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iRubric: Developing and Using Models G 6-8 rubric

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Developing and Using Models G 6-8 Developing and Using Models G 3-5 Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Rubric Code: KXX4AA7 By sshutes Ready to use Public Rubric Subject: Science Type: Assessment Grade Levels: 6-8

Using and Developing Models G 6-8
	Poor 1 pts	Fair 2 pts	Good 3 pts
Distinguishing Models and Objects	Poor Shows an understanding of limitations to models or shows an understanding of the difference between a model and its real life phenomena the model represents.	Fair Needs prompting to identify limitations of a model. Understands the difference and applicability of a model to its real life phenomena	Good Evaluate limitations of a model for a proposed object or tool. Identify limitations of models.  Distinguish between a model and the actual object, process, and/or events the model represents.  Compare models to identify common features and differences.
Models in Relation to Science	Poor Demonstrates ability to develop models in relation to the natural and designed world(s).	Fair Needs guidance in developing a model and revising a model based on variables/data being changed.	Good Develop or modify a model—based on evidence – to match what happens if a variable or component of a system is changed.  Use and/or develop a model of simple systems with uncertain and less predictable factors.  Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.  Develop and/or use a model to predict and/or describe phenomena.  Develop a model to describe un
Making Models	Poor Demonstrates ability to create a model.	Fair Can develop a model but the model cannot generate data or the student is unsure how to obtain data from the model.	Good Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.