SC.6.N.1.1 Assessed as SC.8.N.1.1: Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (Level 3: Strategic Thinking & Complex Reasoning) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I will be able to apply scientific thinking to evaluate an investigation Evaluate a scientific investigation of Newton’s Laws of Motion using evidence of scientific thinking and/or problem solving. Score/Step 4.0 I will be able to apply scientific thinking to evaluate an investigation Compare methods of scientific investigation of Newton’s Laws of Motion and the importance of organizing data and interpret data in charts. Score/Step 3.0 Target (Learning Goal) I will be able to apply scientific thinking to evaluate an investigation Discuss how scientists, question, discuss, and check each other’s evidence when studying Newton’s Laws of Motion. Score/Step 2.0 I will be able to identify an investigation that uses scientific thinking Recognize that scientific investigations of Newton’s Laws of Motion does not always parallel the steps of “the scientific method” Score/Step 1.0 I will be able to recognize the steps of the “scientific method”.
Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to distinguish between an experiment and other scientific investigations and assess the limitations and benefits of each. Differentiate between controlled experiments and other types of scientific investigations and explain the limitations and benefits of each. Score/Step 4.0 I am able to distinguish between an experiment and other scientific investigations and assess the limitations and benefits of each. Explain circumstances in which designing and conducting a controlled scientific experiment might be impossible when studying gravitational forces. Score/Step 3.0 Target (Learning Goal) I am able to distinguish between an experiment and other scientific investigations. Explain examples of when a controlled experiment or other types of scientific investigations are appropriate when investigating gravitational forces. Score/Step 2.0 I am able to identify an investigation that uses scientific thinking. List ways to investigate a scientific question. Score/Step 1.0 I am able to define experiment and investigation. SC.6.N.1.4 Assessed as SC.7.N.1.2: Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation. (Level 3: Strategic Thinking & Complex Reasoning) Scale Learning Progression Sample Progress Monitoring and Assessment Activities
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) 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 surface and subsurface events and landform formations. Create labeled diagrams of different landforms found on Earth through research and identify those formed through the processes of weathering, erosion and/or deposition. Score/Step 4.0 I am able to relate the patterns in the rock cycle to surface and subsurface events and landform formation. Through research, create a presentation that differentiates between the different types of landforms on Earth’s surface and relate these landforms as they apply to Florida. Identify the landforms that you have seen in person. Score/Step 3.0 Target (Learning Goal) I am able to identify patterns in the rock cycle and their effect on surface and subsurface events and landform formation. Create a foldable that compares and contrasts the landforms found in Florida and those found outside of Florida Identify the landforms that you have seen in person. Score/Step 2.0 I am able to recognize that there are a variety of different landforms on Earth’s surface. Create a graphic organizer that illustrates the different landforms on Earth’s surface. Score/Step 1.0 I am able to describe the basic differences between physical weathering and erosion.
SC.6.E.7.3 Assessed as SC.6.E.7.4: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. (Level 3: Strategic Thinking & Complex Reasoning) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to differentiate and analyze interactions among Earth’s spheres, including cycling of water and global patterns that influence both weather and climate. Design and build a model to observe convection currents in the atmosphere and hydrosphere. Score/Step 4.0 I am able to differentiate interactions among Earth’s spheres, including cycling of water and global patterns that influence both weather and climate. Create a model that illustrates how the interactions of the spheres of the Earth affect weather and climate. Score/Step 3.0 Target (Learning Goal) I am able to recognize relationships among Earth’s spheres, including cycling of water and global patterns that influence both weather and climate. Create a graphic organizer that recognizes how the interactions of the spheres of the Earth influence both weather and climate. Score/Step 2.0 I am able to identify that the cycling of water influences both weather and climate. Create a mini poster that identifies how the water cycle is related to weather. Score/Step 1.0 I am able to recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time. SC.6.E.7.4: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. (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 relationships among Earth’s spheres, including cycling of water and global patterns that influence both weather and climate. Create a graphic organizer that compares and contrast weather and climate for different regions of the Earth and identify the global patterns that affect them Create a graphic organizer that identifies the Earth’s Spheres (geosphere, hydrosphere, atmosphere, cryosphere) and how the climate and/or weather is different in different regions on the Earth as a result of the cycling of water through the spheres in those areas. Score/Step 2.0 I am able to identify that the cycling of water influences both weather and climate; Create a graphic organizer that identifies how the cycling of water influences both weather and climate. Score/Step 1.0 I am able to distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time. SC.6.E.7.9 Assessed as SC.6.E.7.4Describe how the composition and structure of the atmosphere protects life and insulates the planet. (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 composition and function of the layers of Earth’s atmosphere and relate how it protects life and insulates the planet. Research how the layers of the Earth protect life and insulate the planet and use this information to create a presentation, such as a Power Point, that illustrates this information.
Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to differentiate potential energy and kinetic energy. I am able to evaluate evidence that supports the Law of Conservation of Energy. Analyze a diagram of a roller coaster and identify the locations of energy transformations of potential to kinetic or kinetic to potential. Create a graphic organizer of which explains what evidence in a moving roller coaster supports the Law of Conservation of Energy. Score/Step 4.0 I am able to differentiate potential energy and kinetic energy. I am able to cite examples of the Law of Conservation of Energy. Create a diagram of a moving pendulum and identify the energy transformations that occur while a pendulum is moving. Explain how the Law of Conservation of Energy applies to the motion of a pendulum. Score/Step 3.0 Target (Learning Goal) I am able to compare potential energy and kinetic energy. I am able to identify examples of the Law of Conservation of Energy. Explore and cite examples of everyday situations where potential energy is transformed or changed into kinetic energy and vice versa and examples of the Law of Conservation of Energy. Score/Step 2.0 I am able to recognize that there is a difference between potential energy and kinetic energy Create a diagram of a roller coaster and identify all points on the track where the car would have potential and kinetic energy. Score/Step 1.0 I am able to investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.
SC.7.E.6.4: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. (Level 3: Strategic Thinking & Complex Reasoning) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to evaluate physical evidence to determine if it supports scientific theories that Earth has evolved, including scientific methods for measuring geologic time. Create a diagram of multiple rocks layers that illustrates physical evidence such as fault, extrusion, intrusion and index fossils and explain how the evidence supports scientific theories that Earth has evolved over time. Score/Step 4.0 I am able to evaluate physical evidence to determine if it supports scientific theories that Earth has evolved, including scientific methods for measuring geologic time; Evaluate layers of rock and determine how rock layers have changed over time. Score/Step 3.0 Target (Learning Goal) I am able to interpret physical evidence that supports scientific theories that Earth has evolved, including scientific methods for measuring geologic time. Interpret a diagram of rock layers and identify examples of physical evidence that supports the statement that Earth has evolved over geologic time due to natural processes. Score/Step 2.0 I am able to recognize that Earth has evolved over geologic time Create a graphic organizer that illustrates that Earth has evolved over geologic time. Include terms such as intrusion, extrusion, faults, and weathering. 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.7.P.10.2 Assessed as SC.7.P.10.3: Observe and explain that light can be reflected, refracted, and/or absorbed. (Level 3: Strategic Thinking & Complex Reasoning) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to evaluate how evidence from experiments or investigations supports that light waves can be reflected, refracted, or absorbed. Research the relationship between the transport of energy and the angle, speed, or medium during reflection, refraction, and absorption of light and prepare a presentation of your findings. Score/Step 4.0 I am able to cite examples where light waves are reflected, refracted or absorbed. Create labeled diagrams of light being reflected, refracted, and absorbed through different substances. For each diagram, explain why light behaves in this way. Score/Step 3.0 Target (Learning Goal) I am able to recognize that light waves can be reflected, refracted or absorbed. Space Jams Create multiple models of light being reflected, refracted and absorbed and explain each one. Score/Step 2.0 I am able to recognize that light waves can be reflected, refracted or absorbed. Using a graphic organizer, compare and contrast reflection, refraction and absorption of light Score/Step 1.0 I am able to demonstrate that light can be reflected, refracted and absorbed.
SC.7.L.16.3 Assessed as SC.7.L.16.1: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. (Level 2: Basic Application of Skills & Concepts) 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) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to analyze food webs to determine if they correctly illustrate the roles, relationships, and transfer of energy among organisms. Explain and illustrate the relationships among decomposers, producers and consumers including herbivores, carnivores, and omnivores, in the process of energy transfer in an ecosystem including food webs and food chains Score/Step 4.0 I am able to relate the roles and relationships of organisms in a food web. GIZMOS: Design a food web and identify the roles and relationships among the organisms. Explain why the relationships are necessary. Score/Step 3.0 Target (Learning Goal) I am able to infer the roles and relationships of organisms in a food web. BBC: & ; Identify the roles and relationships among organisms in a food web in your backyard or school grounds. Score/Step 2.0 I am able to trace the flow of energy in a food chain. Analyze several food chains and explain what happens to energy as it flows through the food chain. Score/Step 1.0 I am able to identify producers and consumers in a food chain.
SC. 7. L.17.2: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. (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 food webs to determine the relationships between organisms, such as mutualism, predation, parasitism, competition and commensalism. Analyze food webs in different ecosystems and identify and explain the relationships between organisms such as mutualism, predation, parasitism, competition and commensalism in a presentation. Score/Step 4.0 I am able to relate the roles and relationships (mutualism, predation, parasitism, competition and commensalism) of organisms in an ecosystem. Research symbiotic relationships and create a booklet that provides an explanation and diagram of each type. Technology: Score/Step 3.0 Target (Learning Goal) I am able to compare relationships among organisms in an ecosystem. Create a graphic organizer that compares and contrasts mutualism, parasitism, and commensalism with examples of each. Study Jams- Score/Step 2.0 I am able to identify relationships among some organisms in an ecosystem. Create a concept map for mutualism, commensalism, parasitism and predation. Score/Step 1.0 I am able to identify what makes up an ecosystem.
