In addition to score 3.0 performance, the student demonstrates inferences and applications that go beyond what was taught. Students will: Provide reasoning for an element’s placement on the periodic table Illustrate the relationship between protons, neutrons and electrons Describe the properties of element groups Defend the statement that the atom is the basic building block of all matter Interpret the periodic table to locate an element with specific characteristics Use the periodic table to create a diagram of the structure of an atom Differentiate between compounds and mixtures Students will : Recognize or recall specific vocabulary such as: Periodic table, element, compound, mixture, atom, proton, neutron, electron, nucleus, positive, negative, neutral, chemical symbol, atomic number, atomic mass, period, group, metal, non-metal, metalloid, inert, noble gas, reactivity, stable, valence electrons Basic knowledge such as: Recall that the atomic number is equal to the number of protons in an atom Label the three parts of an atom and their charges Describe how elements on the periodic table are arranged according to their atomic number Locate an element on the periodic table based on its atomic structure Describe how valence electrons determine an elements reactivity Describe the characteristics of elements, compounds, and mixtures Student’s performance reflects insufficient progress towards foundational skills and knowledge. NGSS Exploration Science and Engineering Practice Exploration: Developing and Using Models (Explore 6-8 expectations with examples below.) Develop and/or revise a model to show the relationship among variables, including those that are not observable but predict observable phenomena Crosscutting Concept Exploration: Patterns Macroscopic patterns are related to the nature of microscopic and atomic-level structure. Topic: The Water Cycle Level 4 Level 3 Level 2 Level 1
In addition to score 3.0 performance, the student demonstrates inferences and applications that go beyond what was taught. Students will: Categorize the mechanisms for how water, which covers the majority of the earth’s surface, circulates through the crust, oceans, and atmosphere in what is known as the water cycle Create a model for how water evaporates from the earth’s surface, rises and cools as it rises to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil and in soil and rocks underground Explain how the transfer of energy from the Sun is responsible for the water cycle Students will : Recognize or recall specific vocabulary such as: evaporation, condensation, runoff, precipitation, radiation, transpiration, sun Basic knowledge such as: Remember that clouds are formed by water condensation in the atmosphere Explain how precipitation can take the form of rain, snow, sleet or hail depending on temperature and atmospheric conditions Provide examples of water continually progressing through the water cycle Recall that the sun is the driving force of the water cycle and weather Student’s performance reflects insufficient progress towards foundational skills and knowledge. NGSS Exploration Science and Engineering Practice Exploration: Developing and Using Models (Explore 6-8 expectations with examples below.) Develop and/or use a model to predict and/or describe phenomena Crosscutting Concept Exploration: Systems and Systems Models Models can be used to represent systems and their interactions—such as inputs, processes, and outputs—and energy, matter, and information flows within systems
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: Describe relationship between bones and muscles and how they work together to create movement Categorize the three types of muscles and their functions in the human body Predict the way various exercises (aerobic and resistance exercise) benefit some kinds of muscles, and not others, and defend recommendations of exercises for specific muscles Students will : Recognize or recall specific vocabulary such as: voluntary, involuntary, aerobic exercise, resistance exercise, marrow, bone, muscle, cardiac, tendon, ligament, cartilage, joints, extensor, flexor Basic knowledge such as: Describe the functions of the skeletal and muscular systems Compare 3 kinds of muscles (skeletal, smooth, cardiac) Recall the name and location of some bones in the body (femur, humerus, rib, pelvis, cranium, tibia, radius, ulna, phalanges, vertebrae, clavicle) Recall the name and location of some muscles in the body (biceps, triceps, abdominals, pectorals, quadriceps, etc.) Remember that red blood cells are produced in bone marrow Compare types of exercise Student’s performance reflects insufficient progress towards foundational skills and knowledge. NGSS Exploration Science and Engineering Practice Exploration: Obtaining, Evaluating, and Communicating Information (Explore 6-8 expectations with examples below.) Communicating scientific and/or technical information in writing and/or through oral presentations Crosscutting Concept Exploration: Systems and System Models Systems may interact with other systems: they may have sub-systems and be a part of larger complex systems.
Topic: Technical/Procedural Reading and Writing Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates inferences and applications that go beyond what was taught. Students will: (Read with understanding) Read informational text with understanding Follow a multistep procedure Use informational text to support learning (e.g. connecting citation to the topic) Convert informational text to visual format (e.g. graph) (Write with understanding) Produces an audience appropriate procedure for a lab Create a conclusion Claims – student restates hypothesis Evidence –student supports claim with specific data Reasoning –student explains logic between claims and evidence Students will : Recognize or recall specific vocabulary such as: Cite, flowchart, diagram, model, table, graph, chart, claim, evidence, reasoning Basic knowledge such as: (Reading in Science) Follow a single step procedure Cite a text source Populate a table from raw data (Writing in Science) Produces a procedure with limited connection to audience Create a conclusion with limited use of claims, evidence, and reasoning Student’s performance reflects insufficient progress towards foundational skills and knowledge. NGSS Exploration Science and Engineering Practice Exploration: Constructing Explanations & Designing Solutions and Engaging in Argument from Evidence (Explore 6-8 expectations with examples below.) Construct an explanation using models or representations Use an oral and written argument supported by evidence to support or refute an explanation of a model for a phenomena