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 05 learning pathway.
The student demonstrates the following:
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) | a new run, not a new time on one run | Identify dependence; seven times on one trajectory are not seven independent trials. |
| Graphs & patterns | ||
| Line graph | time-ordered trace | A connecting line suggests interpolation; mark actual observations separately. |
| 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 described by the data | Test a model with observed-minus-predicted residuals and fresh evidence. |
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.
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Organizing data in tables | Jots numbers loosely with no columns, headers, or units — you can’t tell what was measured. | Makes a table but leaves off units, mislabels a column, or lists the rows out of order. | Orders records with identifiers, headers and units; distinguishes repeat trials, times on one trajectory and predicted values. |
| Choosing the right graph | Picks a graph type at random, or graphs data that should have stayed in a table. | Chooses a graph but the type doesn’t fit — a bar chart where a line would show the trend. | Chooses scatter, time-series or categorical comparisons to fit the variables; explains any interpolation or parts-of-whole claim. |
| Building a graph correctly | Leaves the axes unlabeled, lets the scale jump around, or drops points in the wrong place. | Labels the axes but uses an uneven scale, forgets the title, or plots a point or two carelessly. | 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, or invents a pattern that isn’t there. | Notices the line rises or falls but can’t say what that means for the two things measured. | Interprets signed rates (average velocity for position-time intervals) and model residuals with units; distinguishes a pattern from its possible mechanism. |
| Drawing a justified conclusion | States a conclusion the data don’t support, or claims the data prove more than they do. | Draws a reasonable conclusion but doesn’t tie it to the graph or admit its limits. | States what observations support, tests a fresh prediction and revises the claim when counterevidence exposes a limit. |
| 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 | 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.