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1 | rev. June 2020 | 4 | 3 Student knows... and is able to do... | 2 | 1 | |||||||||||||||||||||
2 | Graduation Standard 1 (Science): ASKING QUESTIONS AND DEFINING PROBLEMS Student is able to ask questions that arise from careful observations and define a design problem involving the development of a process or system. | |||||||||||||||||||||||||
3 | (MS-ESS3-5) (Grade 8) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. | Student can investigate the importance of the performance indicator within the scientific community. | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. | Student can recall main ideas, key concepts, and vocabulary from the standard. | Students can recognize the basic ideas and vocabulary of the standard. | |||||||||||||||||||||
4 | (MS-PS2-3) (Grade 8) Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. | Student can investigate the importance of the performance indicator within the scientific community. | Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. | Student can recall main ideas, key concepts, and vocabulary from the standard. | Students can recognize the basic ideas and vocabulary of the standard. | |||||||||||||||||||||
5 | Graduation Standard 2 (Science): DEVELOPING AND USING MODELS Student is able to develop and use a model based on evidence to illustrate and predict relationships between systems or between components of a system. | |||||||||||||||||||||||||
6 | (MS-PS4-2) (Grade 7) Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. | Students will be able to differentiate the effect of different materials on how a wave is reflected, absorbed, or transmitted. | Students will be able to develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. | Students will be able to describe that waves are reflected, absorbed, or transmitted through various materials. | Students will be able to define the terms reflect, absorb, and transmit. | |||||||||||||||||||||
7 | (MS-LS1-2) (Grade 7) Develop and use a model to describe the function of a cell as a whole, and the ways parts of cells contribute to the function. | Students can develop a model to differentiate the parts of the cell. | Students can develop and use a model to describe the function of a cell as a whole, and the ways parts of cells contribute to the function. | Students can develop and use a model to show the parts of the cells. | Students can develop a model to recognize that there are parts of cells. | |||||||||||||||||||||
8 | (MS-ESS2-4) (Grade 6) Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. | Student can investigate the importance of the performance indicator within the scientific community. | Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. | Using a model students can describe the relevant relationships between components of the water cycle. | Given a model students can identify the different components of the water cycle. | |||||||||||||||||||||
9 | (MS-PS1-1) (Grade 8) Develop models to describe the atomic composition of simple molecules and extended structures. | Student can investigate the importance of the performance indicator within the scientific community. | Students can develop models to describe the atomic composition of simple molecules and extended structure. | Student can recall main ideas, key concepts, and vocabulary from the standard. | Students can recognize the basic ideas and vocabulary of the standard. | |||||||||||||||||||||
10 | (MS-PS1-4) (Grade 8) Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. | Student can investigate the importance of the performance indicator within the scientific community. | Students can interpret how thermal energy effects particle motion and causes phase changes | Student can recall main ideas, key concepts, and vocabulary from the standard. | Students can recognize the basic ideas and vocabulary of the standard. | |||||||||||||||||||||
11 | (MS-PS1-5) (Grade 8) Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. | Student can investigate the importance of the performance indicator within the scientific community. | I can create a model that shows atoms do not change during a chemical reaction. | Student can recall main ideas, key concepts, and vocabulary from the standard. | Students can recognize the basic ideas and vocabulary of the standard. | |||||||||||||||||||||
12 | (MS-PS3-2) (Grade 7) Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. | Develop a model to analyze that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. | Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. | Students can describe the factors that influence potential energy. | Students can define potential energy. | |||||||||||||||||||||
13 | (MS-LS3-1) (Grade 7) Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. | Develop and use a model to predict the affects mutations may have on the function of an organism; helpful, harmful, or neutral. | Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. | Students can describe structural changes on a gene and define it as a mutation. | Identify harmful, beneficial and neutral organism mutations. | |||||||||||||||||||||
14 | (MS-LS3-2) (Grade 7) Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. | Students can differentiate variation in sexual and asexual organisms. | Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation | student can describe the difference between a/sex and sex reproduction | students can define sexual and asexual reproduction | |||||||||||||||||||||
15 | (MS-ESS1-1) (Grade 6) Develop and use a model of the Earth-sun- moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. | Student can investigate the importance of the performance indicator within the scientific community. | Students will be able to develop and use a model of the Earth-sun-moon system to describe and predict: -the cyclic patterns of lunar phases -eclipses of the sun and moon -seasons | Students can describe the relationships between components of the Earth-Sun Moon System. | Students will be able to identify the relevant components of the Earth-Sun-Moon System. | |||||||||||||||||||||
