Content Assessment Answer Key
Grade 4 Science and Social Studies
Unit 4: Energy
IDEA DEVELOPMENT
Score Description
4 ● Central idea is clear and fully developed: Focuses on one form of energy (fossil fuel,
water energy, solar energy, or wind energy).
● Effective selection and explanation of evidence/details:
o Clearly explains how the energy form creates energy. Uses cause and effect or
sequence language to connect each step in the process.
▪ Fossil Fuels come from the remains of plants and animals that died
millions of years ago. As time has passed, the materials have changed
into materials we can use for fuel, such as oil. To get the oil out from
the ground, we use oil rigs. The oil rigs pump the oil out of the ground.
The oil is then brought to a refinery where it is made into gas we can
use.
o Objectively states the pros and cons of the energy source. Includes at least two
pros and two cons and provides examples when available.
● Effective organization: Uses a cohesive paragraph structure (topic sentence,
supporting details, and conclusion). May include multiple paragraphs (one
paragraph to explain how the energy form works and one to share the pros/cons).
● Full awareness of the purpose for writing: Evidence that the purpose for writing is
to communicate as much information learned within the unit as
possible. Understands that the goal of the writing is to share information, not to
share their opinion on which energy source is the best.
3 ● Central idea is general and moderately developed
● Appropriate selection and explanation of evidence/details
● Moderate organization
● Adequate expression of ideas
● Sufficient awareness of the purpose for writing
2 ● Central idea may be present and is somewhat developed
● Limited selection and explanation of evidence/details
● Limited organization
● Basic expression of ideas
● Partial awareness of the purpose for writing
1 ● Central idea is not present and/or not developed
● Insufficient evidence/details
● Minimal or no organization
● Poor expression of ideas
● Minimal awareness of the purpose for writing
0 ● The response shows evidence the student has read the text but does not
address the question or incorrectly responds to the question.
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
LANGUAGE
Score Description
3 ● Consistent control of a variety of sentence structures relative to length of essay
● Consistent control of grammar, usage and mechanics relative to complexity
and/or length of essay
● Correctly uses 2-3 vocabulary words from the unit to support argument
2 ● Mostly consistent control of sentence structures relative to length of essay
● Mostly consistent control of grammar, usage and mechanics relative to
complexity and/or length of essay
● Correctly uses 2-3 vocabulary words from the unit, but they may not add much
to the argument
1 ● Little control and/or no variety in sentence structure and/or
● Little control of grammar, usage and mechanics relative to complexity and/or
insufficient length
● Attempts to use 2-3 vocabulary words from the unit, but may show
misunderstandings in word meaning or form
0 ● Sentences are formed incorrectly with no control of grammar, usage and
mechanics and/or insufficient length
● Does not use 2-3 vocabulary words from the unit, or uses them incorrectly
This rubric is adapted from the Massachusetts Comprehensive Assessment System Grades 3-5: Essay Rubric (2017-present), accessed
from [Link]
Except as otherwise noted, © 2015-2020 Match Education, and licensed under a CC BY-NC-SA 4.0 license.
