NOTE FOR ALL RUBRICS... IF THE LESSON OCCURS OVER MULTIPLE DAYS (e.g.., LE8 + a “redo of LE8”), COUNT STUDENT WRITING/DRAWINGS FROM BOTH DAYS.
FOCUS QUESTION OTLIf there is more than one focus question, score the best one.
·
● The focus question may be in the student’s own words OR a teacher-/class-generated question.
● Count students’ failed attempts to write a question (e.g., writing labeled “FQ” or “focus question,” “I wonder statements,” questions without a question mark) AND goal statements. In order
to score goal statements, they should be reworded as questions. If there are multiple possibilities, consider the lowest level rewording. The point here is the extent to which the “focus question” directs students’ attention towards the big idea(s) of the lesson, not how well the question is phrased.
OTL
code / pts / general description / examples
LE3 / LE4 / LE8 / LE10
4 / 3 / The question clearly addresses the science content behind the big ideas of thise lesson and could lead to a substantive claim. / · How can I make the bulb light?
· What has to happen in order to light the bulb? / · How does the pathway get completed inside the light bulb?
· How does electricity travel inside the bulb?
· What’s inside a light bulb that makes it light? / · What are the characteristics of a series circuit?
· What happens when I add more bulbs or batteries to make a series circuit?
· How can I affect the brightness of the bulbs? / · What are the characteristics of a parallel circuit?
· How can I build a two-bulb circuit so that when I remove one bulb the other one stays lit?
I wonder how I’m going to make a circuit with two or more pathways.
3 / 2 / The question focuses on the big idea of this lessonof the lesson, but...
· is not something that students can investigate. These questions typically ask about definitions OR how things work OR ask about definitions.
OR
· is too broad to lead to a substantive claim. The primary example occurs in LE8, where the question could lead students to investigate either series or parallel circuits. / · How does the energy get from the battery to the light bulb?
· How do you use electricity to light a bulb?
· How do bulbs connect to circuits? / · How does the light bulb work?
· How does electricity travel inside the bulbHow does the light bulb work? / · What happens if I add more bulbs and/or batteries to my simple circuit?
· What is a series circuit?
· How can I build a series circuit? / · How does electricity know how to go in a parallel circuit?
· What is a parallel circuit?
· How can I build a parallel circuit?
2 / 2 / The question focuses on the big idea of this lessonthe lesson, but does not involve substantive science content. These questions typically lead to claims for which the only evidence is “I did it.”one-word answers. / Question MUST mention lighting the bulb!
(Includes “powering the bulb,” “making the bulb work,” and “making a complete circuit with the bulb”)
· Can I light the bulb?
· How many ways can I light the bulb?
· My goal is to light the bulb / · What is inside the light bulb?
· What part of the bulb lights up?
· I want to find out what part of the bulb will light up. / · Can I build a series circuit?
· Can one battery light two bulbs?
· Can I affect the brightness of a bulb?
· I want to build a circuit with brighter bulbs. / · Can I build a parallel circuit?
· Can I build a two-bulb circuit so that when I remove one bulb the other one stays lit?
· Which is brighter, a series or a parallel circuit?
1 / 1 / The question is only tangentially related to the big idea of this lessonthe lesson. (This includes focus questions which are related to a previous lesson.) / Question doesDoes not need to mention lighting the bulb. However, the question should include some reference to the materials (battery and/or bulb).
· Will I be the first I light the bulb?
What can I do with a battery, bulb, and wire? / · Will the light bulb explode when we open it up?
· How can I see what’s inside a bulb?
· Can I see inside the bulb? / · How many bulbs can I connect to the battery?
· How can I make a complete circuit with a battery, bulb, and wires? / · How many bulbs can I connect to the battery?
0 / 0 / No focus question OR the question is completely unrelated to the big idea of this lesson. / · Why does a motor spin when I connect it to the battery? / · When are we going look inside a computer? / · What is a circuit? / · What is electricity?
0 / 0 / No focus question OR the question is completely unrelated to the big idea of the lesson.
