Discipline: Science

Grade(s)/Level: 7th Grade

Course: Life Science

©Literacy Design Collaborative. September 2011

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Using Classification to Investigate Living Organisms
  • Student Work Samples
    • Within the Literacy Design Collaborative (LDC) framework, student work samples answer the critical question, "What Results?" The inclusion of student work within the module design provides teachers insight into how to improve the quality of the teaching task and the feedback they give on student strengths and challenges.

  • Classroom Assessment Task
    • Optional: May be used as pre-test or post-test.

      Background to share with students (optional):

      Scientists have a particular way of working that they call the "scientific method."

      Classroom assessment task:

      Prompt: After researching this short article on steps of the scientific method, write a summary that defines "science" and explains how scientists go about their work. Support your discussion with evidence from your research.

      Reading texts:

      "Steps of the Scientific Method." sciencebuddies.org. Science Buddies. n.d. http://www.sciencebuddies.org/mentoring/project_scientific_method.shtml.

  • Informational or Explanatory Classroom Assessment Rubric
    • Meets Expectations


      Addresses prompt with a focused response.


      Presents and applies relevant information with general accuracy.

      Controlling Idea

      Establishes a controlling idea that states the main purpose and/or question for the tasks.

      L2: Addresses the credibility of sources.


      Presents sufficient information in order to examine or convey topics or issues, answer questions, solve problems; identifies salient themes or features; explains key information with sufficient detail.

      *L2: Discusses relevant implications to topic.

      L3: Identifies a gap or unanswered question.


      Applies a generally effective structure to address specific requirements of the prompt.


      Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose

      Not Yet


      Attempts to address prompt but lacks focus or is off-task.


      Attempts to present information relevant to prompt.

      Controlling Idea

      Controlling idea is weak and does not establish a purpose and/or address a research question.


      Tends to retell rather than present information in order to answer questions, solve problems; lacks details to develop topic.

      *L2: Implications are weak or not relevant to topic.

      L3: Does not identify a relevant gap or unanswered question.


      Applies an ineffective structure; composition does not address requirements of the prompt.


      Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are inappropriate to audience and purpose.

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