i was asking about this question because i didn't understand i didn't really understand these questions i wanted to know what the question means so i wanted you guys to explain it for me. JCPS Curriculum and Instruction772017-2018Rubric for Writing a Scientific Argumentweaker <-----> strongerStates a claim andStates a claim andStates a claim,States a claimthat respondsto the questionbut no additionalORGANIZATIONDoes not state a claimconnects evidenceconnects evidenceor claim does notaddress the questionbeing considered.lists or describesinformation asevidence but does notwith different parts ofthe claim, and ideasare clearly organizedto help reader followthe overall argument.with different partsAre all aspectsof the claim butof a scientificideas are not clearlyorganized to helpinformation isconnect evidence toargumentincluded?different parts of theclaim.included as evidenceto support the claim.reader follow theoverall argument.Clearly states mostconnections betweenevidence and theEach part of theclaim is supportedby evidence, andconnections betweenCONNECTIONSNo evidence isIncludes evidenceClearly states someincluded.but does not indicateconnections betweenAre the ideashow evidenceevidence and theconnects to otherclaim.claim.well connected?evidence or to partsall evidence and theof the claim.claim are clearlystated.ACCURACYClaim is anClaim is an accurateClaim is an accurateClaim is an accurateClaim is an accurateinaccurate answer,or ideas andconclusions (statedor suggested) areinaccurate.but partial answer.The ideas arebut partial answer tothe question. Eachidea is accurate,but partial answerto the question.All ideas that areand thorough answerto the question.All ideas that areAre the ideasaccurate, but onescientificallyor more is usedbut at least one isstated and used tostated and used toaccurate?inaccurately toused in a way thatis not scientificallyrelevant.support the claim arescientifically sound.support the claim arescientifically sound.support the claim.2014 The Regents of the University of Califormia All rights reserved. Permission granted to photocopy for classroom use.

A scientific argument can simply be defined as an idea or an opinion about a phenomenon which is…

JCPS Curriculum and Instruction 2017-2018 Rubric for Writing a Scientific Argument weaker <- -> stronger Does not state a claim States a claim States a claim and States a claim and States a claim, ORGANIZATION connects evidence with different parts of the claim but ideas are not clearly organized to help connects evidence with different parts of the claim, and ideas are clearly organized to help reader follow the overall argument. Are all aspects of a scientific or claim does not address the question being considered. that responds to the question but no additional information is lists or describes information as evidence but does not argument included? connect evidence to different parts of the included as evidence to support the claim. claim. reader follow the overall argument. Each part of the claim is supported by evidence, and connections between all evidence and the claim are clearly stated. Clearly states some connections between evidence and the Clearly states most connections between No evidence is Includes evidence but does not indicate how evidence CONNECTIONS included. evidence and the Are the ideas connects to other claim. claim. well connected? evidence or to parts of the claim. ACCURACY Claim is an Claim is an accurate Claim is an accurate Claim is an accurate Claim is an accurate inaccurate answer, but partial answer. The ideas are but partial answer to the question. Each idea is accurate, but at least one is used in a way that is not scientifically relevant. or ideas and conclusions (stated or suggested) are inaccurate. but partial answer to the question. All ideas that are and thorough answer to the question. All ideas that are Are the ideas accurate, but one or more is used inaccurately to support the claim. scientifically accurate? stated and used to stated and used to support the claim are scientifically sound. support the claim are scientifically sound. 2014 The Regents of the University of California All rights restrved. Pemission granted to photocopy for classroom use