16 | (MS-ESS2-1) (Grade 6) Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. | Student can investigate the importance of the performance indicator within the scientific community. | Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. | Student can use a model to explain the parts of the rock cycle. | Students can identify a model the rock cycle. | |||||||||||||||||||||
17 | (MS-LS1-7) (Grade 8) Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. | Student can investigate the importance of the performance indicator within the scientific community. | Students can make a model of either photosynthesis or respiration that is balanced and show the rearrangement of compounds and transfer of energy. | Student can recall main ideas, key concepts, and vocabulary from the standard. | Students can distinguish between physical and chemical reactions. | |||||||||||||||||||||
18 | (MS-LS2-3) (Grade 6) Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. | Student can investigate the importance of the performance indicator within the scientific community. | Students will be able to develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. | Using a model, students will be able to identify and describe the steps of the cycling of matter and the flow of energy. | Given a model, students will be able to identify the steps of the cycling of matter and the flow of energy. | |||||||||||||||||||||
19 | (MS-ESS2-6) (Grade 8) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. | Student can investigate the importance of the performance indicator within the scientific community. | Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. | Student can recall main ideas, key concepts, and vocabulary from the standard. | Identify the factors that influence climate. | |||||||||||||||||||||
20 | Graduation Standard 3 (Science): PLANNING AND CARRYING OUT INVESTIGATIONS Student is able to plan and conduct an investigation to produce data that serves as the basis for evidence. | |||||||||||||||||||||||||
21 | (MS-PS2-5) (Grade 8) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. | Student can teach another student. | Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. | Student can recall main ideas, key concepts, and vocabulary from the standard. | Students can recognize the basic ideas and vocabulary of the standard. | |||||||||||||||||||||
22 | (MS-LS1-1) (Grade 7) Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. | Students can compare and contrast the advantages and disadvantages of single celled and multi-celled organisms. | Conduct an investigation to provide evidence that living things are made of cells either one cell or many different numbers and types of cells. | Students can identify that there are different types of cells. | Students can state that living things are made of cells. | |||||||||||||||||||||
23 | (MS-PS2-2) (Grade 7) Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. | Students can plan an investigation and analyze the relationship of an object's motion to its mass and the sum of forces acting on it. | Students can plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. | Students can show an object's motion depends on the sum of the forces on the object and the mass of the object. | Students recognzise the change in an object's motion depends on the sum of the forces on the object and the mass of the object. | |||||||||||||||||||||
24 | (MS-PS3-4) (Grade 8) Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. | Student can investigate the importance of the performance indicator within the scientific community. | Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. | Student can recall main ideas, key concepts, and vocabulary from the standard. | Students can recognize the basic ideas and vocabulary of the standard. | |||||||||||||||||||||
25 | (MS-ESS2-5) (Grade 8) Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. | Student can investigate the importance of the performance indicator within the scientific community. | Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. | Student can recall main ideas, key concepts, and vocabulary from the standard. | Students can recognize the basic ideas and vocabulary of the standard. | |||||||||||||||||||||
26 | Graduation Standard 4 (Science): COLLECTING, ANALYZING AND INTERPRETING Student is able to collect and analyze various data sets and evaluate the impact of new data on a working model or explanation. | |||||||||||||||||||||||||
27 | (MS-LS4-3) (Grade 7) Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. | Students can defend displays of pictoral data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy | Students can analyze displays of pictoral data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy | Students can describe displays of pictoral data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. | Students can recognize the similiaities in embryological development | |||||||||||||||||||||
28 | (MS-PS1-2) (Grade 8) Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. | Student can investigate the importance of the performance indicator within the scientific community. | Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. | Student can recall main ideas, key concepts, and vocabulary from the standard. | Students can recognize the basic ideas and vocabulary of the standard. | |||||||||||||||||||||
29 | (MS-LS2-1) (Grade 6) Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. | Student can investigate the importance of the performance indicator within the scientific community. | Students will be able to analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. | Students analyze the organized data to determine the nature of the relationships between the size of a population,the growth and survival of organisms, and resource availability. | Students can organize data to show the relationships between resource availibilty and organism populations in ecosystems. | |||||||||||||||||||||
30 | (MS-ESS2-3) (Grade 6) Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. | Student can investigate the importance of the performance indicator within the scientific community. | Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. | Students analyze the data to identify relationships between the distribution of fossil and rocks continental shapes, and seafloor structures. | Students can describe the distribution of fossils and rocks, continental shapes, and seafloor spreading. | |||||||||||||||||||||
