| Idea | Independently identified a question which was interesting to the student and could be investigated, graphed, and researched. | Indentified a question, but had trouble making the connection to a research topic or graphable data. | Used a supplied question and needed assistance with identifying a topic to graph and research. | Question does not lend itself to graphable or researchable information. |
| Hypothesis | Hypothesis well-substantiated by a literature review or observation of similar phenomena. (life experience) Uses and if / then statement. | Hypothesis somewhat substantiated by a literature review or observation of similar phenomena. Uses and if / then statement. | Hypothesis somewhat substantiated by a literature review or observation of similar phenomena. Lacks the if / then statement. | Hypothesis does not have an if / then statement and does not include information to support the idea. |
| Materials | All materials are included and labeled using metric measurements. | All materials are included, but quantities or measurements are vague but still using metric units. | Materials are listed with out measurements or quantities or have used customary measurements. | Materials are listed with no measurements or quantities at all. |
| Variables | Independently identified and clearly defined which variables were going to be changed (independent variables) and which were going to be measured (dependent variables). | Independently identified which variables were going to be changed (independent variables) and which were going to be measured (dependent variables). Some feedback was needed to clearly define the variables. | Variables were listed but unclear. | No variables listed. |
| Descripton of Procedure | Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. | Procedures were outlined in a step-by-step fashion that could be followed by anyone with additional explanations. | Procedures were outlined in a step-by-step fashion, but had 1 or 2 gaps that require explanation. | Procedures that were outlined were seriously incomplete or not sequential. |
| Data Collection | Data was collected several times. It was summarized, independently, in a way that clearly describes what was discovered. | Data was collected more than one time. It was summarized, independently, in a way that clearly describes what was discovered. | Data was collected more than one time but lacked summarization, or data was collected only one time but included summarization. | Data was collected only once and had no summarization. |
| Conclusion/Summary | Student provided a detailed conclusion clearly based on the data and related to previous research findings and the hypothesis statement(s). | Student provided a somewhat detailed conclusion clearly based on the data and related to the hypothesis statement(s). | Student provided conclusion with some reference to the data or the hypothesis statement(s). | Conclusion is present but conflicts with data. |
| Display | Each element in the display board has a function and is clearly labeled. No grammatical or spelling errors present. Board is neat and in final draft presentation style. | Each element in the display board has a function and is clearly labeled. Minimal grammatical or spelling errors present or neatness of board is questionable. | Some element(s) in the display board may be missing or not clearly labeled. Grammatical or spelling errors present or neatness of board is questionable. | Display board has more than seven spelling / grammatical errors, difficulties with organization and neatness, and missing some required elements. |
| Expository Piece | Written piece follows the outline provided with no spelling, grammar, or mechanical errors. Elaboration and specific details support all main ideas. Transitional words are used and piece is fluent. | Written piece follows the outline provided with less than five spelling, grammar, or mechanical errors. Elaboration and specific details support all main ideas. Transitional words are used and piece is fluent. | Written piece follows the outline provided with 6 to 10 spelling, grammar, or mechanical errors. Elaboration and specific details are used minimally. ransitional words or fluency have some problems. Revisions required. | Written piece is below expectations for fifth grade quality work. Revisions must be done. |