RECORDING DATA
code & pts /GENERAL
/ LE3 / LE4 / LE8 / LE10Critical Parts: +/- on battery; side/end terminals on bulb
Circuit ID: Lit or not lit / Critical Parts: end/side terminals, support wires (extending to end and side terminals), filament, glass bead are present
Circuit ID: None / Critical Parts: +/- on battery; side/end terminals bulb/holder
Circuit ID: Additional information about the circuit (e.g. brightness, pathway or effect of removing bulb)
4 / All drawings are clear and identified correctly. / · critical parts are present in all circuits
· all circuits are identified correctly / · critical parts are present / · critical parts are present in all circuits
· all circuits are identified correctly
3 / All drawings are clear. Some are not identified, others are identified correctly. / · critical parts are present in all circuits
· not all circuits are identified (but those that are identified are correct) / · critical parts are present EXCEPT support wires do not extend to end and side terminals / · critical parts are present in all circuits
· not all circuits are identified (but those that are identified are correct)
2 / At least one drawing is clear and identified correctly. At least one drawing is clear and identified incorrectly. Other drawings may or may not be clear. / · critical parts are present in some or all of the circuits
· at least one circuit is correctly identified
· at least one circuit is incorrectly identified / · some critical parts are missing / · critical parts are present in some or all of the circuits
· at least one circuit is correctly identified
· at least one circuit is incorrectly identified
1 / Circuit drawings are consistently inaccurate and lack sufficient detail to easily identify what is occurring in the circuit. / No drawings are clear enough to rate (i.e., critical parts are not present; therefore cannot ID what occurs) / Drawing does not show inside of bulb / No drawings are clear enough to rate (i.e., critical parts are not present; therefore cannot ID what occurs)
0 / No evidence / No drawings
· DATA: examplesLE3.... Count only circuits which show whether they light the bulb or not (either with text OR some indication in the drawing, such as lines radiating from the bulb). Consider only the number of circuits, not their accuracy or quality or if it the drawing too messy to determine whether the circuit would light the bulb.
· LE8... A“” as a series circuit If there is not at least one CORRECT series circuit, the code is automatically 0.
LE10... If there is not at least one CORRECT parallel circuit, the code is automatically 0. / SA/OTL
code / pts / general description / examples
LE3 / LE8 / LE10
4 / 3 / There are enough examples and counter examples or other supporting information that the student could reasonably make an appropriate claim. / · Two successful circuits and one unsuccessful circuit OR one successful circuit and two unsuccessful circuits are sufficient / · There are multiple series circuits labeled with brightness or pathway information
· seriessimple circuitbrightnessor pathway / · There are multiple parallel circuits labeled with additional information (brightness, pathway, and/or effect of removing a bulb)
· A single parallel circuit is labeled with the effect of removing each of the bulbs.
3 / 2 / There is a single example with a single counter example or other supporting information. / · One successful circuit and one unsuccessful circuit / · There is a single series circuit, labeled with brightness or pathway information / · There is a single parallel circuit, labeled with additional information (brightness, pathway, and/or effect of removing a bulb)
2 / 2 / There are multiple examples, but no counter examples or other supporting information. / · Two or more successful circuits, no unsuccessful circuits / · There are multiple series circuits NOT labeled with brightness or pathway information
· seriessimple circuitNOT brightnessor pathway / · There are multiple parallel circuits NOT labeled with additional information (brightness, pathway, and/or effect of removing a bulb).
·
1 / 1 / There is a single example. / · There is a single circuit. / · There is a single series circuit. / · There is a single parallel circuit.
0 / 0 / There are no examples. / · There are no circuits OR student has not indicated whether the circuit(s) lit the bulb or not. / · There are no series circuits. / · There are no parallel circuits.
OTL suggestion:
IF DATA = 0, 1, 2 THEN OTL = 0
IF DATA = 3, 4 THEN OTL = 1
DATA· If there is a single circuit, the code is automatically 0.ORGANIZATION / SA/OTL
code / pts / general description / examples
LE3 / LE8
3 / 2 / BOTH 1 and 2
2 / 1 / Attempt to organize data either during collection or afterwards / · Dividing data into “successful” and “unsuccessful”
· Grouping circuits which are similar in some way (e.g., same number of wires) / · Grouping circuits in terms of adding bulbs or adding batteries (Must have circuits in which bulbs are added AND circuits in which batteries are added.)
· Adding batteries sequentially (i.e., 1-bulb, 1-battery circuit then 1-bulb, 2-battery circuit then 1-bulb, 3-battery circuit...)
· Adding bulbs sequentially (i.e., 1-bulb, 1-battery circuit then 2-bulb, 1-battery circuit then 3-bulb, 1-battery circuit...)
