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.
By the end of the Data Tables, Graphs & Patterns unit, a student should be able to:
Five science criteria plus separately reported integration (Page 3).
Organize your own data into a table, then build the right graph.
The student reads the pattern aloud and says what it means (Page 4).
Table, graph, and conclusion kept distinct.
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 build a clean, correctly labeled graph and draw a conclusion the data support. 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 |
|---|---|---|
| Tables & data | ||
| Data table | organized record | Rows and columns with headers and units; one trial per row |
| Header (column label) | column title | Names what the column holds — and includes its unit |
| Units | measurement units | cm, seconds, grams — every measured column needs one |
| Trial (repeat) | run / attempt | One row per trial; more trials show the spread |
| Graphs & patterns | ||
| Line graph | line chart | Shows change over time or a continuous relationship |
| Bar graph | bar chart | Compares separate groups or categories |
| Axis (x and y) | scale line | x along the bottom, y up the side; both labeled with units |
| Trend (pattern) | relationship | What the shape shows — rising, falling, or leveling off |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Organizing data in tables | Jots numbers loosely with no columns, headers, or units. | Makes a table but leaves off units, mislabels a column, or lists rows out of order. | Records data in an ordered table — clear headers, units on every column, one trial per row. |
| Choosing the right graph | Picks a graph type at random, or graphs data that belonged in a table. | Chooses a graph but the type does not fit the data. | Matches the graph to the data — a line for the ice cube shrinking over time, a bar to compare paper-towel brands. |
| Building a graph correctly | Leaves axes unlabeled, lets the scale jump around, or drops points in the wrong place. | Labels the axes but uses an uneven scale, or forgets the title. | Draws it right — both axes labeled with units, an even scale, a title, and every point plotted accurately. |
| Reading patterns & trends | Reads single points but misses the overall shape. | Notices the line rises or falls but cannot say what it means. | Describes the relationship the graph shows: “the steeper the ramp, the farther the toy car rolled.” |
| Drawing a justified conclusion | States a conclusion the data do not support. | Draws a reasonable conclusion but does not tie it to the graph or admit its limits. | States what the data support — and what they do not: “the seedlings grew taller in the window, but I only tested three.” |
| 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. |
The split between Proficient and Mastery is the graph earns the conclusion: labeled axes, an even scale, honest points. Ask “point to where the graph shows that” before accepting a claim.
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.
Student: ______________________________________ Date: _______________ Guide: _________________________
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Organizing data in tables | Dev / Prof / Mast | |
| 2 | Choosing the right graph | Dev / Prof / Mast | |
| 3 | Building a graph correctly | Dev / Prof / Mast | |
| 4 | Reading patterns & trends | Dev / Prof / Mast | |
| 5 | Drawing a justified conclusion | 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.