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//Names three interactions of light with a material and describes all three of them by explaining what happens in that interaction and/or giving an example with a specific material// //Uses science terms: absorb, reflect, transmit, refract, block// //No misconceptions.// || //Merely names three interactions, using science terms for some.// //Or names only two interactions (using science terms) and describes one or both at the level of Level 4// //Or describes three interactions without using science terms for more than one (light makes things hot, light makes shadows, light goes through glass)// //Misconceptions OK (e.g., black felt doesn’t transmit or reflect any light).// || Describes one or two //interactions// of light with material, at a basic level, or describes how you can see (or not see) through a material. //Possible interactions: transmit (or go through) absorb (or block), reflect (or bounce off) (or block), refract// //Does not need to use science terms.// //May describe transmission including translucent, transparent and opaque// //Just names one or two interactions (using science terms)// //Misconceptions OK.// || Describes everyday //experiences// with light. //May include incorrect use of terms like refract// //May say generic things like “light interacts with metal”// //May include other information about light NOT related to interactions with materials// //Light travels in straight lines, light comes from a source, we see with it, it helps plants grow, it keeps us warm, you can get sunburned from light.// || §  || OR   § The beginning of the piece is difficult to understand. The reader is unable to follow what the student is intending to discuss. |||| § An interaction is NOT mentioned at the outset. § __ Launches right into examples __ and details without setting up what will be discussed. || § __ One __ interaction is mentioned in the first sentence in the piece. (transmit, block, reflect, refract, absorb) || • The first sentence states that light can interact with materials in multiple ways. AND • Interactions are all further explained in some detail || § Very few ideas can be understood. // Clarity may be impeded due to one or more of the following: // § The relationships presented are difficult to understand. § The piece is written as just a list of words. § Syntax and word order interfere with the reader being able to understand ideas. § Pronoun references are unclear. § Several words used incorrectly, even very common words. § Ideas are jumbled and many incomplete thoughts are strung together. § Pieces are missing that cause the reader confusion. |||||| § Ideas __are understandable but not always clearly communicated__. § Requires some inferences to be made in order to grasp meaning (Some ideas make sense while others do not). // Clarity may be impeded due to one or more of the following: // § All ideas can be understood. // Clarity may be increased because: // § Transition words or phrases (for example, one idea is, next, finally, etc.) § Ideas flow smoothly. § The piece is well organized. § Ideas are coherent. ||
 * Science Content and Writing Rubric**
 * 4- Exceeding Expections || The response shows a clear understanding and describes at least three main types of interactions light can have with materials.
 * 3- Meeting Expections || The response shows a good understanding of the main types of interactions light can have with materials.
 * 2- Below Expections || The response shows a beginning understanding that light can interact with materials in one or more ways.
 * 1- Inaccurate Understanding || The response does not show understanding that light can have different interactions with materials.
 * **USING EVIDENCE FOR EXPLANATIONS:** //This dimension looks at __how well__ the evidence provided __supports and explicates__ the main points in the piece. This dimension is NOT concerned with scientific accuracy or source of the evidence provided. The light interactions mentioned need to be specifically paired with an example. For the pairing to count, the material needs to be named – glass, plastic, wood, etc. Use of the word “something” is not specific enough. The interaction needs to be named either with a vocabulary word (transmit, block, reflect, refract, absorb) or with a meaning centered phrase (bounce off, go through). Heat up and warming up count, as elements of absorption. Translucent and transparent are counted only if they further explain how light is transmitted and are paired with a specifically named material. The mention of shadows must be related to blocking and paired with a specifically named material. The use of “someone” or “object” is a specific enough example but “object” or “someone” must be linked to an interaction “blocks light”. Opaque must be used in conjunction with blocking light. Colors can be mentioned as things (e.g. the color black absorbs all other colors but reflects black).// ||
 * || ** 1 ** || ** 2 ** |||| ** 3 ** || ** 4 ** ||
 * ** Evidence ** || § None of the interactions are supported with examples/evidence.  ||  § One interaction is supported with examples/evidence.  ||||  § Two interactions are supported with examples/evidence  ||  § Three interactions are supported with examples/evidence.
 * **WRITING ORGANIZATION:** //This dimension is not concerned with paragraph form, spelling, or readability of handwriting. This dimension// //looks at __how well__ the writer conveys ideas.// ||
 * || ** 1 ** |||| ** 2 ** || ** 3 ** || ** 4 ** ||
 * ** Introduction ** || § The piece is too brief to have an introduction – it is only __one__ or __two__ thoughts.
 * **WRITING ORGANIZATION:** //This dimension is not concerned with paragraph form, spelling, or readability of handwriting. This dimension// //looks at __how well__ the writer conveys ideas.// ||
 * || ** 1 ** |||||| ** 2 **  || ** 3 ** ||
 * ** Clarity ** || § It is __difficult to grasp__ the meaning.
 * The context in which ideas are presented is lacking, making the flow of ideas hard to follow.
 * Precise vocabulary is lacking.
 * No distinction between main ideas and supporting details.
 * Ideas are choppy and jump around. ||  § Ideas in the piece are __clearly communicated__.

OR  § Piece is presented as just a list of words. |||| § Piece is more developed than just one or two thoughts. § The presentation of ideas just __ends abruptly__. |||| § The reader knows that the last example is coming because a signal word or phrase is used toward the end of the piece (the last example is, finally, last but not least, the last thing is)  ||  § Ends with a general statement that brings the writing to a close (e.g. And that’s what light does.)  || OR   § Uses science word(s) BUT no definitions or examples were included. |||| § Science word(s) are used AND § Word(s) are explicitly defined.
 * **WRITING ORGANIZATION:** //This dimension is not concerned with paragraph form, spelling, or readability of handwriting. This dimension// //looks at __how well__ the writer conveys ideas.// ||
 * |||||| ** 1 ** |||| ** 2 ** |||| ** 3 ** || ** 4 ** ||
 * ** Conclusion ** |||||| § The piece is too brief to have a conclusion – it is only __one__ or __two__ thoughts.
 * ** VOCABULARY: **// This dimension looks at the extent to which the writer explained the interactions using the scientific words __transmit__, __absorb__, __reflect__, __refract__, and __block.__ Additional science words used may be __opaque, transparent,__ and __translucent__. For the purposes of this dimension, do not consider terms provided in the prompt (interact, light, material). // ||
 * || ** 1 ** |||| ** 2 ** |||| ** 3 ** |||| ** 4 ** ||
 * ** Vocabulary Use ** || § No science word(s) are used

§ __ NO __ examples are included. |||| § Science word(s) are used AND § Examples are used that show an understanding of the meaning of the word(s).

§ __ NO __ definitions are included. |||| § Science word(s) are used AND § At least one of the terms is explicitly defined AND § Examples are used that show an understanding of the meaning of the word(s). || This dimension is a count of the number of words students used in their writing. 32 words are the maximum possible. The target vocabulary taught in the unit are as follows:
 * ** Vocabulary Count **

** absorb, block, characteristic, emit, energy, interact, interaction, lens, light, material, ray, reflect, refract, shadow, source, transmit, transform, transformation, travel, analyze, claim, data, diagram, evidence, explanation, investigate investigation, observation observe, predict, prediction, record, scientific community ** ||