ACTO EVALUATIVO

2019- 2020

Nombre: _______________________________________ Grupo: ____ Fecha: _____________ Periodo: _

WATER PROJECT RUBRIC - SCIENCE 5TH GRADE

Estándares:
● Collect sufficient evidence to test an idea.
● Know that condensation occurs when a gas turns into a liquid and that it is the reverse of evaporation.
● Know that evaporation occurs when a liquid turns into a gas.
● Know that air contains water vapour and when this meets a cold surface it may condense.
● Know that when a liquid evaporates from a solution the solid is left behind.

Imagine that you are shipwrecked on an island. There is no freshwater on the island. The only water is brown, murky salty water.  Water is vital for life, and it is required not only in quantity but importantly in good quality. You are feeling very thirsty and
dehydrated from the sun. Even though you have plenty of water around you can not drink it. It is a matter of life and death to design a system that will help you get fresh water from the sea.

The goal of this project is to design, evaluate and present an effective method to obtain freshwater and evidence the process with a 5 minute video.

Collect sufficient evidence

The design was successful.There is evidence that I evaluated and modified my design. (1.5)

The design fails to completely turn murky and salty water into clean water, but I tried to do more attempts. (1.0)

The design was not successful but no more attempts were done. (0.5)

Basic requirements

Design is lightweight and includes a container to collect the clean water. Design is neat. (0.5)

Design is lightweight and includes a container to collect the clean water. (0.3)

Explanation - Evaporation

Student clearly explains the role of evaporation in her design. (1.0)

Student demonstrates a basic understand of the role of evaporation in her design. (0.5)
 ACTO EVALUATIVO
2019- 2020

Explanation - Condensation

Student clearly explains the role of condensation in her design. (1.0)

Student demonstrates a basic understand of the role of condensation in her design. (0.5)

Explanation - Separating solution

Student clearly explains the separation of the solution in her design. (1.0)

Student demonstrates a basic understand of the role of separating solutions in her design. (0.5)