<p>Soils, Systems, & Society Kit Rubric (last revised 7-27-15) Emerging Developing Proficient Advanced Score/Level Relevance/ Focal issue is weakly Focal issue is somewhat Focal issue is important Focal issue is highly important both Societal Issue important locally or globally. important locally or globally. locally or globally. locally and globally. Kit overview (20%) Connection between issue Connection between issue Overview mostly clearly clearly and accurately connects issue and grand challenge or K–8 and grand challenge or K–8 and accurately connects to an Earth science “grand challenge” student learning is at best student learning is only issue to grand challenge and K–8 student learning. All 1) Overview* unclear. Few supporting somewhat clear or accurate. and K–8 student learning. supporting materials clearly align to 2) Lessons and materials align to issue. Some supporting materials Most supporting materials issue. supporting materials align to issue. align to issue. Systems and Rationale for lesson Rationale for lesson Rationale for lesson Rationale for lesson sequence and Interdisciplinary sequence or interdisciplinary sequence and sequence and interdisciplinary nature is clear and Integration (20%) nature is at best unclear. interdisciplinary nature is interdisciplinary nature is accurate. Work effectively integrates Work does not address somewhat clear. Work mostly clear. Work mostly 2+ interdisciplinary systems. One 1) Overview multiple systems or systems addresses multiple systems, effectively addresses 2+ lesson fully meets a systems 2) Lessons and standards. but interdisciplinary nature is interdisciplinary systems standard. supporting materials unclear. One lesson partially but relationships between meets a systems standard. systems are unclear. One lesson mostly meets a systems standard. Content and Practices Work does not reflect Work reflects fundamental Most work reflects topic Work reflects thorough (20%) understanding of soils, Earth understanding of soils, Earth comprehension and comprehension and deep systems content, and systems content, and 1+ understanding of soils, understanding of soils, Earth systems 1) Standards alignment practices, and does not align practices—and/or standard Earth systems content, content, and 2+ practices—and is 2) Concept map with standards. alignment is limited. and 2+ practices—and is clearly reflected in the standard 3) Lessons and mostly reflected in the alignment. supporting mat standard alignment. Data Work includes only 1 type of Work includes 2 different Work mostly effectively Work effectively integrates 2+ different (20%) data or if 2 types of data are types of data. Some data integrates 2 different types of data. All data are accurate 1) Lessons and included they are not presented are accurate. types of data. Data and rich. At least one lesson includes supporting materials accurate or relevant. No data Quantitative data are presented are accurate. deep quantitative data collection. are quantitative. included but not collected by At least one lesson K–8 students. includes quantitative data collection. Concept Map— No linking words/phrases. Some linking words/phrases Most links have accurate All links have accurate words/phrases. relationships among Concepts are vague or evident. Concepts are mostly words/phrases. Concepts Concepts demonstrate a deep elements in the loosely organized with no organized with some presented demonstrate a understanding with a very clear and system(s) (10%) evidence of hierarchy. consistency of hierarchy. good understanding with consistent hierarchy with each a consistent hierarchy subordinate concept more specific and going from general to less general than the concept specific. preceding it. Kit Format, Presentation, Work is poorly organized and Work is somewhat organized Work is organized, Work demonstrates superior and Mechanics contains many errors. and legible, but contains legible, and follows class organization. All drawings, graphs, (10%) Grammar and syntax are some errors. Drawings, conventions. Relevant tables, and/or charts well made. inappropriate, and drawings, charts, tables, and/or graphs, drawings, graphs, tables, Graphic presentation is supported by charts, graphs are missing or are included; however, are and/or charts are neat written descriptions. very rudimentary. incomplete and/or not directly and complete. related to the topic. *Denotes Kit element(s) assessed for each rubric row</p>