Genetically Modified Organisms Unit:

Cancer Unit

Antibiotic Resistance Unit

Health Unit:


Waste Water Unit

Dogs Decoded Unit

Climate Change Unit

Human Impact Unit

Unit Standards are provided from The Next Generation Science Standards.

In addition to the 13 standards each semester, students will be working towards proficiency in science standards each unit.  

Science Standards

Exceeds (4)

Meets (3)

Nearly Meets (2)


Science Standard 1: Planning & Evaluation

Hypothesis & Variables:

❑  Hypothesis or question  clearly articulates expectations of the experiment

❑  Several appropriate constants listed &  controlled.

Procedure & Background:

❑  Procedure allows for the control of variables & constants

❑  Background connects lab to larger ideas or previous topics


Justification of results based on analysis of the data.

❑  Suggests improvements to limitations, errors, or weaknesses of experiment

❑  Applies related concepts to topics in the news, scientific community, or your life.

❑  At least one credible, external, citation used (MLA format)  furthers relates the lab to bigger ideas and topics

Hypothesis & Variables:

❑  States testable question and hypothesis

❑  Lists IV, DV & Control and at least two appropriate constant

Procedure & Background:

❑    Procedure is repeatable and has clear and numbered steps

❑  Background describes purpose of the lab


❑  States an explanation of results based on analysis of the data.

Includes at least one ‘data statement’ to support the explanation.

❑  Links findings to original question or hypothesis

Hypothesis & Variables:

⠂ Hypothesis unclear

⠂Incorrectly identifies IV, DV, Control, or does not state at least two  appropriate constants

Procedure & Background:

⠂Procedure that is not  repeatable and/or clear

⠂Background unclear


⠂States an explanation that does not include justification using data

⠂Limited connection of findings to original question or hypothesis

Hypothesis & Variables:

⠂ Does not state a  testable question and/or  hypothesis

Does not include an  IV, DV and/or Control and states less than 2 appropriate constants

Procedure & Background:

⠂Procedure missing many steps or measurements

⠂No background missing or has no connection to lab


⠂States no explanation or justification

⠂Data statement not present

⠂No connection of findings to original question

Science Standard 2: Data Analysis & Technology

Data Analysis:

❑   Calculations are used when appropriate (mode, average, error or uncertainties)


❑  Selects the appropriate tool to clearly communicate information

❑  Discusses use of technology in error or to improve experiment

Data Analysis:

❑   Raw data table includes title, units and raw data

❑   Type of graph correctly summarizes data trends and includes units

❑   Labeling of graph is correct (axis, units, and title)


❑   Process data and report results using technology (Google Docs, Excel, and web application)

❑   Apply a variety of digital tools to gather and evaluate information

Data Analysis:

⠂Data table is missing appropriate title, units or raw data

⠂Type of graph is not appropriate for analyzed data

⠂Labeling of graph is not correct (axis, units, and title)


⠂Uses tools for data processing  or evaluation inaccurately

⠂Use of technological resources requires significant assistance.

Data Analysis:

⠂Data table is illegible or not present

⠂Graph is not present

⠂Labeling of graph is missing


⠂Does not use tools for data or research accurately or appropriately.

Science Standard 3:

Communication & Work ethic

❑  Discussions build clearly on others’ ideas and are persuasive.

Delivery of content is presented in a creative, original, or well connected way offering unique organization or comparisons and connections to others’ work or ideas.

When appropriate, exceptional teamwork has been attempted with appropriate communication, support and follow-through  to team members.  Exceptional leadership has been provided.

 Initiate and participate effectively in a range of collaborative discussions about texts, labs, and presentations - clearly stating their opinion.

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

❑  The task is completed on time and to the best of the students’/groups’  abilities.  

  Discussions are not on topic, do not show research or do not connect to larger ideas when appropriate.

Arguments, findings, or discussion is difficult to follow or needs better organization, development, or substance.

❑  The task is late or parts are missing.  And/or  commitments to the team were not completed adequately.

❑  Discussions are illogical or do not address previously understood ideas.

Arguments, findings, or discussion are disorganized or off topic.

❑  Several components to task are late or missing.  And/or team contributions broke down.