Year 5 Science and Design Technology Rubric PDF

**Year 5 Science and Design and Technology Rubric:** ==================================================== **What should it be made from?** ================================ **Subject and Year Level:** Science and Design and Technology, Year 5 (UK)\ ***Duration of the Unit:** Approximately 6 weeks*...

**Year 5 Science and Design and Technology Rubric:** ==================================================== **What should it be made from?** ================================ **Subject and Year Level:** Science and Design and Technology, Year 5 (UK)\ ***Duration of the Unit:** Approximately 6 weeks* **LEARNING OBJECTIVES AND SCIENTIFIC SKILLS** **Properties and Changes of Materials** - Compare and group everyday materials based on properties such as hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets. - Understand solubility and methods for recovering substances from solutions. - Apply knowledge of solids, liquids, and gases to separate mixtures using filtering, sieving, and evaporating. - Provide evidence-based reasons for the uses of everyday materials like metals, wood, and plastic. - Differentiate between reversible and irreversible changes, particularly those involving burning and the action of acid on bicarbonate of soda. **Design and Technology** - Research and develop design criteria. - Select materials based on their characteristics for specific design purposes. - Create and evaluate annotated sketches and prototypes like a lab coat, assessing their functionality and aesthetic qualities. **Working Scientifically** - Develop and apply skills such as making predictions, conducting experiments, controlling variables, and drawing conclusions based on evidence. **RUBRIC CRITERIA AND LEVELS OF ACHIEVEMENT** +-----------------+-----------------+-----------------+-----------------+ | **Criteria** | **Greater Depth | **Working At | **Working | | | (🌟)** | (✔)** | Towards (➖)** | +-----------------+-----------------+-----------------+-----------------+ | **Material | Demonstrates an | Understands and | Recognizes | | Properties** | expert | correctly | basic | | | understanding | identifies | properties of | | | of material | basic material | materials but | | | properties and | properties and | is unsure how | | | their | can relate them | they determine | | | applications. | to common uses. | the choice of | | | Explains in | **Example:** | material for | | | detail why | *Identifies | specific uses. | | | specific | that metals | **Example:** | | | materials are | conduct | *Knows that | | | used based on | electricity and | some materials | | | their | that | like metal are | | | properties. | transparency | hard but cannot | | | **Example:** | makes glass | explain what | | | *Explains why | suitable for | makes metal | | | copper is used | windows.* | suitable for | | | for electrical | | certain | | | wiring due to | | applications.* | | | its high | | | | | conductivity | | | | | and why windows | | | | | are made of | | | | | glass due to | | | | | its | | | | | transparency.* | | | +-----------------+-----------------+-----------------+-----------------+ | **Material | Excellently | Has a good | Understands | | Changes** | differentiates | grasp of basic | simple | | | between | separation | separation | | | reversible and | techniques and | methods but | | | irreversible | understands the | struggles with | | | changes and | concept of | the concepts of | | | clearly | reversible | reversible and | | | understands | versus | irreversible | | | separation | irreversible | changes. Needs | | | techniques. Can | changes. | help to apply | | | explain and | **Example:** | these concepts. | | | demonstrate | *Can use | **Example:** | | | methods like | filtering to | *Uses a sieve | | | evaporation and | separate sand | to separate | | | filtering. | from water and | larger | | | **Example:** | knows that | particles but | | | *Describes how | burning paper | is unclear | | | evaporation can | is | about why | | | be used to | irreversible.* | burning is | | | separate salt | | irreversible.* | | | from water and | | | | | explains why | | | | | burning wood is | | | | | an irreversible | | | | | change.* | | | +-----------------+-----------------+-----------------+-----------------+ | **Design and | Utilises | Develops design | Attempts to | | Production** | advanced | based on | design and | | | research to | research and | select | | | develop | suggests | materials but | | | detailed design | appropriate | needs guidance | | | criteria and | materials; | to meet design | | | selects | designs meet | criteria; | | | materials | basic criteria | designs may not | | | expertly; | and | fully consider | | | designs are | functionality. | material | | | innovative and | **Example:** | properties. | | | fully | *Designs a lab | **Example:** | | | functional. | coat that meets | *Designs a | | | **Example:** | the criteria | basic lab coat | | | *Designs a lab | but may lack | without | | | coat that is | innovation or | considering | | | both functional | optimal | different | | | and stylish, | material | fabric options | | | selecting | choice.* | for better | | | materials that | | functionality.* | | | enhance comfort | | | | | and utility.* | | | +-----------------+-----------------+-----------------+-----------------+ | **Working | Independently | Conducts | Participates in | | Scientifically* | plans and | experiments | scientific | | * | conducts | with some | activities but | | | scientific | guidance and | requires | | | investigations, | understands the | significant | | | controlling all | importance of | support to | | | variables | variable | carry out | | | effectively and | control; able | experiments and | | | drawing | to collect and | understand | | | sophisticated | present data | results. | | | conclusions | clearly. | **Example:** | | | from data. | **Example:** | *Helps in | | | **Example:** | *Performs a | conducting a | | | *Designs an | solubility test | solubility test | | | experiment to | and records | but struggles | | | test the | results | to control | | | solubility of | accurately, | variables or | | | different | understanding | interpret data | | | materials in | the outcomes.* | without | | | various | | assistance.* | | | solvents and | | | | | presents | | | | | findings using | | | | | complex data | | | | | representation. | | | | | * | | | | | | | | | | *Example: Use a | | | | | scenario to | | | | | encourage | | | | | children to | | | | | think | | | | | scientifically* | | | +-----------------+-----------------+-----------------+-----------------+