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Science project rubric: grades K–2, 3–5 and 6–8

This science project rubric scores a science project or model on the science idea behind it, how the model or display shows that idea, the explanation, care and safety, and the finished work. Grades 3–5 and 6–8 use four levels with points, with the science idea counting twice; K–2 uses three levels in plain words, with no points. Print it, copy it into Google Docs, or open it in the rubric maker to change any cell.

Written for Peabody Teach. Checked . Free to print, copy and change.

Grades K–2

3 levels, 4 criteria, no points (a switch in the maker adds them).

Science project rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
My science ideaMy project shows a science idea and I can tell why it happens.My project shows a science idea.It is hard to tell what science idea my project shows.
LabelsI labeled all the parts with words I can read.I labeled some of the parts.My project has no labels yet.
Telling about itI tell how it works and answer a question about it.I tell how my project works.I need help to tell how it works.
Safe and carefulI follow every safety step and keep my space clean.I follow the safety steps the teacher gave.I forget some safety steps.
Open in the maker
  • I can show one science idea with my project.
  • I can label the parts of my project.
  • I can tell how my project works.
  • I can work safely and carefully.

Grades 3–5

4 levels, 5 criteria, 24 points in all.

Science project rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Science ideacounts ×2Shows an accurate science idea and explains the cause behind it in the student's own words.Shows an accurate science idea with a simple explanation.The science idea is unclear or partly wrong.No science idea can be found, or it is wrong./ 8
Model or displayThe model matches the real thing in important ways, and every part is labeled.The model matches the real thing, and most parts are labeled.The model only loosely matches, or labels are missing.The model does not match the idea; no labels./ 4
ExplanationExplains clearly, uses science words correctly, and tells how the model differs from the real thing.Explains clearly and uses some science words correctly.The explanation is hard to follow or leaves out key steps.Cannot explain the project yet./ 4
Safety and careFollows the safety steps the teacher gave without reminders and helps others do the same.Follows the safety steps the teacher gave.Needs reminders to follow the safety steps.Does not follow the safety steps./ 4
Finished workComplete, sturdy and neat, with a clear title, turned in on time.Complete and neat, turned in on time.Partly finished or messy in places.Unfinished or very messy./ 4
Open in the maker
  • I can show an accurate science idea in my project.
  • I can build a model or display that matches the real thing.
  • I can explain how my project shows the science idea.
  • I can follow the safety steps and handle materials with care.
  • I can turn in finished, neat work on time.

Grades 6–8

4 levels, 5 criteria, 24 points in all.

Science project rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Science conceptcounts ×2Represents the concept accurately, explains the cause and effect with precise vocabulary, and links it to a real example.Represents the concept accurately with mostly correct vocabulary.Concept is partly accurate; vocabulary is vague or misused.Concept is inaccurate or missing./ 8
Model designModel shows the key parts and how they interact, states its scale, and names at least two limits of the model.Model shows the key parts and names one limit.Model shows some parts but not how they interact.Model does not represent the concept./ 4
Evidence and sourcesUses data or facts from two or more reliable sources, cited correctly, to support each claim.Uses facts from reliable sources, with most cited.Uses few facts; sources are weak or not cited.No supporting facts or sources./ 4
Safety and careWrites the safety steps into the plan, follows them every time, and handles materials responsibly.Follows the safety steps the teacher gave every time.Follows most safety steps, with reminders.Ignores safety steps./ 4
CommunicationExplains clearly to the audience, answers questions with evidence, and labels are precise and readable.Explains clearly and answers most questions; labels are readable.Explanation is partly unclear; labels are missing or vague.Cannot explain the project; no labels./ 4
Open in the maker
  • I can represent a science concept accurately using precise vocabulary.
  • I can design a model and explain its scale and limits.
  • I can support my project with data or facts from cited sources.
  • I can plan for safety and follow the safety steps the teacher gave.
  • I can explain my project clearly to a chosen audience.

When to use it

  • A model or display at the end of a science unit: a model of the water cycle, a habitat, a simple machine, a cell.
  • A take-home science project, so families can see what a top score looks like.
  • Shared science talks, where each student explains a model to a small group.

What to say to students

  • Your project should teach someone one science idea. Say it in one sentence first.
  • Label the parts so a visitor could understand it without you.
  • Follow the safety steps the teacher gave, every time.
  • Be ready to explain how your model is like the real thing and how it is different.

Related

The criteria are generic and written for this site, with no standards codes, so they fit any curriculum. Open one in the maker to change a word, add a row or switch to a single-point rubric; what you change stays in your browser.