Integrated Science Lesson Plan Scoring Rubric
Element Distinguished Proficient Insufficient Unacceptable
Objectives All objectives are clearly Some objectives are clearly None of the objectives are Objectives Absent
measurable measurable measurable OR
All Objectives begin – “A All Objectives begin – “A All Objectives begin – “A None of the objectives are
STUDENT WILL BE ABLE STUDENT WILL BE ABLE STUDENT WILL BE ABLE measurable AND written
TO…” TO…” TO…” incorrectly
Materials and A complete inventory of needed Inventory is nearly complete and Inventory is appreciably No inventory.
setup materials including the source of sources are provided. incomplete and sources are No sources.
supplies not available at typical The description of how materials lacking. No description of how materials
stores. will be prepared, distributed, and The description of how materials will be prepared, distributed, and
A detailed description of how managed is provided but lacks will be prepared, distributed, and managed
materials will be prepared, minor details. managed is incomplete or
distributed, and managed. lacking.
Safety Describe applicable chemical, Safety must be addressed at the
electrical, biological, and general proficient level or the lesson will
safety precautions, disposal be rejected.
procedures, and required safety In the case of no safety issues,
equipment (goggles, aprons, this must be clearly stated in the
gloves, etc.). lesson.
Requisite Clearly and Completely Describe Description of critical content Description of critical content Lacks a description of requisite
Knowledge the critical content knowledge knowledge is nearly complete and knowledge is appreciably knowledge.
(beyond the obvious) students is clearly stated. incomplete and is unclear.
should already possess for this
lesson to be successful.
Procedure Clearly describe class activities Adequately describe class Poorly describe class activities, Lacks description of class activity
specifying what students and activities specifying what lacking what students and teacher and the roles of teachers and
teacher does during the lesson in students and teacher does during does during the lesson in enough students. Other teachers at a loss,
enough detail to guide other the lesson in enough detail to detail to guide other teachers. classroom management hopeless.
teachers. guide other teachers.
Engage A clear and complete description A good description of the An incomplete description of the Uninteresting, poorly designed
of the activities and questions that activities and questions that activities and questions that activity that does not raise
accomplishes all of the following: accomplishes most of the accomplishes only one or two of relevant questions, assesses
Generates interest and curiosity following: the following: current knowledge, or identifies
Raises relevant questions Generates interest and curiosity Generates interest and curiosity misconceptions.
Assesses current knowledge Raises relevant questions Raises relevant questions
Exposes misconceptions Assesses current knowledge Assesses current knowledge
Exposes misconceptions Exposes misconceptions
Explore A clear complete description of A good description of Activities An incomplete description of Teacher directed, lacks inquiry,
Activities that are student- that are student-focused, hands- Some activities are not student- passive, and no guidance of
focused, hands-on, inquiry-based, on, inquiry-based, and often done focused, hands-on, inquiry-based. students by questioning.
and often done in groups. in groups. Students do one or two of the
Students do many of the Students do at least three of the following: make observations,
following: make observations, following: make observations, collect data, hypothesize, predict,
collect data, hypothesize, predict, collect data, hypothesize, predict, discuss.
discuss. discuss. Lacks questions to probe, guide,
Includes numerous questions to Includes some questions to probe, and redirect students’ thinking or
probe, guide, and redirect guide, and redirect students’ work
students’ thinking or work thinking or work
Explain Clearly and completely describes A good description of how An incomplete description of how Lacks description of how teacher
how teacher will facilitate teacher will facilitate students teacher will facilitate students will facilitate students discussing
students discussing results of discussing results of “Explore” discussing results of “Explore” results of “Explore” activities in
“Explore” activities in their own activities in their own terms activities in their own terms their own terms
terms A good description of how the A poor description of how the Lacks a description of how the
Clearly and completely describes teacher will facilitate student teacher will facilitate student teacher will facilitate student
how the teacher will facilitate analysis and explanations based analysis and explanations based analysis and explanations based
student analysis and explanations on their evidence on their evidence on their evidence
based on their evidence Provides good grade-appropriate Inadequate grade-appropriate Lacks grade-appropriate scientific
Provides grade-appropriate scientific explanations and scientific explanations and explanations and vocabulary
scientific explanations and vocabulary vocabulary
Elaborate (Apply Clearly and completely describes Description of activities is not Description is neither clear nor Activities do not engender the
/ Extend) activities that will encourage clear; however the activity is complete OR it is complete and students to apply scientific
students to apply scientific sound and seemingly effective clear but is not sound nor concepts to new situations OR
concepts, skills, and vocabulary and includes activities for small seemingly effective. none of the descriptions of
to new situations as well as and/or large groups. activities are clear or complete.
possibly modify and improve
Includes activities for
large and/or small groups.
