St. Croix Central
Standard
Demonstrates knowledge
of scientific concepts
Applies scientific skills
and processes
5th Grade Science Report Card Rubric
4-Exceeding Grade Level
Expectations
a. Demonstrates an
extended understanding of
facts/knowledge, and
vocabulary.
b. Knows and describes
facts and information
relevant to above grade
level content.
c. Uses extended
vocabulary when
communicating science
ideas.
d. Analyzes content
knowledge to explain
scientific concepts.
e. Makes higher level
generalizations and draws
conclusions to explain the
connection between
content, concepts, and real
world issues.
a. Uses data to formulate
and defend conclusions as
they relate to overarching
scientific concepts.
b. Uses observations skills
to make connections.
c. Conducts controlled
experiments/investigations
in a complex manner.
2014-15
3-Meeting Grade Level
Expectations
a. Demonstrates an
understanding of
facts/knowledge, and
vocabulary.
b. Knows and describes
facts and information
relevant to the content.
c. Uses key vocabulary
when communicating
science ideas.
d. Applies content
knowledge to explain
scientific concepts.
2-Working Toward Grade
Level Expectations
a. Demonstrates an
understanding of some
facts/knowledge, and
vocabulary.
b. Knows and describes
some facts and
information relevant to
the content.
c. Uses some key
vocabulary when
communicating science
ideas.
d. Applies some content
knowledge to explain
scientific concepts.
1-Not Meeting Grade
Level Expectations
Does not have grade level
knowledge of scientific
concepts.
a. Uses data to make
connections and draw
conclusions.
b. Demonstrates
observation skills.
c. Conducts simple
controlled
experiments/investigations.
a. Uses data to make some Does not have grade level
connections and draw
knowledge of scientific
some conclusions.
skills and processes.
b. Demonstrates some
observation skills.
c. Conducts simple
controlled
experiments/investigations
with guidance.
St. Croix Central
Demonstrates knowledge
of Structure and
Properties of Matter
5th Grade Science Report Card Rubric
a. Independently develops
a model to describe that
matter is made of particles
too small to be seen.
b. Creates own question to
answer involving matter.
Measures and graphs to
show evidence that when
change occurs
(heating/cooling/mixing)
the weight is conserved.
c. Conducts an investigation
independently to
determine whether mixing
two or more substances
results in new substances in
a complex manner.
d. Makes higher level
generalizations and draws
conclusions to
demonstrate knowledge of
structure and properties of
matter.
a. Develops a model to
describe that matter is
made of particles too small
to be seen.
b. Measures and graphs to
show evidence that when
change occurs
(heating/cooling/mixing)
the weight is conserved.
c. Conducts an
investigation to determine
whether mixing two or
more substances results in
new substances.
a. Develops a model to
somewhat describe that
matter is made of particles
too small to be seen.
b. Measures and graphs to
show some evidence that
when change occurs
(heating/cooling/mixing)
the weight is conserved.
c. Conducts an
investigation to determine
whether mixing two or
more substances results in
new substances with
guidance.
2014-15
Does not have grade level
knowledge of structure
and properties of matter.
St. Croix Central
Demonstrates knowledge
of Matter and Energy in
Organisms and
Ecosystems
5th Grade Science Report Card Rubric
a. Use models to show an
extended understanding
that energy from the sun
helps animals’ bodies grow,
maintain warmth, and
repair.
b. Explains in detail how
cells work together to make
up tissues, organs, and
organ systems.
c. Supports an extensive
argument that plants get
the materials they need for
growth from air and water.
d. Develops an above
grade-level model to
describe the movement of
matter among plants,
animals, decomposer, and
the environment.
e. Makes higher level
generalizations and draws
conclusions to explain the
connection between
matter and energy in
organisms and ecosystems.
a. Use models to show that
energy from the sun helps
animals’ bodies grow,
maintain warmth, and
repair.
b. Explains how cells work
together to make up
tissues, organs, and organ
systems.
c. Supports an argument
that plants get the
materials they need for
growth from air and water.
d. Develops a model to
describe the movement of
matter among plants,
animals, decomposer, and
the environment.
a. Use models to show
some understanding that
energy from the sun helps
animals’ bodies grow,
maintain warmth, and
repair.
b. Can somewhat explain
how cells work together to
make up tissues, organs,
and organ systems.
c. Supports a partial
argument that plants get
the materials they need
for growth from air and
water.
d. Develops a partial
model to describe the
movement of matter
among plants, animals,
decomposer, and the
environment.
