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 Score/Step 5.0 I am able to compare and evaluate the use of methods and/or results obtained in a scientific investigation performed by groups of students. Analyze the same scientific investigation performed by a of students and create a table that compares and evaluates the methods, results and explanations obtained by each student. Score/Step 4.0 I am able to explain why it is important for groups of students to compare methods and/or results obtained in scientific investigation. Create a graphic organizer that explains why groups of students should compare methods and/or results obtained in a scientific investigation that demonstrates the formation of sinkhole. Score/Step 3.0 Target (Learning Goal) I am able to identify and compare methods and/or results obtained in a scientific investigation performed by a group of students conducting the same investigation. Analyze and compare the methods, results and explanations obtained by groups of students who performed the same experiment that demonstrates the formation of beaches. Score/Step 2.0 I am able to recognize common methods used in scientific investigations performed by groups of students conducting the same investigation. Create a report that identifies common methods used by groups of students performing the same experiment that demonstrates the formation of a sand dune. 1.0 I am able to recognize and explain that when scientific investigations are carried out, the evidence produced by investigations should be replicable by others.
SC.6.N.2.2: Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. (Level 2: Basic Application of Skills & Concepts) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to evaluate the reasons why scientific knowledge is subject to change and conditions under which it does. Create a presentation of the reasons why and conditions under which the scientific understanding of the Law of Conservation of Energy has changed over the years. Score/Step 4.0 I am able to relate the reasons why scientific knowledge is subject to change. Create a graphic organizer that explains the reasons why the Law of Conservation of Energy has changed or not changed over the years. 3.0 Target (Learning Goal) I am able to relate the reasons why scientific knowledge is subject to change. Research the development of the Law of Conservation of Energy and use this information to create a timeline of the development of this law. Score/Step 2.0 I am able to recognize that scientific knowledge is subject to change. Research the development of the scientific understanding of the transformation of potential and kinetic energy and identify how that knowledge has changed over time.(Create a foldable) Score/Step 1.0 I am able to recognize and explain that scientists base explanations on evidence. SC.6.N.2.2: Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. (Level 2: Basic Application of Skills & Concepts)
SC.6.E.6.1 Assessed as SC.7.E.6.2: Describe and give examples of ways in Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. (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 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 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 surface is built up and torn down by weathering, erosion
Illustrate the surface features that result from the movement of the plates. Score/Step 2.0 I am able to recognize that the movements of Earth’s plates result in various geologic events. Create a graphic organizer identifies a type of geologic event with the movement of Earth’s plates. Score/Step 1.0 I am able to describe the basic differences between physical weathering and erosion.
SC.7.E.6.6 Assessed as SC.7.E.6.2: Identify the impact that humans have had on such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. (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 give examples of the impact humans have had on Earth. Research negative impacts humans have had on Earth and explain how they can turn the situation around. Use information to create a presentation. Score/Step 4.0 I am able to identify examples of the impact humans have had on Earth Investigate the impact have had on the land through mining rocks for their use. 3.0 Target (Learning Goal) I am able to identify the impact humans have had on Earth Create a graphic organizer that illustrates some impacts humans have had on Earth, to include deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.. Score/Step 2.0 I am able to identify some impacts humans have had on Earth Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
1.0 I am able to recall that light travels in a straight line until it strikes an object or travels from one medium to another. SC.7.P.11.1 Assessed as SC.7.P.11.4: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. (Level 1: Recall) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to use data to prove that adding heat to or removing heat from a system may result in a temperature change and possibly a change in state Design scientific investigations using observations of various substances as they undergo changes in state including condensation, vaporization, sublimation, deposition as heat energy is added or removed. 4.0 I am able to relate that adding heat to or removing heat from a system may result in a temperature change and possibly a change in state. Create a graphic organizer that illustrates everyday examples of the various phase changes as heat energy is added or removed from a substance. Explain what happens to the temperature of a substance as it or loses energy. 3.0 Target (Learning Goal) I am able to recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change in state Design and perform a scientific investigation that that adding or removing heat from water will result in a temperature change and a phase change. Gizmo: ,
SC.7.P.11.4: Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. (Level 2: Basic Application of Skills & Concepts) Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to cite evidence that heat flows in predictable ways Research everyday examples of how heat flows from warmer objects to cooler ones until they reach the same temperature. Create a presentation that illustrates and explains how heat flows in each example. Score/Step 4.0 I am able to relate how heat flows Design and complete an investigation that compares what happens to the temperature of can of soda covered in ice and a cup of hot coffee left on a table. Explain the flow of heat that resulted in the change in temperature for each part of the investigation. Score/Step 3.0 Target (Learning Goal) I am able to recognize how heat flows Create a graphic organizer that illustrates how heat flows when ice is added to a cup of hot tea and when a beaker of water is placed on a hot plate. 2.0 I am able to recognize that heat flows from hot to cold materials Observe what happens to the temperature of a metal spoon when placed in a bowl of hot soup. Explain where the heat came from that made the spoon feel warmer.
