In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Develop models at the appropriate scale to describe the atomic composition of simple molecules (such as ammonia or methanol given a formula). Develop models to describe the atomic composition of extended structures (such as crystals or extended polymers). Model how pure substances are made of quantities of individual atoms or molecules. Students will: Identify and describe the differences between individual atoms, molecules, and extended structures with repeating subunits. Compare and contrast pure substances to elements. Recognize or recall specific vocabulary such as: Atom, molecule, pure substance, element, composition, simple composition, extended structure. Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic: Chemical Reactions Driving Questions: How do we know if a substance is new and different? Crosscutting Concept: Patterns: Patterns, Energy and Matter Science and Engineering Practices: Analyzing and Interpreting Data, Developing and Using Models Performance Expectation: , Level 4 Level 3 Level 2 Level 1
Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Develop a model to describe the flow of energy and the cycling of matter in the Earth’s interior and on the Earth' surface focusing on stability and change. Students will: 1. Differentiate between the types of rock and how they form. 2. Describe the sources of energy for internal processes. 3. Describe the sources of energy for external processes. 4. Illustrate the role of convection in the Earth’s mantle and the water cycle. Recognize or recall specific vocabulary such as: melting, crystallization, weathering, erosion, deformation, sedimentation, chemical change, physical change, landform, energy, convection, mantle, core, crust Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic: Plate Motions Driving Questions: Why are there sea shells in Iowa? Crosscutting Concept: Patterns Science and Engineering Practices: Analyzing and Interpreting Data Performance Expectation:
Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Conduct an investigation to provide evidence that living things are made of cells. () Develop and use a model to describe the function of a cell as a whole and ways parts (structures) of cells contribute to the function. () Students will: 1. Describe evidence that would support that all living things are made of one or more cells (cell theory) 2. Describe how the tools and methods included in experimental design will provide the evidence necessary to that all living things are made of cells 3. Distinguish between living and non-living things 1. Describe how different parts of a cell, separately and together, provide energy for the cell’s internal process. 2. Describe how different parts of a cell, separately and together, contribute to maintaining the structure of the cell and controlling what enters and leaves the cell. 3. Describe how plant cells are different from animal cells. Recognize or recall specific vocabulary such as: Cell, organelle, mitochondria, chloroplast, cell wall, cell membrane, nucleus, DNA, unicellular, multicellular, cell theory, cytoplasm Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic: Body Organization Driving Questions: How do parts of the body work together? Crosscutting Concept: Systems and System Models Science and Engineering Practices: Engaging in an Argument from Evidence Performance Expectation:
Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Develop and use a model to describe why asexual reproduction typically results in offspring with identical genetic information. (Cause and effect) Develop and use a model to describe why sexual reproduction results in offspring with significant genetic variation. (Cause and effect) Students will: 1. Show how genetic material is transferred to offspring during asexual reproduction. 2. Describe how variation is unlikely but can occur during asexual reproduction. 1. Show how genetic material is transferred to offspring during sexual reproduction 2. Predict the genetic variation of offspring when provide with traits of the parents. 3. Explain why sexual reproduction has more genetic variation than asexual reproduction. Recognize or recall specific vocabulary such as: Asexual, sexual, offspring, genetic variation, genes, chromosomes, Punnett square, dominant, recessive Student’s performance reflects insufficient progress towards foundational skills and knowledge.