Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to evaluate the use and importance of replication in a scientific investigation. Explain how scientific knowledge about natural disasters has changed as new evidence is discovered through replication of the investigation. Score/Step 4.0 I am able to explain the need for replication in a scientific investigation. Identify an instance in history when scientific knowledge has changed as a result of new evidence once an investigation was replicated or repeated by someone else Score/Step 3.0 Target (Learning Goal) I am able to explain why scientific investigations should be replicable (repeated by others). Compare data from different student groups that investigated the same problem and explain why scientific investigations should be (replicated (repeated by others) Score/Step 2.0 I am able to recognize that scientific investigations should be replicable (repeated by others).. Perform scientific investigation using repetition and collect data from other groups that did the same investigation (replication). Score/Step 1.0 I am able to recognize and explain the need for repeated experimental trials. SC.6.N.1.3 Assessed as SC.8.N.1.1: Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each. (Level 3: Strategic Thinking & Complex Reasoning) Scale Learning Progression Sample Progress Monitoring and Assessment Activities
Score/Step 3.0 Target (Learning Goal) I am able to recognize that scientific knowledge is subject to change. Design a time-line that illustrates how the system of classifying organisms has changed over the years. Score/Step 2.0 I am able to recognize that some scientific knowledge has changed. Give an example on how the classification system of living organisms has changed. Score/Step 1.0 I am able to recognize that scientific explanations must always be linked with evidence.
Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to analyze how patterns in the rock cycle relate to ways in which Earth’s surface is built up and torn down by physical and chemical weathering, erosion and deposition. Identify community features that were affected by weathering and write a proposal to restore such a structure. Score/Step 4.0 I am able to relate the patterns in the rock cycle to ways in which Earth’s surface is built up and torn down by physical and chemical weathering, erosion and deposition. Design and complete a scientific investigation demonstrating the role weathering plays in shaping/reshaping the earth. Score/Step 3.0 Target (Learning Goal) I am able to describe and give examples of ways in which Earth’s surface is built up and torn down by physical and chemical weathering, erosion and deposition. Create an interactive model that shows how Earth’s surface is built up and torn down by physical and chemical weathering, erosion and deposition. Score/Step 2.0 I am able to recognize that the Earth’s surface is built up and torn down by weathering, erosion and deposition. Create a graphic organizer that illustrates how Earth’ surface is built up and torn down by weathering, erosion Score/Step 1.0 I am able to describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice.) SC.6.E.6.2 Assessed as SC.7.E.6.2: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. (Level 2: Basic Application of Skills & Concepts)
Score/Step 3.0 Target (Learning Goal) I am able to identify the composition and structure of the atmosphere and how the atmosphere protects life and insulates the planet. Create a graphic organizer that illustrates how the composition and structure of the atmosphere protects life and insulates the planet. Score/Step 2.0 I am able to recognize that the atmosphere protects life and insulates the planet. Compare and contrast the different layers of the atmosphere and present information in small groups. Score/Step 1.0 I am able to recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts and mountains.
SC.6.P.13.1Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. (Level 2: Basic Application of Skills & Concepts) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to analyze different types of forces acting on objects; Design and explain demonstrations that show the effect of electrical, magnetic and gravitational forces Score/Step 4.0 I am able to classify different types of forces acting on objects; Explore how friction on various surfaces affects the pulling of a block or a ball rolling. Score/Step 3.0 Target (Learning Goal) I am able to distinguish between contact forces and forces that act at a distance; Compare and contrast contact forces aand forces acting at a distance and provide examples for each. Score/Step 2.0 I am able to identify familiar forces that cause objects to move; Identify how different types of forces affect the motion of a toy car. Score/Step 1.0 I am able to distinguish / recognize contact and noncontact forces. SC.6.P.13.2 Assessed as SC.6.P.13.1Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. (Level 1: Recall)
Score/Step 4.0 I am able to evaluate the processes cells undergo to maintain homeostasis Create a poster that evaluates the processes that cells undergo to maintain homeostasis. Score/Step 3.0 Target (Learning Goal) I am able to identify some of the processes that cells undergo to maintain homeostasis. Create a graphic organizer that illustrates the similar processes that cells undergo to maintain homeostasis. Score/Step 2.0 I am able to relate homeostasis to survival of cells. Create a concept map that identifies cell processes that enables the cell to maintain homeostasis and survive. Score/Step 1.0 This benchmark is foundational. SC.6.L.14.4: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. (Level 2: Basic Application of Skills & Concepts) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I can analyze a model of the major organelles of plant cells and animal cells and relate the function of each organelle. Develop a model of a plant and animal cell that shows the major cell organelles and identifies their functions. Score/Step 4.0 I can compare the structure and function of the major organelles of plant cells and animal cells Using the Microscope identify differences between a plant and animal cell.
