| A | B | C | D | E | F | G | |
|---|---|---|---|---|---|---|---|
1 | Students that are a level ____ may be able to do things like... | ||||||
2 | Standard Language | 1 | 2 | 3 | 4 | ||
3 | Earth Science | ||||||
4 | 3-ESS2-1 | Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. | Make observations from data to describe typical weather conditions during a particular season. | Represent given data sets in tables or graphical displays to describe typical weather conditions during a particular season. | Provide an explanation of typical weather conditions during a particular season using data tables and/or graphical displays. | Predict weather conditions based on identified patterns in data sets or graphical displays. | |
5 | 3-ESS2-2 | Obtain and combine information to describe climates in different regions of the world. | Collect information about climates in different regions of the world. | Organize information from data sets or observations of different regions of the world. | Synthesize information to describe climates in different regions of the world. | Predict climates in different regions of the world based on identified patterns. | |
6 | 3-ESS3-1 | Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. | Identify criteria and/or constraints of a design solution to reduce the impacts of weather-related hazards on humans and environments. | Compare multiple solutions to reduce the impacts of weather-related hazards against identified criteria and/or constraints. | Provide a solution to reduce the impacts of weather-related hazards using identified criteria and/or constraints. | Revise a solution to reduce the impacts of weather-related hazards using identified criteria and/or constraints. | |
7 | Life Science | ||||||
8 | 3-LS1-1 | Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. | Identify components of a model that represent parts of An organism's life cycle. | Compare given models of organisms' life cycles. | Develop a model to describe patterns in life cycles of organisms. | Revise a model that describes patterns in life cycles of organisms. | |
9 | 3-LS2-1 | Construct an argument that some animals form groups that help members survive. | Identify evidence needed to support an argument that some animals form groups and those groups serve different fuctions. | Support a given argument that some animals form groups that help members survive using evidence. | Provide an argument that some animals form groups and those groups serve different functions and vary in size. | Evaluate or revise an argument that some organisms form groups and those groups serve different functions and vary in size. | |
10 | 3-LS3-1 | Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. | Identify data needed to show that organisms have traits inherited from parents. | Identify patterns in given data to show that organisms have traits inherited from parents and that traits vary among organisms. | Provide an explanation that organisms have traits inherited from parents and that traits vary among organisms using identified patterns in data. | Predict traits of organisms based on identified patterns in data. | |
11 | 3-LS3-2 | Use evidence to support the explanation that traits can be influenced by the environment. | Identify evidence needed to support an explanation of the influence of the environment on traits of organisms. | Support a given explanation about the influence of the environment on the traits of organisms using evidence. | Construct an explanation about the influence of the environment on the traits of organisms using evidence. | Revise an explanation about the influence of the environment on the traits of organisms using evidence. | |
12 | 3-LS4-1 | Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. | Identify data needed to describe organisms and their environments. | Identify patterns in the fossil record to describe organisms and their environments. | Provide an explanation of past environments using identified patterns in the fossil record. | Revise an explanation of past environments using identified patterns in the fossil record. | |
13 | 3-LS4-2 | Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. | Identify evidence needed to support an explanation of how certain individual organisms could have variations in traits that lead to advantages in survival and reproduction. | Support a given explanation of how certain individual organisms could have variations in traits that lead to advantages in survival and reproduction using evidence. | Provide an explanation of how certain individual organisms could have variations in traits that lead to advantages in survival and reproduction using evidence. | Revise an explanation of how certain individual organisms could have variations in traits that lead to advantages in survival and reproduction using evidence. | |
14 | 3-LS4-3 | Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. | Identify evidence needed to support an argument that survival of organisms varies in a particular habitat. | Support a given argument that survival of organisms varies in a particular habitat using evidence. | Provide an argument that survival of organisms varies in a particular habitat using evidence. | Revise an argument that survival of organisms varies in a particular habitat or predict the survival of organisms in a particular habitat based on evidence. | |
15 | 3-LS4-4 | Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. | Identify criteria and/or constrants of a solution to a problem caused when the environment changes. | Compare merits of multiple solutions to a problem caused when the environment changes and the plants/animals that live there may change. | Provide a solution to a problem caused when the environment changes and the plants/animals that live there may change. | Revise a solution to a problem caused when the environment changes and the plants/animals that live there may change. | |
16 | Physical Science | ||||||
17 | 3-PS2-1 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. | Identify data needed in an investigation of balanced and unbalanced forces. | Identify patterns in data from a given investigation to show the effects of balanced and unbalanced forces on the motion of an object. | Gather data through an investigation to show the effects of balanced and unbalanced forces on the motion of an object. | Predict the effects of balanced or unbalanced forces on the motion of an object by using identified patterns in data. | |
18 | 3-PS2-2 | Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. | Identify data needed in an investigation of an object's motion. | Identify patterns in given observations or measurements of an object's motion. | Provide an explanation of the pattern in an object's motion. | Predict the motion of an object based on identified patterns. | |
19 | 3-PS2-3 | Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. | Identify questions to determine relationships of electric or magnetic interactions between two objects. | Ask scientific questions to determine the effects of electric or magnetic interactions between two objects not in contact with each other. | Provide an explanation of the effects of electric or magnetic interactions between two objects not in contact with each other. | Predict effects of electric or magnetic interactions between two objects not in contact with each other by using an explanation. | |
20 | 3-PS2-4 | Define a simple design problem that can be solved by applying scientific ideas about magnets. | Identify criteria and/or constraints of a solution to a problem that can be solved by using magnets. | Compare merits of multiple solutions to a problem that can be solved using magnets. | Provide a solution to a problem that can be solved using magnets. | Revise a solution to a problem that can be solved using magnets. | |
21 | |||||||