Use these targets, vocabulary, rubrics, examples, and score sheet with the instructor's approved lesson and procedure. This is an assessment companion, not a complete lesson or safety authorization.
Student lessons, data, and public practice answers (not assessment keys): Unit 02 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Set up and keep a real record while you work — watched live.
A guide reads your page back to you and you defend it (Page 4).
The record itself is the evidence — real-time entries, honest corrections.
You are making a decision, not adding up points. For each criterion, decide whether the work is Developing, Proficient, or Mastery — the column language tells you which. A criterion counts as mastered only when the student can both keep the record and show it is trustworthy enough to stand as evidence. Each student has three tokens per term; each token retries one rubric criterion. Approved accommodations, equipment failures, and approved absences are handled separately and do not consume these tokens.
Accept listed synonyms; use the distinction column to resolve near-matches.
| Canonical answer | Accepted synonyms | Common confusion / discriminator |
|---|---|---|
| Keeping the record | ||
| Lab notebook | paper or accessible electronic research record | Retains original observations, labeled calculations and dated changes; a later audit is labeled as such. |
| Entry | a dated, titled record | Date and title before the work begins |
| Real-time recording | writing as it happens | Not reconstructed from memory afterward |
| Contemporaneous | recorded during the work | A retrospective copy is not contemporaneous; record collection and review dates separately. |
| Tables, honesty & reuse | ||
| Data table | ruled columns | Headers and units before the data comes in |
| Anomaly | a surprising reading | Flag it and keep it — don’t erase it |
| Strike-through | legible amendment / retained version | Keep the original, correction, source, reason and amendment date. |
| Reproducibility | reconstructing analysis / repeating a method | Record enough detail to repeat the process; identical new measurements are not guaranteed. |
The split between Proficient and Mastery is could a stranger repeat this? Not a neat page, but a complete one. Hand the notebook to someone who wasn’t there and see whether they could run the same test.
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Notebook setup & dating | Works on loose scraps or the backs of worksheets; entries have no date or title. | Uses the notebook but skips dates, leaves entries untitled, or starts new work mid-page with no break. | Titles and dates entries, distinguishing collection, review and amendment times so another reader can audit the sequence. |
| Recording in real time | Does the whole activity first, then reconstructs the numbers from memory afterward. | Writes some things down during the work but fills the gaps later from memory. | Records each measurement and observation as it happens — the guide sees the pencil move while the paper airplane is still in the air. |
| Data tables | Scatters numbers through prose or random spots on the page, with no units. | Makes a table but leaves off headers or units, or rules the columns unevenly. | Rules a clean table with labeled column headers and units before the data starts coming in. |
| Honesty & corrections | Erases or scribbles out mistakes so the original is gone; quietly drops results that look “wrong.” | Corrects errors but hides some, or ignores a surprising reading instead of noting it. | Keeps originals legible, dates source-backed corrections, flags missing or anomalous data and explains any analytic exclusion. |
| Reproducibility | The notebook makes sense only to the student, and only today. | Records most steps but leaves out an amount, a timing, or a setup detail a stranger would need. | Records sources, units, method and analysis versions so another reader can reconstruct the work; states missing details rather than inventing them. |
| Integration (cross-domain) | Makes no supported connection between the source and the science. | Uses the source but needs help connecting evidence, writing, or limitations to the science. | Independently connects History, Reading, and Writing using a cited source, appropriate evidence, a limitation, and a scientific explanation. |
Read these before you grade. They show what Mastery and Developing actually sound like, plus the edge cases where you should coach rather than decide on the spot.
Evidence record: Level ____ Case/data ____ Criterion ____ Source/date ____ Work/limits ____ Transfer ____ Educator review ____. Attach the first attempt. Actual practical observation is separate.
Student: ______________________________________ Date: _______________ Guide: _________________________
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Notebook setup & dating | Dev / Prof / Mast | |
| 2 | Recording in real time | Dev / Prof / Mast | |
| 3 | Data tables | Dev / Prof / Mast | |
| 4 | Honesty & corrections | Dev / Prof / Mast | |
| 5 | Reproducibility | Dev / Prof / Mast | |
| 6 | Integration (cross-domain) | Dev / Prof / Mast |
☐ No ☐ Yes — for criterion: __________
Tokens left this term after this session (choose one): ☐ 3 ☐ 2 ☐ 1 ☐ None left
Dev = Developing · Prof = Proficient · Mast = Mastery · Unsure between two levels? Circle the lower one and note what a re-do would need.