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It’s a problem here in the U.A.E:
On Wednesday students will write an analysis of their model. This is the independent portion of their grade.
Parents, you can support your child by reviewing the questions with them ahead of time and helping them use the scientific vocabulary in their analysis.
Please view this updated reflection rubric:
This is meant to be an analysis of the work you have done the past two weeks.
- Describe your model.
- How does it work?
- How do you KNOW it works?
- How could improve your model?
- If you had more time what would you have done differently?
Rubric for how you will be graded:
||The student does not reach a standard identified by any of the descriptors below.
||The student is able to:state limited improvements or extensions to the model
||The student is able to:state improvements or extensions to the model that would benefit the scientific investigation.
* State means to give specific name, value, or brief answer without explanation or calculation
||The student is able to:outline improvements or extensions to the model that would benefit the scientific investigation.
*Outline means to give a brief account
||The student is able to:describe improvements or extensions to the model that would benefit the scientific investigation.
*Describe means to give a detailed account or picture of a situation, event, pattern or process
Students are hard at work using their problem solving and critical thinking skills.