Science Unit Rubric
Names: ___________________________________
Topic: Chemistry- Solids and liquids
Above Expected
Criteria
Standard
Knowledge and Understanding
Can identify the three states of
matter and give ten or more
descriptions of the characteristics
(hard, strong, soft weak) and
examples (ice and water) of solids
and liquids.
Can accurately draw the structure
of particles for solids and liquids.
Independently identify the change
of state occurring between solids,
liquids, gases and understand
what is being applied to create
this change.
Science Inquiry Skills
Questioning Independently uses evidence and
and predicting links to prior knowledge to make
predictions about solids and
liquids. The prediction includes
scientific terminology, such as
change of state and a clear
explanation to support their
hypothesis.
Can use questioning to guide the
investigation and experiments
about solids and liquids, including
Planning and questioning self and others.
conducting
Danielle Conheady, Louise Allan, Kate Williams, Chelsea Swarbrick, Lauren Rietschel
At Expected
Standard
Can identify the states of
matter (solids and liquids)
and provide five examples
and descriptions of the
characteristics for these.
Can accurately draw the
structure of particles for
solids and liquids.
Independently identifies the
change of state between
solids and liquids and
understand what is
creating this change.
With guidance, can make
predictions for experiments
based on prior knowledge
and evidence of solids and
liquids.
The prediction includes
some scientific vocabulary
with an explanation
supporting their hypothesis.
Engages in questioning to
guide investigation and
experiments about solids
and liquids.
Level: Four
Approaching Expected
Standard
Can identify, with some
assistance the states of matter
(solids and liquids) and provide
less than five examples and
descriptions of characteristics.
Can draw the particle structure of
matter, with assistance.
Students can identify one change
of state between matter, such as
melting (solid to liquid).
With assistance, can recognise
evidence to guide predictions on
solids and liquids. Cannot include
a justification for their hypothesis.
Uses questioning, with assistance
to guide the investigation and
experiments about solids and
liquids.
Below Expected
Standard
Unable to identify states of
matters or provide
examples of
characteristics for solids
and liquids.
Cannot draw particle
structure of matter.
Cannot identify the change
of state between solids
and liquids.
Require additional support
to write a prediction on
solids and liquids.
Has difficulty in responding
to questioning in the
investigation and
experiments about solids
and liquids.

Can safely and independently use
a range of equipment (with
supervision) to conduct
Recording and
experiments and investigation.
processing
Can successfully follow and
implement safety procedures,
such as handling equipment.
Can independently collect and
organise results within
experiments and investigation
Analysing and about solids and liquids. Can
evaluating successfully use formal
measurements and represent
results in tables and graphs.
Independently uses evidence from
results to draw conclusions about
solids and liquids.
Can identify whether their
prediction was correct and if the
results supported the prediction
Communicati and how/why.
The conclusion uses scientific
ng
terminology and evaluates
possible reason/s for results, such
as if the investigation was a fair
test.
Can independently communicate
results, in a clear, concise and
accurate manner.
Consistently uses scientific
terminology correctly.
Can use verbal and nonverbal
communication skills to share
results and ideas about solids and
liquids to others.
Danielle Conheady, Louise Allan, Kate Williams, Chelsea Swarbrick, Lauren Rietschel
Can safely use a range of
equipment (with
supervision) to conduct
experiments and
investigation. Can follow
and implement safety
procedures, such as
handling equipment.
Can collect and organise
results within experiments
and investigation about
solids and liquids. Can use
formal measurements and
represent results in tables
and graphs.
Uses evidence from results
to draw conclusions about
solids and liquids.
Can identify whether their
prediction was correct and if
the results supported the
prediction.
The conclusion uses
scientific terminology and is
developing an evaluation of
possible reason/s for
results, such as if the
investigation was a fair test.
Can communicate results in
accurately.
Uses scientific terminology
to communicate ideas
verbally and non-verbally
about solids and liquids to
others.
Can safely use some equipment Requires additional
(with assistance and supervision) assistance and supervision
to conduct experiments and when using equipment to
investigation. Can follow some conduct experiments and
safety procedures during the investigation. Cannot
lesson. follow safety procedures
during lesson.
Can collect and organise some Cannot collect or organise
results within the experiments results within experiments
and investigation about solids and and investigation about
liquids, with some assistance. solids and liquids.
Uses some formal measurements
and represent results in tables
and graphs, with guidance.
Uses some evidence from results Cannot draw results from
to draw conclusions about solids experiments and
and liquids, with some assistance. investigation to create a
Can identify, with guidance, conclusion about solids
whether their prediction was and liquids.
correct and if the results
supported the prediction.
The conclusion uses some
scientific terminology and is
developing a possible reason for
results, with assistance.
Can communicate results with Struggles to communicate
assistance. results and cannot recall
Is developing scientific scientific terminology.
terminology to communicate
ideas verbally and non-verbally
with guidance about solids and
liquids.