CATEGORY

4

3

2

1

Plan

Plan is neat with clear labeling for all parts.

Plan is neat with clear labeling for most parts.

Plan provides clear labeling for most parts.

Plan is unclear or there are no parts labeled.

Construction -Materials

Appropriate materials were selected and creatively modified in ways that made them even better.

Appropriate materials were selected and there was an attempt at creative modification to make them even better.

Appropriate materials were selected.

Inappropriate materials were selected and contributed to a product that performed poorly.

Function

Structure functions in a unique way to solve the problem. It holds up well enough to be transported around the classroom.

Structure functions to solve the problem. It holds up well enough to be transported around the classroom.

Structure functions pretty well, but falls apart when transported around the classroom.

Structure does not work to solve the problem, and it falls apart when transported around the classroom.

Journal/Log - Content

Journal provides a complete record of planning, construction, testing, modifications, reasons for modifications, and some reflection about the strategies used and the results.

Journal provides a complete record of planning, construction, testing, modifications, and reasons for modifications.

Journal provides quite a bit of detail about planning, construction, testing, modifications, and reasons for modifications.

Journal provides very little detail about several aspects of the planning, construction, and testing process.

Presentation and Explanation

Students accurately explained how they positioned the magnets to perform the function with detail. They used advanced terminology to explain how polarity affected the function of their structure, and they identified whether the magnets attracted or repelled in the structure.

Students accurately explained how they positioned the magnets to perform the function. They used appropriate terminology to explain how polarity affected the function of their structure, and they identified whether the magnets attracted or repelled in the structure.

Students explained how they positioned the magnets to perform the function. They identified whether the magnets attracted or repelled in the structure.

Students showed how they positioned the magnets to perform the function, but they were unable to explain why they arranged the magnets in that way.

Teamwork

Students worked together to accomplish the task at hand. All students participated, and problems were solved through compromise, voting, or other fair means of resolution. Students showed respect for one another, and students resolved disagreements without intervention by the teacher.

Students worked together to accomplish the task at hand. All students participated, and problems were solved through compromise, voting, or other fair means of resolution.

Students mostly worked together to accomplish the task at hand. Most students participated, and problems were solved through compromise, voting, or other fair means of resolution.

Some students did most of the work, while others did not participate. Teacher intervention was required to resolve problems in the group.