VFT RUBRIC
This is how you will be graded on this assignment. The first column contains the elements on which you will be evaluated. The other four columns show the performance levels which merit the score shown at the top of that column. Have fun and enjoy your journey!
Content | Distinguished | Proficient | Apprentice | Novice |
Technical Proficiency | Student navigated to all stops of field trip and made all log entries within allotted time | Student navigated to all stops of field trip and made at least nineteen log entries within the allotted time | Student navigated to all stops of field trip and made at least twelve log entries within the allotted time | Student did not navigate to all stops of field trip and made fewer than twelve entries, or navigated to pages not on the VFT. |
Cooperation | Student gave help to others quietly and courteously when requested and/or politely requested help when needed | x | x | Student did not help others when requested or did not ask for help when it was needed |
Quality of Responses | Student answered almost all factual questions correctly and gave well-reasoned answers to open-ended questions | Student answered almost all factual questions correctly and gave adequate, understandable answers to open-ended questions | Student answered most factual questions correctly but did not respond adequately to open-ended questions | Student answered few factual questions correctly and did not respond adequately to open-ended questions |
Assessments will include:
- BASELINE: Think for five minutes, then, in your writing journal, answer these questions: How do I use water? How much water do I use in a day? Where does my water come from? Where does it go after it goes down the drain? (students with writing disabilities may orally record their responses or draw diagrams) Review student journals to assess their baseline current knowledge. This will inform my tweaking the implementation of this plan. Scanned journal pages go into digital portfolio.
- FORMATIVE: Assess FOSS activities with observations and questions. Jot notes on each student to enter into digital portfolio.
- FORMATIVE: Assess VFT logs for understanding of subject matter, connections to other areas of study and life.
- SUMMATIVE AND FORMATIVE ASSESSMENTS
- Mixed ability groups create a brochure (use open books, open notes). Leveled groups compare and synthesize their product to create a single brochure to take to parents and neighbors about water. (Rubric at Appendix A)
o Basic – water cycle and facts about fresh water distribution.
o Intermediate – create flow charts of Louisville Water Company and MSD
o Gifted – Narrative and/or bullet points on average water usage (including virtual) and how to reduce it, as well as what we do that contaminates our water supply.
Water Cycle Test (Appendix C, rubric at Appendix B)
APPENDIX A Water Brochure Scoring Rubric
| Distinguished4 | Proficient3 | Apprentice2 | Novice1 | |
| ContentBasic | All steps of water cycle are labeled and represented correctly | All steps of water cycle are labeled and represented correctly | Most of the steps of water cycle are labeled and represented correctly | Some of the steps of water cycle are labeled and represented correctly |
| Content Middle | All steps of water filtration are labeled and represented correctly in flow chart | All steps of water filtration are labeled and represented correctly in flow chart | Most steps of water filtration are labeled and represented correctly in flow chart | Some steps of water filtration are labeled and represented correctly in flow chart |
| Content High | Rich, thorough and accurate summary of wide variety of water usage and contamination concerns | Adequate summary of major water usage and contamination concerns | Some water usage and contamination concerns with some inaccuracies or errors | Few water usage and contamination concerns with several inaccuracies or errors |
| Spelling | No mistakes | Few mistakes | Some mistakes | Many mistakes |
| Clarity/Neatness | Clear, neat and attractive | Clear and neat | Some messiness leading to difficulty interpreting | Messy such that the work cannot be easily understood |
APPENDIX B Water Cycle Test Scoring Rubric
(test at Appendix C below)
| Distinguished4 | Proficient3 | Apprentice2 | Novice1 | |
| Knowledge of LWC processes | On flow diagram, all steps of the process are correctly identified | On flow diagram, most steps of the process are correctly identified | On flow diagram, some steps of the process are correctly identified | On flow diagram, few steps of the process are correctly identified |
| Knowledge of desalination processes | On flow diagram, all steps of the process are correctly identified | On flow diagram, most steps of the process are correctly identified | On flow diagram, some steps of the process are correctly identified | On flow diagram, few steps of the process are correctly identified |
| Knowledge of properties of water | All properties covered in class are accurately described and placed | Most properties covered in class are accurately described and placed | Some properties covered in class are accurately described and placed | Few properties covered in class are accurately described and placed |
| Knowledge of water cycle vocabulary | All terms correctly matched with definitions | Most terms correctly matched with definitions | Some terms correctly matched with definitions | Few terms correctly matched with definitions |
| Quality of thought in short essay responses to which previously exposed: 72% of the earth's surface is covered in water. 97% of this water is saline. The distribution of the remaining 3% (freshwater) is very uneven: 10 countries share 60% of the reserves, while 29 others (in Africa, and the Middle East) face chronic shortages. What problems do you see arising from these facts? What opportunities can you imagine? | Shows deep understanding of material and more than one connection with another area of knowledge. | Shows adequate understanding of material and one connection with another area of knowledge. | Shows understanding of most of material. | Shows little understanding of the material covered. |
| Spelling | No mistakes | Fewer than 5 mistakes | Between 5 and 10 mistakes | More than 10 mistakes |
| Clarity | Neat and easily readable | Fairly neat and readable | Somewhat hard to read, some interpretation needed | Very difficult to read, messiness interferes with understanding the response |
Appendix C
Vocabulary Match [Note: These are some that I will require. The students may find additional words to know I will not give them definitions. They will look up the words and collaborate on creating a vocab list for
Term Definition
| Salt water | |
| Condensation | |
| Transpiration | |
| Desalinization | |
| Reverse osmosis | |
| Distillation | |
| Precipitation | |
| Fresh water | |
| Evaporation | |
| Sedimentation | |
| Osmosis | |
| Pollution | |
| Atmosphere | |
| Brackish water | |
| Solar power | |
| Water footprint | |
| Steward | |
| Conservation |
Open Response Questions
Try to answer all the questions, even if you aren’t sure. You know more than you think you know!
1. Explain the water cycle in words, using terminology you have learned in your studies.
2. Explain the ways in which water is purified for drinking.
3. Explain the ways in which water can be contaminated or polluted.
4. Explain the ways in which salt water and brackish water are filtered and why.
5. We learned these facts: 72% of the earth's surface is covered in water. 97% of this water is saline. The distribution of the remaining 3% (freshwater) is very uneven: 10 countries share 60% of the reserves, while 29 others (in Africa, and the Middle East) face chronic shortages.
a. What problems do you see arising from these facts?
b. What opportunities can you imagine? In other words, when you are an adult, as an ordinary citizen, what can you do to be a good water steward? What careers can you think of where your job would be to help solve problems of safe and available freshwater? [students with disabilities may type or dictate responses]