Conservation Rubric
REQUIREMENT
0-10 Points
10+ Points
15+Points
25 Points
(Unsatisfactory)
(Developing)
(Effective)
(Excellent)
1st Response
Letter: Choice
Students may
mention their top
choice and process,
but little to no
explanation is
given. It could not
be repeated.
Students make a
choice and attempt
to explain the
process. Repeating
the process may be
difficult.
Students make a
choice and explain
the process. It
could be repeated
using different
data.
Students clearly
explain their choice
and process. It
could be easily
repeated using
different data.
Process is well
thought out and
logical.
2nd Response
Letter: Choice
Students may not
mention a top
choice. No
explanation is
given.
Students state their
top choice and
attempt a brief
explanation.
Students state their
top choice and
explain why they
made this selection.
Students state their
top choice and
defend it with a
comprehensive
explanation.
Conservation of
Mass observed
either in
Response Letter
or Presentation
Students may
mention
conservation of
mass, but little to
no explanation is
given.
Students attempt to
explain how
conservation of
mass was observed
in their analysis of
the data.
Students explain
how conservation
of mass was
observed in their
analysis of the data.
Students attempt to
explain how
conservation of
mass was observed
in their analysis of
the data. Process is
well thought out
and logical.
Presentation
Comprehension is
nearly impossible
due to poor
organization,
improper speech
patterns, or lack of
knowledge. Key
points were likely
missed.
Information is
presented in a way
that is sometimes
confusing due to
poor organization,
improper speech
patterns, or lack of
knowledge. Key
points may have
been skipped.
All required
information is
presented in a way
that was
understandable.
Able to answer most
questions asked by
classmates. All
information was
presented in a way
that was easily
understandable.
Chemical
Changes
Identified in
Response Letter
or Presentation
Students may
mention chemical
changes of matter,
but little to no
explanation is given.
Students attempt to
explain how
chemical changes
of matter was
observed in their
analysis of the
data.
Students explain
how chemical
changes of matter
was observed in their
analysis of the data.
Students attempt to
explain how
chemical changes of
matter was observed
in their analysis of
the data. Process is
well thought out and
logical.