Rubrics For Fpds

Lesson 1
Diagnostic Assessment
Diagnostic Assessment
Student Name
Do students use the term ‘adaptation’? If so,

do they use it correctly?
Do students have an understanding of

Conceptions
structural and behavioural adaptations?
Do students understand that adaptations are

not a conscious choice by animals?
Other/ Notes
Do students believe that animals choose

their adaptations based on their
Alternative Conceptions
environment?
Do students believe that animals can easily
change their environment?
Other / Notes
Lesson: 2-4 (Also can be used for Lesson 1 and 5)
Ongoing formative assessment
Ongoing Formative Assessment – Science

Name:
Year 5 Biological sciences
Can students: Evidence Achieved Partially Achieved Not Achieved Notes

Identify structural features and/ or adaptations Investigation planners,
science journals,
of animals that help them to survive in their
annotated drawings,
environment. information organiser
and mind maps
Explain what a structural adaptation is and Science journals and
mind maps
provide several examples.
Explain what a behavioural adaptation is and Science journals and

mind maps
provide several examples.
Identify when science is used to ask questions Investigation planners,

science journals
and make predictions.
Identify how science knowledge can be used to Science journals

inform personal and community decisions.
Pose questions for investigations. Investigation planners
Suggest ways to do an investigation. Investigation planners
Predict what might happen when variables are Investigation planners

changed.
Construct tables and graphs to organise data. Investigation planners
Identify patterns in their data and use them to Investigation planners

suggest explanations and refer to data when
they report findings.
Compare results with predictions. Investigation planners
Make evidence-based claims. Investigation planners

and science journals
Explain why a test is fair or not. Investigation planners

and science journals
Communicate ideas, methods and findings Investigation planners,

science journals, mind
using a range of text types.
maps, report,
documentary
Lesson 5
Summative Assessment – Science Understanding
Summative Assessment – Science Understanding

Name:
Year 5 Science: Science Understanding

Evidence: Design-A-Species annotated drawing.
4 3 2 1
Science Predicts and explains how physical Connects how the physical Describes simple connections Identifies a link between a physical
Understanding features and/or adaptations of a features or adaptations of a living between physical features or feature of a living thing and one
(Biological) living thing help it to survive in an thing will help it to survive in its adaptations of a living thing and basic requirement for survival, or
environment, providing accurate environment, and provides some requirements for survival. offers a number of simple
examples. appropriate examples. examples but does not connect the
adaptations directly to the way
they enhance survival.
English Constructs an accurate and Constructs an accurate Constructs an informative design Constructs a basic informative
(Design/Text detailed informative design using informative design using the using the appropriate structure, design with some elements of
Structure) the appropriate structure. Ideas appropriate structure. Ideas are e.g. includes relevant facts and design structure. Includes
are organised and supported with organised; factual information is some supporting detail. incorrect or irrelevant details.
factual information and supported with some elaboration.
elaboration.
English Expresses information clearly, Uses vocabulary to enhance the Uses simple vocabulary and some Uses everyday language and
(Language Features) using topic-specific vocabulary design, e.g. may use adjectives appropriately selected descriptive includes a few given topic- specific
and precise words and phrases. and adverbs to develop and topic-specific words. words and phrases.
descriptions.

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Lesson 1

Do students use the term ‘adaptation’? If so,

Do students have an understanding of

structural and behavioural adaptations?

Do students understand that adaptations are

Do students believe that animals choose

Ongoing Formative Assessment – Science

Year 5 Biological sciences

Can students: Evidence Achieved Partially Achieved Not Achieved Notes

Explain what a behavioural adaptation is and Science journals and

Identify when science is used to ask questions Investigation planners,

Identify how science knowledge can be used to Science journals

Suggest ways to do an investigation. Investigation planners

Predict what might happen when variables are Investigation planners

Identify patterns in their data and use them to Investigation planners

Make evidence-based claims. Investigation planners

Explain why a test is fair or not. Investigation planners

Communicate ideas, methods and findings Investigation planners,

Summative Assessment – Science Understanding

Year 5 Science: Science Understanding

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