2014-15
Does not have grade level
knowledge of matter and
energy in organisms and
ecosystems.
St. Croix Central
Demonstrates knowledge
of Earth’s Systems
5th Grade Science Report Card Rubric
a. Develops an extensive
model using an above
grade example to describe
ways the geosphere,
biosphere, hydrosphere,
and/or atmosphere work.
b. Independently
researches, describes, and
graphs the amounts and
percentages of water and
fresh water in various
reservoirs to provide
evidence about the
distribution of water on
Earth.
c. Independently obtains
and combines information
about ways individual
communities use science
ideas to protect the Earth’s
resources and
environment.
e. Makes higher level
generalizations and draws
conclusions to explain how
Earth’s various systems
work.
a. Develops a model using
an example to describe
ways the geosphere,
biosphere, hydrosphere,
and/or atmosphere work.
b. Describes and graphs the
amounts and percentages
of water and fresh water in
various reservoirs to
provide evidence about the
distribution of water on
Earth.
c. Obtains and combines
information about ways
individual communities use
science ideas to protect the
Earth’s resources and
environment.
2014-15
a. Develops a model using Does not have grade level
an example to somewhat
knowledge of earth’s
describe ways the
systems.
geosphere, biosphere,
hydrosphere, and/or
atmosphere work.
b. Describes or graphs the
amounts or percentages of
water and fresh water in
various reservoirs to
provide evidence about
the distribution of water
on Earth.
c. With assistance, obtains
and combines information
about ways individual
communities use science
ideas to protect the Earth’s
resources and
environment.
St. Croix Central
Demonstrates knowledge
of Space Systems: Stars
and Solar System
5th Grade Science Report Card Rubric
a. Independently develops
a model to correctly
describe the various objects
that are in a solar system.
b. Describes how scientists
observe objects in the solar
system while carrying out
an independent
investigation.
c. Demonstrates above
grade level knowledge of
what stars and galaxies are.
e. Makes higher level
generalizations and draws
conclusions to explain how
the solar system and the
universe work.
a. Develops a model to
correctly describe the
various objects that are in a
solar system.
b. Describes how scientists
observe objects in the solar
system.
c. Demonstrates knowledge
of what stars and galaxies
are.
a. Develops a model to
somewhat correctly
describe the various
objects that are in a solar
system.
b. Describes how scientists
observe objects in the
solar system.
c. Demonstrates some
knowledge of what stars
and galaxies are.
2014-15
Does not have grade level
knowledge of space
systems.
St. Croix Central
Demonstrates knowledge
of Engineering Design
5th Grade Science Report Card Rubric
a. Demonstrates an
extended understanding of
the Design Process using
facts/knowledge,
vocabulary and core
content from NGSS.
b. Is able to design a
solution to a problem using
the design process above
grade level content.
c. Uses extended
vocabulary when
communicating engineering
ideas.
d. Analyzes how technology
can improve our lives
above grade level
rationalization.
e. Makes higher level
generalizations and draws
conclusions to explain the
connection between
content, concepts, and real
world engineering issues.
a. Demonstrates an
understanding of the
Design Process using
facts/knowledge,
vocabulary and NGSS.
b. Is able to design a
solution to a problem using
the design process.
c. Uses key vocabulary
when communicating
engineering ideas.
d. Analyzes how technology
can improve our lives.
a. Demonstrates an
understanding of some of
the Design Process
facts/knowledge,
vocabulary, and NGSS.
b. Is able to partially
design a solution to a
problem using the design
process.
c. Uses some key
vocabulary when
communicating
engineering ideas.
d. Is able to partially
analyze how technology
can improve our lives.
2014-15
Does not have grade level
knowledge of engineering
design.