SS.4.1
  AP

Advance Proficient

(N/A)

P

Proficient

(N/A)

DP

Developing Proficiency

(N/A)

N

Novice

(N/A)

SCI.4.1.5

Compare and contrast the major characteristics of earth, the moon, and the sun. Section (B) and (C)
AP

The student provides details for the differing characteristics between the earth and sun and the earth and moon. Details include differing surface, differing size, and age. This student can identify numbers with their details and mentions nearly all details from class chart.
P

The student properly addresses the different sizes, surfaces, and ages of the Earth, Moon, and Sun with either a few extra details missing or the numbers are "off" from what was stated in class.
DP

The student does not try to touch on the details between the sun, moon, and earth beyond sizes and other basic differences, or the student has some misconceptions in their details.
N

The student makes no attempt to show any knowledge of this objective during execution of the assessment, or their details are not on target.
SCI.4.1.6

Explain how earth's movement and position relative to the sun determines cycles on earth. Section (B)
AP

The student properly devises (creates) a diagram (with strong labels) of seasons to model rotation, revolution and how these interact with the Sun and Earth. The student identifies at least two patterns caused by rotation and two caused by revolution with explanation or shown in the diagram, including numbers as appropriate.
P

The student properly devises (creates) a diagram (with some labels) of seasons to model rotation, revolution and how these interact with the Sun and Earth. The student identifies at least one pattern caused by rotation and one caused by revolution with explanation or shown in the diagram, including numbers as appropriate.
DP

The student attempts to devise a diagram of the seasons but may be lacking in labels or has some minor misconceptions evident. The student can identify the difference between rotation and revolution and can give an example of each.
N

The student is unable to devise (create) a diagram of the seasons or has major misconceptions evident in their diagram. The student is unable to identify the difference between rotation and revolution.
SCI.4.1.7

Explain how the moon's movement and position determines its appearance from earth. Section (C)
AP

The student properly devises (creates) a diagram (with strong labels) showing the moon's phases. The student also correctly identifies each of the moon phases. The student makes connections with rotation and revolution (as applicable) explaining using numbers and vocabulary.
P

The student properly devises (creates) a diagram showing the moon's phases. The student also correctly identifies each of the moon phases, with up to one error. The student makes connections with rotation and revolution (as applicable).
DP

The student properly devises (creates) a diagram showing the moon's phases, but may have some minor errors in labeling each of the moon phases.
N

The student is unable to devise (create) a diagram of the moon phases or has major misconceptions in labeling the moon phases. The student is unable to produce details concerning the movement and relationship between the moon, earth, and sun.



Keywords:
  • Earth, Moon, and Sun, Fourth Grade

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