SC.8.N.1.3 Assessed as SC.8.N.1.1: Use phrases such as "results support" or "fail to support" in science, understanding that science does not offer conclusive 'proof' of a knowledge claim. (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 and interpret data to make inferences and predictions and to defend conclusions using phrases like “results support” or “fail to support” Using a journal or research article, analyze and interpret data to make inferences and predictions and to defend conclusions using phrases like “results support” or “fail to support” Score/Step 4.0 I am able to analyze and interpret data to make inferences and predictions and to defend conclusions using phrases like “results support” or “fail to support” Using a journal or research article, analyze and interpret data to make inferences and predictions and to defend conclusions using phrases like “results support” or “fail to support” Score/Step 3.0 Target (Learning Goal) I am able to identify inferences, predictions, and/or conclusions that are based on data in an experiment Identify inferences and predictions in an experiment and identify conclusions based on data. Score/Step 2.0 I am able to use simple data to draw a conclusion Use simple data to draw a conclusion. Score/Step 1.0 I am able to keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about observations
Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to interpret and analyze data to generate explanations and defend conclusions. Analyze and interpret data on the properties of elements from the periodic table before and after the substances interact to determine if a chemical reaction has occurred. Score/Step 4.0 I am able to interpret and analyze data to generate explanations and defend conclusions. Analyze and interpret data on the properties of common elements from the periodic table before and after they interact to determine if a chemical reaction has occurred. Score/Step 3.0 Target (Learning Goal) I am able to identify predictions, and/or conclusions that are based on data in an experiment. Identify conclusions and predictions based on data collected from data on an experiment on the atom. Score/Step 2.0 I am able to use simple data to draw a conclusion. Use the data from a experimental scenario to draw a conclusion. Score/Step 1.0 I am able to recognize and explain that science is based on observations that are testable; an explanation must always be linked with evidence. 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) Scale Learning Progression Sample Progress Monitoring and Assessment Activities
SC.8.E.5.2 Assessed as SC.8.E.5.3: Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. (Level 1: Recall) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to explain that the universe contains billions of galaxies and that each galaxy contains billions of stars. Differentiate between the different types of galaxies. Score/Step 4.0 I am able to identify and describe the different types of galaxies found in the universe. Construct 3-D models of the different types of galaxies. Score/Step 3.0 Target (Learning Goal) I am able to describe that the universe contains billions of galaxies and stars. Complete a digital presentation that describes each type of galaxy including the number and arrangement of stars Score/Step 2.0 I am able to define stars and galaxies. Define what makes the Sun a star and why our solar system is a part of a galaxy. Compare and contrast stars and galaxies. Score/Step 1.0 I am able to tell apart the basic components of a galaxy. I know that the universe contains stars and galaxies
Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to classify and compare substances using data, observations, and measurable physical properties. I am able to calculate and analyze the densities of various materials using data. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. Score/Step 4.0 I am able to classify and compare substances based on their measurable physical properties. I am able to calculate and evaluate the densities of various materials. Describe density and/or calculate and compare the densities of various materials using the materials’ masses and volumes. (may require use of the density formula to calculate density, mass, or volume when comparing substances) Score/Step 3.0 Target (Learning Goal) I am able to classify and compare substances based on their measurable physical properties. I am able to calculate and evaluate the densities of various materials. Classify and compare the density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points of several common substances that you encounter in your everyday life, ex. gold, silver, aluminum, glass, plastic, water, oil) Explain why the properties remain the same regardless of the amount of substance being tested Use the density formula to calculate density, mass, or volume when comparing substances Score/Step 2.0 I am able to identify some substances based on their measurable physical properties. I am able to compare the densities of various materials. Identify various ways in which substances differ (i.e., density, mass, volume, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, reaction to light and temperature). Score/Step 1.0 I am able to differentiate the physical properties of solids, liquids, and gases.
SC.8.L.18.3 Assessed as SC.8.L.18.4: Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. (Level 3: Strategic Thinking & Complex Reasoning) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to analyze models that show the transfer of matter in the carbon cycle. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Score/Step 4.0 I am able to interpret how matter is transferred in the carbon cycle. Design and conduct investigations that measure carbon cycling through a system. Score/Step 3.0 Target (Learning Goal) I am able to relate how matter is transferred in the carbon cycle. Investigate and describe a model in which the carbon cycle can be observed as it travels through the Earth’s spheres (Biosphere, Geosphere, Atmosphere, Hydrosphere). Score/Step 2.0 I am able to recognize that matter is transferred in the carbon cycle. Label the flow of carbon given a diagram with living and non-livings things with arrows. Score/Step 1.0 I am able to recognize that carbon is an element found on all living things.