· Ordering circuits by brightness
1 / 1 / Reference to specific pieces of data in the Claims & Evidence section
· Evidence: Circuit #2 lit the bulb. Circuits #3 and 4 did not.
· NOT... Evidence: See my data on page 4.
0 / 0 / No attempt to organize or look at data systematically.
OTL suggestion:
IF DATA = 0 THEN OTL = 0
IF DATA = 1, 2, 3 THEN OTL = 1
NOTE: Use this rubric to score any sense-making writing that occurs after data collection. The text does not have to be labeled as a claim. If the student has more than one claim, give a score to the one with the greatest relationship to science content.
CLAIM: relationship to science content (of this lesson)· Use this rubric to score any sense-making writing that occurs after data collection. The text does not have to be labeled as a claim.
· If the student has more than one claim, give a score to the one with the greatest relationship to science content (i.e., the highest score on this rubric). / SA/OTL
IF 0, 1, 2, THEN OTL = 0 IF 3, 4, 5, THEN OTL =1
code / pts / general description / examples
LE3 / LE4 / LE8 / LE10
5 / 4 / The claim clearly addresses the science content behind the big ideas of the lesson. These are generalized statements about the way the world works. / · In order to light the bulb, a connection has to be made to the bottom of the light bulb. / · There is a pathway of wires from the bottom of the light bulb, up through the support wire, across the filament, down the other support wire, and out through the side of the bulb. / · The more bulbs you add to a series circuit, the dimmer the bulbs get. / · If you remove a bulb from a parallel circuit, the other bulb(s) will stay lit.
· Parallel circuits are brighter than series circuits.
4 / 3 / The claim clearly addresses the purpose of the lesson, but...
A) Is too general
Includes information students could not possibly obtain from their own investigation. (This includes definitions and specific language introduced in the lesson.) / · In order to light the bulb, you have to touch all the critical contact points. / · The electricity flows in only one direction through the light bulb. / · The more bulbs you add, the dimmer the bulbs get. / · If you remove a bulb, the other bulb stays lit.
3 / 3 / B) Is too specific
Does not generalize sufficiently to address the big ideas. / · If you build a circuit like this [drawing of a specific circuit], the bulb will light. / Must mention something about the inside of the bulb.
· The squiggly little wire is the part that lights up. The glass bead does not light up. / I claim that my 3rd circuit was the brightest.
·
I affected the brightness by adding batteries. / · The bulbs in circuit #1 are brighter than the bulbs in circuit #2.
2 / 2 / The claim is clearly related to the purpose of the lesson, but does not involve substantive science content. This code include claims which are incorrect. / · I claim that I can light the bulb.
· When I attached a battery, the bulb lit.
· Some worked because we put them in the right spot. Some didn’t because we put them in the wrong spot.
· I built a circuit like [description or drawing of a specific circuit]. [No indication that it light or did not light.] / · I claim that I saw what is inside the light bulb.
· The bulb works by electricity.
· I know how the bulb works. / MUST mention brightness, series circuit, or bulb removal.
· I claim I can build a series circuit.
· I affected the brightness. / · I claim I can build a parallel circuit.
1 / 1 / The claim has little or no relationship to the purpose of the lesson.
A) involves some substantive science content
B) does not involve substantive science content.
C) The claim is so vague as to be meaningless.
D) The claim/conclusion is a definition. / · I claim batteries have energy.
· I claim I can make the wires get hot.
· I learned things work in different ways.
· You can make lots of things work with batteries.
· A complete circuit is when the electricity goes in a circle. / · I claim that there is gas inside the light bulb.
· What I did was I connected wires to the light bulb.
· There are lots of parts inside of the light bulb.
· The little wire inside the light bulb is called the filament. / · I claim that 4/6 of our tries worked.
· I claim you can add more bulbs to the circuit. / · I claim that I used more wires for the parallel circuit than the simple circuit.
· I claim the brightness was 17.
0 / 0 / There is no claim or conclusion. This includes “I didn’t learn anything.” (Purely affective statements – e.g., “I love electricity.” – are also included in this category.)
NOTE: Use this rubric to score any sense-making writing that occurs after data collection. The text does not have to be labeled as a claim. If the student has more than one claim, give a score to the one with the greatest relationship to the student’s focus question.