5E Learning Cycle Lesson Plan Rubric

5E Learning Cycle Lesson Plan Grading Rubric

Please note: This rubric is set up mathematically in Task Stream so that if you hand in the complete assignment on time and get a 1 (Meets Standard) on all other items, you will end up with a 1.6 out of 2. This translates into a score of 160/200 or a low B. A low A or above is achieved with an average score on each item of 1.5 or above.

	0 Does Not Meet Standard	1 Meets Standard	2 Exceeds Standard	Your Score
A. Timeliness and Completeness of Submission (60%)	The instructor reserves the right to remove points for late or incomplete work. Each .1 point deducted in this criterion is the equivalent of a 3% reduction in grade.		Work is turned in complete and on time.
B. Curriculum and Logistics(Standard Course of Study, Statement of Purpose, Background for Teacher, Materials List, Curricular Integration, Sources)(5%)	The lesson plan is missing many of the required curriculum or logistical elements (Standard Course of Study, Statement of Purpose, Background for Teacher, Materials List, Curricular Integration, Sources).	The lesson plan includes all the required curriculum and logistical elements (Standard Course of Study, Statement of Purpose, Background for Teacher, Materials List, Curricular Integration, Sources); these elements are detailed enough to be meaningful for a knowledgeable substitute, administrator, or other teacher.	Especially thoughtful and detailed information is included for all the required curriculum and logistical elements (Standard Course of Study, Statement of Purpose, Background for Teacher, Materials List, Curricular Integration, Sources). These sections would be especially useful to anyone looking at this lesson plan.
C. Developmental Level (Described, Appropriateness of Lesson)(2%)	The developmental level of the students is not described and/or the lesson is entirely inappropriate for the target audience.	The developmental level of the students is described and the lesson is generally appropriate for the target audience.	The statement of the developmental level of the students is detailed and specific, noting both the physical and conceptual skills expected and how these relate to the activity. The lesson is an excellent match for the students for whom it was designed.
D. Engagement is creative and arouses interests of diverse students.[NCDPI Standard 15](2%)	Creativity not evident or it is very weak. Lacks ability to arouse interest or generate excitement for a class with a diversity of students.	Some creativity is evident. May arouse interest of diverse and special needs students. The portfolio rationale statement contains a statement explaining how NC DPI Standard 15 is met.	Exceptional creativity. Will arouse interest and generate excitement in a diverse variety of students. The portfolio rationale statement contains a clear and thoughtful statement explaining how NC DPI Standard 15 is met.
E. Engagement provides reason for Exploration and transitions seamlessly to the Exploration. (1%)	Engagement is disconnected from Exploration. No obvious transition, or transition is awkward.	Engagement leads to acceptable transition into Exploration phase.	Engagement leads to an obvious and purposeful connection to exploration in a seamless manner.
F. Exploration provides opportunities for students to engage in inquiry through active, hands-on exploration. [NC DPI Standard 10](3%)	Exploration provides minimal and/or inappropriate opportunities for students to engage in inquiry through active, hands-on exploration.	Exploration provides adequate and appropriately constructed opportunities for students to engage in inquiry through active, hands-on exploration. The portfolio rationale statement contains a statement explaining how NC DPI Standard 10 is met.	Exploration provides varied and carefully constructed opportunities for students to engage in inquiry through active, hands-on exploration. The portfolio rationale statement contains a clear and thoughtful statement explaining how NC DPI Standard 10 is met.
G. Exploration requires student use of a variety of Science Process Skills. [NC DPI Standard 10](3%)	Student use of Science Process Skills is minimal or not evident in the Exploration section of the lesson plan.	The Exploration section of the lesson plan requires students to use several different Science Process Skills. The portfolio rationale statement contains a statement explaining how NC DPI Standard 10 is met.	Numerous and varied Science Process Skills are woven throughout the Explanation phase of the lesson. The portfolio rationale statement contains a clear and thoughtful statement explaining how NC DPI Standard 10 is met.
H. Exploration requires students to gather data (qualitative and/or quantitative). (2%)	Little or no opportunity is provided for students to gather qualitative and/or quantitative data during the Exploration phase.	Students are provided with adequate opportunities to gather qualitative and/or quantitative data during the Exploration phase.	Special consideration has been given as to how qualitative and/or quantitative data collected can be used to maximize student learning during the Exploration phase. The data collected stimulates students to make discoveries.
I. Throughout Exploration students are encouraged to generate questions. (2%)	Little or no specific opportunities for student generated questions are evident as students explore.	The lesson plan provides adequate opportunities for students to generate their own questions as they explore.	The lesson plan purposefully addresses opportunities for student generated questions as they explore. This is accomplished by intentionally providing time and the means by which students will develop and pursue answers to their own questions.
J. Explanation-through interaction students are given opportunities to share their discoveries. (3%)	Little to no opportunity is provided in the lesson plan for students to share their discoveries.	Some opportunity provided in the lesson plan for students to share their discoveries.	Multiple opportunities provided in the lesson plan for students to share their discoveries using a variety of formats including verbal discussion.
