# Rubric 03: Babysitter's Activity Kit

**Project:** `Project 03 - Babysitters Activity Kit and Family Showcase.md`
**Unit:** Unit 3, Growing Up, Getting Along (Human Development and Relationships)
**Total:** 20 points (five criteria, 1 to 4 each). Labs and projects category.

Name: ______________________ Partner (if any): ______________________ Kit name: ______________________ Age: ______ Date scored: __________

## Self-assessment (the student or pair fills this row first)

| Criterion | My score (1 to 4) | One sentence of evidence |
|---|---|---|
| 1. Age fit and development area | | |
| 2. Safety | | |
| 3. The parent card | | |
| 4. The build and materials | | |
| 5. The demo | | |

## Teacher rubric

| Criterion | Not Yet (1) | Approaching (2) | Meets (3) | Exceeds (4) |
|---|---|---|---|---|
| 1. Age fit and development area (HDR 1. d); PSI 2. a) a., b.; National FCS 12.1.1) | The plan names no age or no area, or the kit clearly fits a different age than the plan says (a 6 year old's craft labeled for a 2 year old), or the "one thing the child is working on" is missing or is not on the chart for that age. | The plan names the age, the area, and the one thing, but the kit only loosely fits (it would work for any age 2 to 6) or the area named is not the one the kit really builds. | The plan names the age, the area, and one thing from the chart the child is working on. The kit builds that one thing, and a partner playing the age could do it without help beyond the card. The plan explains in one sentence why this age and not one older or younger. | Everything in Meets, and the kit or the card includes a "make it harder" or "make it easier" change for a child one year older or younger, with the chart line it moves to. |
| 2. Safety (HDR 1. c); HSW 3. c); Std 2 PI A; National FCS 15.2.1) | The checklist is missing or has fewer than eight lines initialed, or the kit has a loose piece that fits through the tube for a 2 or 3 year old, or something sharp, or food. | The checklist has all ten lines initialed once, but not by a partner, or one line failed and was noted but not fixed, or the parent card is missing the safety line. | Every checklist line is initialed by the student and by a partner. Nothing loose fits through the tube for ages 2 to 3; small pieces for ages 4 to 6 are marked "with an adult" on the card. No sharp parts, no food, nothing that goes in a mouth. The card has one safety line that names a real thing to watch. | Everything in Meets, and the test notes record a safety problem the partner found (or tried to cause) and the fix, or the card names the specific thing a child this age would try (put it in the mouth, throw it, climb it) and what the parent should do. |
| 3. The parent card (HDR 1. d); CIR 1. f); CDOS 3a Managing Information) | The card is missing, or has fewer than three of the seven parts (name, age, what it builds, three steps, safety, cleanup, made by), or is written so a parent could not use the kit from it. | The card has most parts, but the "what it builds" line uses a term with no plain explanation ("fine motor" alone), or the steps are out of order or more than three, or the safety or cleanup line is missing. | The card has all seven parts. A parent could read it in one minute and run the activity. "What it builds" is one sentence a parent would understand. The three steps are in order and in plain language. The safety line names a real thing. First name or initials only. | Everything in Meets, and the card is also a picture card or is in two languages, or it includes what to say to the child during the activity (a question to ask, a word to teach). |
| 4. The build and materials (PSI 2. a) c., f.; CDOS 3a Managing Resources; HDR 1. d)) | The kit is not built, or is built from materials not on the plan with no change written, or the materials total is over $5 or is missing, or the kit falls apart when handled. | The kit is built and under $5, but it is fragile (a bag not double-sealed, a path that will not stay taped), or the materials list has arithmetic errors, or a change was made during the build and not written on the plan. | The kit is complete, sturdy enough for a child to use the way the card says, built from the bin, and priced on the plan at under $5 with correct totals. Any change from the plan is written on it. Sensory bags are double-bagged and taped; paths and games hold together. | Everything in Meets, and the kit came in at least $1 under the limit with a stated reason, or reuses or repurposes a material in a way the plan explains, or is built to be reset and used again (pieces stored, a bag for the parts). |
| 5. The demo (CIR 1. f); PSI 2. a) g.; CDOS 3a Interpersonal Skills) | The demo was under 45 seconds or was cut off at two minutes with the age or the area never stated, or the student read the card word for word with no test result. | The demo stated most of the five parts (age, area, what the child does, one safety line, what changed after the test), but one was missing, or the "what changed" was "nothing" with no reason. | The demo stated the age, the area, what the child does, one safety line, and what changed after the test and why, in two minutes. The student answered the audience or the teacher's one question with a reason from the plan. In a pair, both spoke. | Everything in Meets, and the student showed the activity in motion (ran one step of it live), or connected the kit to one of the eight caregiver jobs from Lesson 3.16 and said how a babysitter would use it in a hard moment, or said what they would build next time and why. |

**Total: ______ / 20**

Notes for the student (what to keep, what to change next time):

## How to use this rubric

- Hand the rubric out with the project sheet on Lesson 3.18 Day 1 so students plan against it. Nothing on it should be a surprise.
- Criterion 1 is scored from the plan and the kit together on Day 3. Criterion 2 is scored from the checklist, the kit, and a look at the tube rule at the showcase. Criterion 3 is scored from the card. Criterion 4 is scored from the kit and the plan's materials list. Criterion 5 is scored live during the demo on the clipboard; keep the five parts as a checklist and write only a number during the demo.
- The student or pair fills the self-assessment row at the end of Day 3, before the teacher scores. A self-score within one point of the teacher's on every line is noted in the student's FACS folder; honest self-assessment is part of the project.
- A pair gets one score for criteria 1 to 4 and each person gets their own criterion 5.
- A kit that fails the tube rule at the showcase for a 2 or 3 year old is capped at Approaching on criterion 2 until it is fixed. It can be fixed the same day and rescored.
- A student on the written alternative (absent Day 2 or Day 3) is scored on criteria 1, 2, 3, and 5 from the written work and on criterion 4 from the plan's materials list, per the project sheet.
- Every descriptor is written as what the student did. If the work does not match any box, pick the one it is closest to and write why in the notes line.
- The rubric goes home with the kit. The self-assessment stays in the FACS folder.