Scientific Method Rubric

WASHINGTON MIDDLE SCHOOL

Exceeds Meets Approaching Well-Below

Problem • Problem is stated clearly and relates to • The problem is stated and related • The problem is stated in an unclear • Problem does not
(10%) the topic/ benchmarks. to the topic/ benchmarks. manner. relate to the topic/
• The problem is stated to allow • The problem is stated to allow • The problem does not allow for benchmark.
investigation and exploration. investigation and exploration. exploration or investigation.
• Problem is based on student’s personal • Problem is based on observation • The problem is not based on
observation and exploration.** or exploration. observation or exploration.

Research • Information comes from at least 3 • At least 2 sources of information • At least 2 sources of information • Little or no background
different sources (Internet, books, are used and cited properly. * were used. Citation of source are information is used.
journals) • Information relates to the topic or poorly written. * • Information is copied
• Information is related to the topic/ benchmark. • Information somewhat related to from the source. *
benchmark. • Information is written in the the topic and written in the
• Information is cited properly and written students’ own words. student’s own words.
in the student’s own words.

Hypothesis • Hypothesis is clearly stated using the • Hypothesis is stated using the “If,, • Hypothesis does not include "if", • Hypothesis is missing
“If ... then... because format. then ... because” format. "then" or "because" or unrelated.
• Hypothesis is testable. • Hypothesis is testable. • Hypothesis may not be testable.
• Hypothesis is based on observation and • Hypothesis is based on • Hypothesis is not based on
research. observation and general observation or research.
knowledge.

Design/ • A detailed description of the variables in • The variables of the investigation • Variables are stated but not • Procedure design has
Procedure the investigation is identified. are correctly identified. properly identified. no relevancy to the the
• An experimental control is present. 1 • An experimental control is • List of materials is missing one or hypothesis.
• All materials used in the investigation present. 1 more important items. • Variables and list of
are listed clearly. Specific amount and • All material used in the • The design has a general materials are
size of materials are stated in metric investigation is listed clearly. relevance to the hypothesis, but incomplete or missing.
form. • The procedure is written in a step may not be replicated. • Safety concerns are
• The procedure is detailed, clear and by step process and could be • Procedure may result in safety risk not specified or
stated in a step by step process and can replicated. and should be revised. inappropriate to the
be replicated by others. • The procedure adequately tests experiment.
• The procedure directly tests the stated the hypothesis.
hypothesis. • Safety rules are followed.
• Safety rules are stated and followed.
 Exceeds Meets Approaching Well-Below

Data • Data is accurate, well organized and • Data is accurate, organized, and • Data is poorly organized and • Data is incomplete and
clear. clear. presented. poorly presented and
• Descriptive and proper vocabulary are • Qualitative data is gathered. • Major errors are present on the organized.
used to record qualitative data (non- • Tables, charts, drawings and tables, graphs and drawings. • Tables and drawings
measurable) organizers are labeled are poorly done with
• Tables, drawings, charts and organizers appropriately but contains minor major flaws or missing.
are labeled appropriately. (Title, errors.
captions, categories, intervals, etc)

Analysis • Important relationships, patterns and • Important relationships, patterns • The data lacks detail, patterns and • No mention of the
changes are stated based on and changes are stated based on relationships are based on relationships and
observation through the investigation. observation through the misconceptions. patterns in the data.
• Calculations are clearly laid out and investigation.
when appropriate, data are correctly • Calculations are clearly laid out
graphed and labeled. and when appropriate, data are
correctly graphed and labeled.

Conclusion/ • The outcome of investigation is • The outcome of the investigation • The outcome of the investigation • The outcome of the
Discussion explained and whether the hypothesis is is explained and whether the does not adequately relate to the investigation does not
rejected or accepted based on the data. hypothesis is rejected or accepted hypothesis. relate to the
• Graphs, tables and illustrations are based on the data. • Minimal use data is used to explain hypothesis.
clearly explained. • Graphs and tables are explained results. • Poor use of data is
• Conclusion is fully supported by data, in the conclusion. • Student does not demonstrate used to explain the
and not an inference. • Conclusion is based on data, and understanding of purpose of the results.
• Possible errors, importance of the some points are based on investigation. • Student does not
investigation, practical use, and/ or inference. understand the
expansion of the investigation are • The importance of the purpose of the
summarized. investigation is summarized. investigation.

Format • Report is typed, organized and neat • Report is legible, neat and • Format lacks neatness and • Student demonstrates
• Student demonstrates the thinking skills organized. organization. minimal effort.
and the mastery of the concept. • Student demonstrates an • There are frequent flaws in the • Format has numerous
• Format is organized according to the understanding of the concept. understanding of the Scientific errors in the
Lab Report Template. • Format is organized according to Process. understanding of the
the Lab Report Template. • One or more parts of the Lab scientific process.
Report Template is missing. • Format does not follow
the Lab Report
Template.

Teacherʼs Comments: