CATEGORY

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Function of Solution

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 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 some 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.

Use of Evidence in Writing

Explanation is clear and concise. At least two examples are provided as evidence to support the claim. Diagrams or written explanations help the reader understand exactly what happened in the student's investigations.

Explanation is clear and concise. At least two examples are provided as evidence to support the claim.

Explanation is clear and concise. One example is provided as evidence to support the claim.

Explanation is not clear, and / or no evidence is provided to support the claim.

Teamwork (if applicable)

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.