Score/Step 3.0 Target (Learning Goal) I can compare the structure and function of the major organelles of plant cells and animal cells. Draw, label and explain the functions of the basic structures of plant and animal cells. Identify that structures are only found in plant or animal cells. Score/Step 2.0 I can identify some of the major organelles of plant cells and animal cells. Using a Venn Diagram, compare and contrast the major organelles of plant and animal cells. Score/Step 1.0 I can identify the basic structures found in cells. SC.6.L.14.5: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. (Level 3: Strategic Thinking & Complex Reasoning) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to connect the general functions of the major systems of the human body to how they interact to maintain homeostasis Develop a model that demonstrates the sequence of activities involving major body systems that interact to complete a task. Explain how homeostasis is maintained through the interaction of these systems.
Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to provide justification to distinguish between scientific theories and laws. Using evidence that supports various scientific theories and laws, provide a justification for the distinction between scientific theories and laws. Score/Step 4.0 I am able to distinguish between scientific theories and laws. Using a graphic organizer, compare and contrast scientific theories and laws. Score/Step 3.0 Target (Learning Goal) I am able to recognize examples of scientific theories and laws. Conduct scientific investigations to collect evidence that supports examples of scientific theories and laws. Score/Step 2.0 I am able to recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Define a scientific law and distinguish scientific laws from societal laws Score/Step 1.0 I am able to give several examples of scientific laws. SC.7.E.6.1 Assessed as SC.7.E.6.5: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. (Level 2: Basic Application of Skills & Concepts) Scale Learning Progression Sample Progress Monitoring and Assessment Activities
Score/Step 5.0 I am able to analyze the transformation of energy from one form to another. Analyze different transformations of energy within systems, i.e., in a flashlight, in an energy pyramid, in renewable and nonrenewable sources to electricity that powers everyday appliances, or from within the sun to plants. Score/Step 4.0 I am able to evaluate the transformation of energy from one form to another. GIZMOS: Create energy pathways to show where our energy comes from. Score/Step 3.0 Target (Learning Goal) I am able to identify the transformation of energy from one form to another. Describe the flow of energy (pathway) in everyday examples such as cooking, riding a bike, using cell phone, fireworks reacting, or camp fires burning. Score/Step 2.0 I am able to identify examples of energy that has been transformed from one from to another. Identify the type of energy in a book sitting on table and the form of energy that it is transforms into as it falls to the floor (use terms such as potential and kinetic energy). Score/Step 1.0 I am able to explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion. SC.7.P.11.3 assessed as SC.7.P.11.2: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. (Level 3: Strategic Thinking & Complex Reasoning) Scale Learning Progression Sample Progress Monitoring and Assessment Activities
Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to differentiate sexual and asexual reproduction and how they relate to heredity Differentiate between the resultant cells of mitosis and meiosis due to the differences in reproduction (sexual and sexual) Score/Step 4.0 I am able differentiate sexual and asexual reproduction and how they relate to heredity. Analyze and compare the path of a chromosome in a cell going through mitosis to a chromosome in a cell going through meiosis (to show sexual reproduction) Score/Step 3.0 Target (Learning Goal) I am able to compare sexual and asexual reproduction and how they relate to heredity. Create a graphic organizer that compares and contrasts the processes of sexual and asexual reproduction that result in the passage of hereditary information from one generation to another. (Include advantages and disadvantages) Give examples of cells that undergo meiosis and organisms and cells that undergo mitosis Score/Step 2.0 I am able to identify the difference between sexual and asexual reproduction. Create a mini poster that illustrates the difference between sexual and asexual reproduction. (use examples of organisms) Score/Step 1.0 I am able to compare and contrast the major stages in the life cycles of Florida plants and animals. SC.7.L.17.1 Assessed as SC.7.L.17.2: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. (Level 3: Strategic Thinking & Complex Reasoning)
SC.8.N.1.4 Assessed as SC.8.N.1.1: Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data. (Level 3: Strategic Thinking & Complex Reasoning) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to evaluate the use of hypotheses in the design and evaluation of experiments. Design multiple simple experiments with elements, compounds and mixtures that affect the same outcome variable in which the correct cause-effect relationship is confirmed Score/Step 4.0 I am able to relate the use of hypotheses in the design and evaluation of experiments. Perform an experiment that shows that through experimentation and trial and error, a hypothesis may be rejected but should lead to further investigations. Score/Step 3.0 Target (Learning Goal) I am able to evaluate the value of hypotheses. Perform an experiment that shows that through experimentation a hypothesis may be rejected but should lead to further investigations. Explain why a hypothesis is valuable. Score/Step 2.0 I am able to recognize a hypothesis. Explain the basic purpose of a hypothesis. Score/Step 1.0 I am able to explain the difference between an experiment and other types of scientific investigation. SC.8.N.1.6 Assessed as SC.6.N.2.2: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. (Level 2: Basic Application of Skills & Concepts)
Score/Step 5.0 I am able to provide justification to distinguish between scientific theories and laws. Write a research paper on the atomic theory. Outline the progression of the theory and explain the main points that define it as a theory. Explain the limitations of the model and why it is not considered a law. Score/Step 4.0 I am able to distinguish between scientific theories and laws. Compare and contrast various laws and theories on a Venn diagram. Then focus on the atomic theory and analyze how it fits under the characteristics Score/Step 3.0 Target (Learning Goal) I am able to recognize a theory from a scientific law. Properly place on a T-Table various theories and laws that you have studied since sixth grade. Score/Step 2.0 I am able to recognize that some scientific knowledge has changed. Cite examples of how the atomic theory has been changed or modified over time. Score/Step 1.0 I am able to recognize and explain the need for repeated experimental trials. SC.8.N.3.2 Assessed as SC.7.N.3.1: Explain why theories may be modified but are rarely discarded. (Level 3: Strategic Thinking & Complex Reasoning) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to evaluate the reasons why and conditions under which scientific knowledge is subject to change I am able to provide justification to distinguish between scientific theories and laws such as law of universal gravitation, law of superposition, theory of plate tectonics, atomic theory, law of conservation of mass, law of conservation of energy, cell theory, and the scientific theory of evolution Evaluate the reasons why and a condition under which knowledge is subject to change. Justify the reasons for distinguishing between laws and theories and explain why theories are subject to change while laws remain constant.
Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to differentiate the characteristics of objects in the Solar System such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions Based on characteristics of objects in the Solar System such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions, explain why other astronomical bodies cannot support life. Score/Step 4.0 I am able to compare and contrast the characteristics of objects in the Solar System such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions Develop and use a model to compare and contrast the characteristics of objects in the Solar System such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Score/Step 3.0 Target (Learning Goal) I am able to compare and contrast the characteristics of objects in the Solar System such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions Develop a model of the Solar System and use the model to describe the differences in temperature, size, gravitational pull, distances, and atmospheric compositions of objects in the solar system. Score/Step 2.0 I am able to identify the characteristics of objects in the Solar System such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions Identify differences in temperature, size, gravitational pull, distances, and atmospheric compositions of objects in the solar system. Score/Step 1.0 I am able to recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets (surface composition, presence of an atmosphere, size, relative position to the Sun, relative temperature, and relative length of a year) SC.8.E.5.8 Assessed as SC.8.E.5.7: Compare various historical models of the Solar System, including geocentric and heliocentric. (Level 2: Basic Application of Skills & Concepts) Scale Learning Progression Sample Progress Monitoring and Assessment Activities
Score/Step 4.0 I am able to evaluate the role of technology and relate how it is essential to science. Examples of technology in science are: access outer space and other remote locations, sample collection, measurement, data collection and storage, calculations, and communication of information. Choose a scientific tool and analyze how its advancements in technology through time impacted scientific knowledge of space exploration. Score/Step 3.0 Target (Learning Goal) I am able to identify the role of technology and how it is essential to science. Examples of technology in science are: access outer space and other remote locations, sample collection, measurement, data collection and storage, calculations, and communication of information. Identify the uses, advancements, and limitations of technology. Understand how technology optimizes scientific knowledge of space exploration. Score/Step 2.0 I am able to recognize the value of technology used in science. Examples of technology in science are: access outer space and other remote locations, sample collection, measurement, data collection and storage, calculations, and communication of information. Recognize the value of technology in space exploration. Score/Step 1.0 I am able to explain that models can be created using technology SC.8.E.5.11 Assessed as SC.7.P.10.1: Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. (Level 3: Strategic Thinking & Complex Reasoning) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to compare the characteristics of waves using the electromagnetic spectrum such as wavelength, frequency, use and hazards and recognize its application to an understanding of planetary images. Compare and contrast characteristics of waves in the EM Spectrum; understand the hazards and the applications of each type to space exploration and everyday life. (Recognize that digitized signals (sent as wave pulses) are a reliable way to encode and transmit information from space such as planetary images)
SC.8.P.8.2 Assessed as SC.6.P.13.1: Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. (Level 2: Basic Application of Skills & Concepts) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to provide examples that differentiate mass and weight Research the difference between mass and weight of an object at various locations such as Earth, Moon, outer space and other planets. Use the information to develop a table and explain why there are differences at each location. Score/Step 4.0 I am able to analyze the differentiate mass and weight Design and complete an experiment about the difference between mass and weight. Score/Step 3.0 Target (Learning Goal) I am able to differentiate mass and weight After completing an activity on the differences in mass and weight, explain why mass stays the same but weight changes. Score/Step 2.0 I am able to recognize that there is a difference between mass and weight Create a Venn diagram that compares and contrast mass and weight. Score/Step 1.0 I am able to identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects. SC.8.P.8.4: Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. (Level 2: Basic Application of Skills & Concepts)
Score/Step 5.0 I am able to compare and classify the properties of compounds, including acids, bases, and/or salts. Develop models to describe the atomic composition of simple molecules and extended structure that will identify common examples of acids, bases, and/or salts and compare, contrast, and/or classify the properties of compounds, including acids and bases using the hydronium and hydroxyl ion concentration. Score/Step 4.0 I am able to compare and classify the properties of compounds, including acids, bases, and/or salts. Identify common examples of acids, bases, and/or salts and compare, contrast, and/or classify the properties of compounds, including acids and bases using the PH scale. Score/Step 3.0 Target (Learning Goal) I am able to identify examples and compare the properties of compounds, including acids, bases, and/or salts. Identify common examples of acids, bases, and/or salts that are found at home and compare, contrast, and/or classify the properties of compounds, including acids and bases, such as detergent, lemon juice and ammonia. Score/Step 2.0 I am able to identify atoms, elements, or compounds. Recognize the properties of atoms, elements or compounds, including acids and bases. Score/Step 1.0 I am able to analyze how mixtures of solids can be separated by observable properties.