Unit title In the Mix! Stage

Appendix 1 Teacher Observations Lesson

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Appendix 1 Teacher Observations Lesson: _____

Students	Understandings	Challenges
Student 1	A Mixture was created Able to articulate the type of mixture Able to identify properties Able to identify purpose of mixture Additional Comments:
Student 2	A Mixture was created Able to articulate the type of mixture Able to identify properties Able to identify purpose of mixture Additional Comments:
Student 3	A Mixture was created Able to articulate the type of mixture Able to identify properties Able to identify purpose of mixture Additional Comments:
Student 4	A Mixture was created Able to articulate the type of mixture Able to identify properties Able to identify purpose of mixture Additional Comments:

Appendix 2

‘What we learnt’ Project Rubric
This example is only a guide of the type of rubric that can be created for self, peer and teacher assessment.

Criteria	Outstanding	Satisfactory	Working towards
At least one new idea that changed student’s thinking.	Two or more ideas that changed student’s thinking	One idea that changed student’s thinking.	No idea that changed student’s thinking.
Explains new idea using correct scientific explanations	Correctly uses scientific explanations to explain new idea/s.	Uses some correct scientific explanations to explain new idea/s.	Doesn’t use correct scientific explanations to explain new idea/s.
Presentation has information that is set in a clear way	Presentation is very clear and informative.	Presentation is clear and somewhat informative.	Presentation is not very clear and informative.
Use of pictures to display learning.	Uses many pictures to display learning.	Uses some pictures to display learning.	Uses no pictures to display learning.
Presented using a clear voice, good scientific language and body language.	Students presented using a very clear voice with expression, good scientific language and body language.	Students presented using a clear voice, some scientific language and good body language.	Students presented without using a clear voice, no scientific language and body language was poor.

Appendix 3 Work Sample – Observation Chart

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