Evaluate Assessments are varied and Assessments are varied Assessments are not varied Assessments absent
creative. AND OR OR
All assessments measure student Most assessments measure Few assessments measure student Assessments do not measure
achievement of each objective student achievement of each achievement of each objective student achievement of each
Clear and complete descriptions objective AND/OR Most of the OR objective
of the assessments being used descriptions of the assessments Few of the descriptions of the OR
(e.g., questions, performance, being used are clear and assessments being used are clear None of the descriptions of the
products, etc. including answer complete. and complete assessments being used are clear
keys, grading rubrics, or other Assessments take place Few assessments occur in the 5 E and complete
criteria you will use to evaluate throughout the 5 E lesson. lesson No assessments occur in the 5 E
whether students have met the Include opportunities for students OR lesson
objective(s)). to evaluate their own work and There are few opportunities for OR
Assessments take place learning. students to evaluate their own There are no opportunities for
throughout the 5 E lesson. AND work and learning. students to evaluate their own
Include opportunities for students Most descriptions of where, how, OR work and learning.
to evaluate their own work and and when assessment takes place Few descriptions of where, how, OR
learning. are clear and complete. and when assessment takes place None of the descriptions of
Clearly and completely describes are clear and complete. where, how, and when assessment
where, how, and when assessment takes place are clear and
takes place complete.
Scientific Provides an explanation of the In the author’s own words In the author’s own words Not In the author’s own words
Background concepts addressed in the lesson At the level of a college text. Few explanations at the level of a OR
that is thorough and scientifically AND college text. No explanations at the level of a
accurate (includes appropriately Provides an explanation of the OR college text.
referenced diagrams, where concepts addressed in the lesson Provides explanations of the OR
needed to support the that is mostly thorough and concepts addressed in the lesson Does not provide an explanation
explanation). scientifically accurate that are mostly not thorough nor of the concepts addressed in the
In the author’s own words scientifically accurate lesson that is thorough or
References Provides a complete list of Provides a complete list of Provides a list of science and Reference list is not included or is
science and teaching sources used science and teaching sources used teaching sources used in the missing many citations, making
in the lesson plan including in the lesson plan including lesson plan including books, authentication of original sources
books, journals, web sites, books, journals, web sites, journals, web sites, personal difficult or impossible.
personal communications cited in personal communications cited in communications, but some
APA format. Reference list APA format. citations may be missing,
indicates depth, quality, and incomplete or not in APA format.
variety in resources used.
Misconceptions Lists documented misconceptions Lists documented misconceptions Lists misconceptions relevant to Documented misconceptions are
relevant to the lesson topic (with relevant to the lesson topic (with the lesson topic, but reference inaccurate or missing.
authentic references), with a authentic references), with a sources may be inadequate or
description of how the lesson description of how the lesson questionable (low quality website,
addresses each of the addresses each of the personal conjecture, etc.).
misconceptions. Includes ideas misconceptions.
or sources for additional
instruction if misconceptions
remain after the lesson.
Science Lists any science benchmark(s) Incorporates science Attempts to incorporate science Does not incorporate any science
Integration from another science discipline benchmark(s) from another benchmark(s) from another benchmark(s) from other science
that are meaningfully science discipline into the lesson, science discipline, but disciplines.
incorporated into the lesson. but relationship to the primary relationship to the primary lesson
Describes where and how any benchmark may be somewhat benchmark is unclear,
secondary benchmarks are superficial. Related benchmarks inappropriate, superficial, or
incorporated into the lesson. may appear as more of an add-on inadequately explained and/or
Integration of benchmarks is than a thoughtful integration. integration of benchmarks shifts
clear, appropriate, substantial, and lesson focus away from the
adequately explained. primary science benchmark.
Interdisciplinary Lists any benchmark(s) from Incorporates benchmark(s) from Attempts to incorporate Does not incorporate any
another content area (math, social another content area into the benchmark(s) from another benchmark(s) from other content
studies, language arts) that are lesson, but relationship to the content area, but relationship to areas.
meaningfully incorporated into primary benchmark may be the primary lesson benchmark is
the lesson. Describes where and somewhat superficial. Related unclear, inappropriate,
how any secondary benchmarks benchmarks may appear as more superficial, or inadequately
are incorporated into the lesson. of an add-on than a thoughtful explained and/or integration of
Integration of benchmarks is integration. benchmarks shifts lesson focus
clear, appropriate, substantial, and away from the primary science
adequately explained. benchmark.
Differentiation Provides accommodations for a Provides accommodations for a Does not provide Does not provide
wide range of diverse learning limited range of diverse learning accommodations for diverse accommodations for diverse
needs, (i.e. learning styles, ability needs. learning needs. learning needs. Certain lesson
levels, multiple intelligences, elements may potentially create
cultural diversity). unnecessary academic or social
challenges for individual learners
with diverse needs or
backgrounds, creating barriers to
achievement for some students.
Style Very clearly written containing Clearly written containing some Somewhat clearly written Unclearly written and riddled
only a few grammatical, syntax, grammatical, syntax, and spelling containing many grammatical, grammatical, syntax, and spelling
and spelling errors. errors. syntax, and spelling errors. errors.
Alignment (1) Objectives, (2) engage, (3) Five or six of the key elements Four of the key elements are Three or fewer of the three key
explore, (4) explain, (5) elaborate, are aligned with the benchmark. aligned. elements are aligned.
(6) evaluate/assessments, and (7)
scientific explanation are well-
aligned, support one another, and
tie directly to the benchmark(s).
Developmentally The procedures and assessments The procedures and assessments The procedures and assessments
Appropriate fit the grade level designation of are close to the grade level do not fit the grade level
the lesson and benchmarks. designation of the lesson and designation of the lesson and
Originality A majority of the content in the Some of the content in the lesson N/A None of the content in the lesson
lesson plan is original or plan is original or previously plan is original, or adapted in a
previously published content is published content is novel manner.
adapted/incorporated in a novel adapted/incorporated in a novel