K. Higher-level questioning leads to the construction of concepts and meanings sensible to students. [Standard 7: Indicator 5] (3%)	A minimal number of lower order thinking questions (according to Bloom’s taxonomy) are used to stimulate student understandings.	Some questions from several levels of Bloom’s taxonomy are incorporated in the lesson. The portfolio rationale statement contains a statement explaining how NC DPI Standard 7, Indicator 5 is met.	Well-formulated questions from several levels of Bloom’s taxonomy, including higher order, are incorporated throughout the lesson. These questions facilitate construction of students’ understandings of science concepts. The portfolio rationale statement contains a clear and thoughtful statement explaining how NC DPI Standard 7, Indicator 5 is met.
L. Teacher encourages under represented groups to participate. [NC DPI Standard 15] (2%)	Lesson plan does not note how teacher can encourage under represented groups and students with special needs to participate.	Lesson plan notes how teacher can encourage participation of all students. The portfolio rationale statement contains a statement explaining how NC DPI Standard 15 is met.	Lesson plan notes how teacher can use multiple means to encourage participation of all students. These strategies include making content relevant to students’ lives and other developmentally appropriate strategies for addressing the needs of all students. The portfolio rationale statement contains a clear and thoughtful statement explaining how NC DPI Standard 15 is met.
M. Teachers associate meaningful vocabulary to students' conceptual understandings ("meaningful vocabulary" are terms associated with specific concepts included in the NCSCOS--life, physical, or earth science). [NC DPI Standard 3](3%)	No specific attention is paid to the relationship of vocabulary and concepts in this lesson plan.	The lesson plan integrates meaningful vocabulary, and this terminology is connected appropriately to the development of science concepts. The portfolio rationale statement contains a statement explaining how NC DPI Standard 3 is met.	Appropriate and meaningful vocabulary is integrated throughout the lesson. Conceptual understanding and terminology are connected to one another every step of the way. It is clear when, how and why new terms will be introduced, connected to one another, and reinforced. The portfolio rationale statement contains a clear and thoughtful statement explaining how NC DPI Standard 3 is met.
N. Expansion continues to expand student understanding by applying learning to new, but RELATED exploration. (1%)	The Expansion phase is missing, is a repeat of the initial Exploration, or is unrelated to the rest of the lesson.	The Expansion phase provides an opportunity for students to build on what they have learned earlier in the learning cycle. The Expansion activity is related to the initial Exploration.	The Expansion phases provides an excellent opportunity for students to apply and expand their understanding by exploring a new but related phenomenon. The connection between the initial Exploration activity and the Expansion activity is explicit and the sense of flow is evident.
O. Expansion requires students to use a variety of Science Process Skills. [NC DPI Standard 10] (1%)	Student use of Science Process Skills is minimal or not evident in the Expansion section of the lesson plan.	The Expansion section of the lesson plan requires students to use several different Science Process Skills The portfolio rationale statement contains a statement explaining how NC DPI Standard 7, Indicator 3 is met.	Numerous and varied Science Process Skills are woven throughout the Expansion phase of the lesson. The portfolio rationale statement contains a clear and thoughtful statement explaining how NC DPI Standard 7, Indicator 3 is met.
P. A variety of formative assessments are evident throughout the lesson. [NC DPI Standard 7: Indicator 7](2%)	Formative assessments are vague and provide minimal evidence of an appropriate assessment process to monitor student understanding of concepts and skills.	Formative assessments are clear and provide adequate evidence of an appropriate assessment process to monitor student understanding of concepts and skills. The portfolio rationale statement contains a statement explaining how NC DPI Standard 7, Indicator 7 is met.	Formative assessments are varied and carefully planned to provide extensive evidence of an appropriate assessment process to monitor student understanding of concepts and skills. The portfolio rationale statement contains a clear and thoughtful statement explaining how NC DPI Standard 7, Indicator 7 is met.
Q. Lesson ends with an appropriate summative assessment. [NC DPI Standard 7](2%)	The summative assessment is vague and provides minimal evidence of an appropriate assessment process to measure student understanding of concepts and skills.	The summative assessment is clear and provides adequate evidence of an appropriate assessment process to measure student understanding of concepts and skills. The portfolio rationale statement contains a statement explaining how NC DPI Standard 7 is met.	The summative assessment is carefully planned and provides extensive evidence of an appropriate assessment process to measure student understanding of concepts and skills. The portfolio rationale statement contains a clear and thoughtful statement explaining how NC DPI Standard 7 is met.
R. Analysis and Reflection (2%)	No self-reflection on teaching this lesson is present.	The document contains a moderately thoughtful self-reflection. This reflection notes the strengths and weaknesses of the lesson and gives some specifics about what happened when the lesson was taught.	The document includes a thoughtful and thorough self-reflection on this lesson and the experience of teaching it. A variety of insights are offered, and these are backed up with specific examples.
S. Format, Spelling and Mechanics (1%)	The document contains numerous spelling, grammar and format errors and/or it is otherwise unprofessional.	Minor spelling, grammar or format errors appear in the document, but it is reasonably professional.	The document is error-free, in the correct format, and exceptionally professional.