Airplane Model Rubric
Airplane Model
Imagination
Criteria – Straight
flight
Criteria - Tricks
Participation
Strong - 4
The students got
together as a team and
imagined/brainstormed
many ideas of what
they were going to
build
Airplane flew straight
and went at least 2
meters
Airplane had a
successful and unique
trick. The student knew
exactly what would
happen when the plane
was manipulated.
Both group members
worked together
flawlessly and got the
job done. The group
never had to be
redirected.
Proficient - 3
The students got
together as a team and
imagined/brainstormed
a few ideas of what they
were going to build
Airplane almost flew
straight and went at
least 2 meters
Airplane had a
successful trick. The
student somewhat
knew what would
happen when the plane
was manipulated.
Most of the time
worked well together
and didn’t have to be
redirected much at all.
Developing - 2
The students got
together as a team and
imagined/brainstormed
barely any ideas of
what they were going to
build
Airplane did not fly
straight and almost
went 2 meters
Airplane did not have a
successful trick. The
student did not fully
know what would
happen when the plane
was manipulated.
Group members did not
work well most of the
time and usually had to
be redirected.
Unsatisfactory - 1
The students got
together as a team and
imagined/brainstormed
no ideas of what they
were going to build
Airplane did not fly
Airplane did not have a
successful trick. The
student had no idea
what would happen
when the plane was
manipulated.
Group members did not
work well at all and
always had to be
redirected.
Understanding of
Basic Concepts
Design and Materials
Student demonstrates
a general
understanding of the
properties of air and
the principals of flight
– all or almost all of the
time selects and uses
appropriate materials
Student demonstrates a
some understanding of
the properties of air and
the principals of flight
– identifies and
describes the design
challenge using
complete and precise
explanations and
clarity
– identifies and
describes the design
challenge with
considerable
explanation and clarity
– identifies and
describes the design
challenge with partial
explanations and clarity
Students went above
and beyond to develop
a video that was
entertaining, yet
instructional.
Students demonstrated
step-by-step their
design process of the
airplane and explained
the process fully.
Both team members
were in the video and
Students developed a
video that was
entertaining, yet
instructional.
Students did not take a
Students did not show
chance and made an
any creativity.
instructional video only.
Students demonstrated
most steps of the design
process and explained
the process sufficiently.
Students demonstrated
some of their steps of
the design process and
did not explain the
process well.
One team member was
only in the video and
– most of the time
selects and uses
appropriate materials
Student demonstrates a
limited understanding
of the properties of air
and the principals of
flight
- some of the time
selects and uses
appropriate materials
and design criteria
Student demonstrates a
comprehensive
understanding of the
properties of air and the
principals of flight
– selects and uses a few
appropriate materials
– identifies and
describes the design
challenge with limited
clarity
Online Video
Creativity
Content/Plan
Cooperation
One team member was
noticeably in the video
Students demonstrated
none of their steps of
the design process and
did not explain the
process at all.
Team members did not
work well at all and did
Video Quality
Submission
both cooperated
extremely well when
designing video.
Video had excellent
sound and a very clear
picture. Overall
excellent quality.
-
more than the other and
cooperated well when
designing the video.
Video had good sound
and a clear picture.
Overall good quality.
they did not work well
most of the time.
not finish product.
Video was decent to
hear and view. Overall
the quality was fine.
Video was hard to view
and hear. Overall poor
quality of video.
-
Video was developed
and submitted on time.
Video was not
developed and
submitted on time.