SC.7.L.16.1: Understand and explain that every organism requires a set of instructions that specifies its traits, which this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Level 3: Strategic Thinking & Complex Reasoning) Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to relate that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information. Research how DNA in chickens is related to different traits in chickens. Create a presentation such as a Power Point that relates DNA to chromosomes, genes and specific traits in chickens. Score/Step 4.0 I am able to relate that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information. Complete Activity: Describe how variations in DNA lead to the inheritance of different traits. Score/Step 3.0 Target (Learning Goal) I am able to recall relate that organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information. Create a graphic organizer that illustrates the concept of heredity as it relates to DNA within chromosomes. GIZMOS: 2.0 I am able to recognize that genetic material is contained in DNA. Create a diagram of a cell that illustrate the different materials in a cell that pass on genetic information (DNA, chromosomes, chromatin, and -
SC.7.L.16.2 assessed as SC.7.L.16.1: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. (Level 2: Basic Application of Skills & Concepts) Scale Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to determine genotypic and phenotypic probabilities using Punnett Squares. Using the trait for color of feathers in chickens, complete and analyze Punnett Squares to determine the probabilities for the genotypes and phenotypes of the possible offspring. Gizmo: 4.0 I am able to determine genotypic and phenotypic probabilities using Punnett Squares. Using the trait for color of fur in mice, complete and analyze Punnett Squares to determine the probabilities for the genotypes and phenotypes of the possible offspring. Gizmo: Score/Step 3.0 Target (Learning Goal) I am able to determine genotypic and phenotypic probabilities using Punnett Squares. the trait for fur color in mice, predict the genotypic and phenotypic possibility of traits in an offspring using Punnett squares. The dominant allele is black fur (B) and the recessive allele is white fur (b). BrainPop Score/Step 2.0 I am able to differentiate between phenotype and genotype in a given species. Create a graphic organizer that differentiates between phenotype and genotype when discussing heredity. BrainPop
Score/Step 2.0 I am able to 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) 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: 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 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.P.8.9 Assessed as SC.8.P.8.5: Distinguish among mixtures (including solutions) and pure substances. (Level 2: Basic Application of Skills & Concepts) Learning Progression Sample Progress Monitoring and Assessment Activities Score/Step 5.0 I am able to analyze the properties of substances to determine if they are mixtures or pure substances. Develop models to describe the atomic composition of a pure substance, compounds and mixtures (including solutions). (Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms) 4.0 I am able to distinguish pure substances from mixtures. Explain the similarities and differences in the structure of pure substances and mixtures, including solutions of liquids and gases Score/Step 3.0 Target (Learning Goal) I am able to compare pure substances and mixtures. Differentiate the structure of pure substances and mixtures, including solutions of liquids and gases. Score/Step 2.0 I am able to identify examples of pure substances and mixtures. Recognize examples of pure substances and mixtures including solutions, such as gold; iron fillings and sand; soda and in the atmosphere. Score/Step 1.0 I am able to separate mixtures of solids by observable properties.