Science Unit Plan Rubric

Science Unit Plan Scoring Guide

 

Dimension

Unsatisfactory

Basic

Proficient

Distinguished

 

0 points

1 point

2 points

3 points

Knowledge of Learners

 

 

 

 

Diversity and gender

Use of gender-unfriendly or racist teaching strategies or resources

No consideration of gender-friendly or multicultural teaching strategies and resources

Gender-friendly or multicultural, antiracist, teaching strategies and resources utilized

Both Gender-friendly and multicultural, antiracist teaching strategies and resources utilized

Students with special needs

Little to no consideration given to students with special needs.

Inadequate description of how to deal with students with special needs.

Thorough description of how students with particular disabilities will be accommodated, including hands-on and laboratory activities

Acceptable plus detailed description that clearly demonstrates an understanding of how to adapt hands-on, inquiry science activities for students with special needs.

Alternative conceptions

No consideration for alternative conceptions.

Lists only a few possible students' alternative conceptions.  Does not include strategies to determine students’ alternative conceptions.

Lists a wide variety of preconceptions and misconceptions that students may hold in relation to subject matter of unit.  Includes strategies to uncover alternative conceptions

Acceptable, plus has incorporated specific activities that are designed to correct specific alternative conceptions.

Knowledge of subject matter

 

 

 

 

Presents science accurately to students and in sufficient depth in teacher background sections

Numerous and serious errors in science content.  Very little science background for the teacher.

Few minor errors in science content. Barely sufficient science background for the teacher.

No errors in science content.  Sufficient science background for the teacher.

Extensive and accurate science content presented in the teacher background sections of lesson plans

Major concepts, principles, theories, and laws

Makes serious errors and does not demonstrate understanding of any of the relevant major concepts, principles, theories and laws

Makes a few minor errors and does not demonstrate understanding of most of the relevant major concepts, principles, theories and laws

Demonstrates understanding of most of the relevant major concepts, principles, theories and laws

Demonstrates thorough and complete understanding of relevant major concepts, principles, theories and laws

Social context of science, real life applications of science

No consideration for the social context of science.

Provides only a very limited consideration for the importance of the subject matter for the students.

Explains how unit content will relate science to students’ lives.  Incorporates at least one of the following: 1) the relationship between science, technology and society, 2) ethical issues and science, 3) the relationship between personal, cultural and social values and science

Incorporates all of the following: 1) the relationship between science, technology and society, 2) ethical issues and science, 3) the relationship between personal, cultural and social values and science, 4)  benefits and negative effects of science on society

Applications of science in the community

No inclusion of any activities related to science in the community

One lesson involves an activity related to applications of science in the community

At least two lessons involve activities related to applications of science in the community

Multiple activities are related to applications of science in the community

Unifying concepts, themes of science

Does not include unifying concepts or themes

Includes an incomplete or incorrect attempt at utilizing a unifying concept or theme

Successfully incorporates one relevant unifying concept or theme

Successfully incorporates more than one relevant unifying concept or theme

Planning

 

 

 

 

Safety

Little to no consideration given to safety concerns.

Safety concerns addressed, but important considerations left out.

Brief summary of safety concerns related to subject matter of unit

Very thorough and complete description of safety precautions and all necessary information for every lesson in the unit.

Unit and lesson outcomes are aligned with local, state and National Science Education Standards

Does not include mention of any science education standards.

Few unit and lesson objectives are correctly aligned to local, state, and National Science Education Standards

Most unit and lesson objectives are correctly aligned to local, state, and National Science Education Standards

All unit and lesson objectives are correctly aligned to local, state, and National Science Education Standards

Student performance and learning outcomes and objectives are identified and appropriate.

No unit and lesson objectives are included.   Objectives are not appropriate and do not address all of the different categories of Bloom’s Taxonomy, especially including Higher Order Thinking Skills.

Few unit and lesson objectives are included.  Few objectives are appropriate and address all of the different categories of Bloom’s Taxonomy, especially including Higher Order Thinking Skills.

Most unit and lesson objectives are included and are appropriate. Most objectives address all of the different categories of Bloom’s Taxonomy, especially including Higher Order Thinking Skills.

All unit and lesson objectives are included.  All objectives are appropriate and address all of the different categories of Bloom’s Taxonomy, especially including Higher Order Thinking Skills.

Unit plan aligns outcomes, instructional strategies, learning experiences, resources, and assessment

Unit plan does not align outcomes, instructional strategies, learning experiences, resources, and assessment

Unit plan align few outcomes, instructional strategies, learning experiences, resources, and assessment

Unit plan aligns most outcomes, instructional strategies, learning experiences, resources, and assessment

Unit plan aligns all outcomes, instructional strategies, learning experiences, resources, and assessment

Materials and resources specified

No information is provided on needed materials and resources

Minimal information is provided on materials and resources. No information on quantities, sources of materials and resources.

Sufficient information is provided on materials and resources to conduct the lessons. 

Complete information is provided for all materials and resources, including quantities, where to obtain them, and instructions for use.

Instructional strategies and learning experiences are appropriate to achieve instructional goals and objectives

Emphasis is placed on didactic teaching; no emphasis is placed on students constructing understanding from experiences and through hand-on inquiry.  None of the following types of activities are included:  laboratory activities, cooperative learning, problem-based learning, project-based learning

A balanced mix of teacher-centered and student-centered pedagogy.  Few hands-on inquiry activities are included.  At least one of the following types of activities are included:  laboratory activities, cooperative learning, problem-based learning, and project-based learning

Most lessons consist of student-centered, active, hands-on, inquiry activities. At least two of the following types of activities are included:  laboratory activities, cooperative learning, problem-based learning, and project-based learning

Use of a great variety of effective teaching techniques including, laboratory activities, cooperative learning, problem-based learning, and project-based learning

Use of Technology

Technology is not used in the unit. 

Technology is included but in a limited and not always appropriate or meaningful way. 

Technology is used in a meaningful way to enhance science learning.  At least one of the following technology tools is utilized:  spreadsheets, databases, the World Wide Web, microcomputer-based labs, computer simulations, science software

Technology is used in a meaningful way to enhance science learning.  Several of the following technology tools are utilized:  spreadsheets, databases, the World Wide Web, microcomputer-based labs, computer simulations, science software

Assessment

 

 

 

 

Learning outcomes are effectively assessed using a variety of techniques throughout the unit plan

No assessment is included. 

Only summative assessments are included with no authentic, alternative or formative assessments.

Contains a thorough assessment of student learning, including formative, summative, at least one example of an alternative or authentic assessment.

Contains a wide variety of assessment techniques, including formative, summative, different types of alternative or authentic assessment.