31 | (MS-PS3-1) (Grade 7) Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. | Predict the relationship of kinetic energy to the mass and speed of an object. | Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. | Describe how kinetic energy is influenced by the mass and speed of an object. | Students can define kinetic and identify objects that have more/less kinetic energy than others. | |||||||||||||||||||||
32 | (MS-LS4-1) (Grade 6) Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. | Student can investigate the importance of the performance indicator within the scientific community. | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. | Students can use patterns of data to identify chages in the fossil record over time. | Students can organize fossil data to identify, analyze, and interpret similarities and differences in the data. | |||||||||||||||||||||
33 | (MS-ESS1-3) (Grade 6) Analyze and interpret data to determine scale properties of objects in the solar system. | Student can investigate the importance of the performance indicator within the scientific community. | Students will be able to analyze and interpret data to determine scale properties of objects in the solar system. | Students will be able to use patterns within data to classify objects in the solar system based on their properties. | Students will be able to describe solar system objects. | |||||||||||||||||||||
34 | (MS-ESS3-2) (Grade 8) Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. | Student can investigate the importance of the performance indicator within the scientific community. | Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. | Student can recall main ideas, key concepts, and vocabulary from the standard. | Students can recognize the basic ideas and vocabulary of the standard. | |||||||||||||||||||||
35 | Graduation Standard 5 (Science): DETERMINING AND USING APPROPRIATE MATHEMATICS Student is able to determine and use appropriate mathematics to answer scientific questions or solve engineering problems. | |||||||||||||||||||||||||
36 | (MS-PS4-1) (Grade 7) Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. | Students will be able to generate a mathematical representation to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. | Students will use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. | Students will be able to state that a waves amplitude is related to the energy it carries. | Students will be able to define the terms energy and amplitude. | |||||||||||||||||||||
37 | (MS-LS4-6) (Grade 7) Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. | Students can use mathematical represenations to predict how natural selection may lead to an increase and decrease of specific traits in populations over time. | Students can use mathematical represenations to support explanations of how natural selection may lead to an increase and decrease of specific traits in populations over time. | Students can use mathematical represenations to show how natural selection may lead to an increase and decrease of specific traits in populations over time. | Students can use mathematical represenations to recognize how natural selection may lead to an increase and decrease of specific traits in populations over time. | |||||||||||||||||||||
38 | Graduation Standard 6 (Science): CONSTRUCTING EXPLANATIONS AND DESIGNING SOLUTIONS Student is able to construct an explanation of scientific phenomena or engineering problems, and when possible, design a solution. | |||||||||||||||||||||||||
39 | (MS-PS2-1) (Grade 7) Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. | Students can draw conclusions from their solution to defend the results of their collision. | Students apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. | Students will be able to design a collision involving the motion of two colliding objects, but does not apply the collision to Newton's Third Law. | Students design a solution to a problem which does not involve collision. | |||||||||||||||||||||
40 | (MS-ESS3-3) (Grade 6) Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. | Student can investigate the importance of the performance indicator within the scientific community. | Students will be able to apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. (Analysis) | Given a problem related to human impact on the environment, students can describe a design solution. | Students identify relationships between human activity and negative environmental impacts. | |||||||||||||||||||||
41 | (MS-PS1-6) (Grade 8) Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. | Student can investigate the importance of the performance indicator within the scientific community. | Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. | Student can recall main ideas, key concepts, and vocabulary from the standard. | Students can recognize the basic ideas and vocabulary of the standard. | |||||||||||||||||||||
42 | (MS-LS2-2) (Grade 6) Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. | Student can investigate the importance of the performance indicator within the scientific community. | Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. | Students identify and describe the interactions among organisms across multiple ecosystems. | Students recognize that there are patterns of interactions among organisms across multiple ecosystems. | |||||||||||||||||||||
43 | (MS -LS4-2) (Grade 7) Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. | Students can identify seemingly unrelated organisms, and compare common structures that link their relationship. | Student can apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. | Students can describe that species have similar structures throughout time. | Students can regonize how organisms have changed overtime | |||||||||||||||||||||
44 | (MS -LS4-4) (Grade 7) Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals probability of surviving and reproducing in a specific environment. | Students can construct an explanation based on evidence that deduces how genetic variations of traits in a population increase some individuals probability of surviving and reproducing in a specific environment. | Students can construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals probability of surviving and reproducing in a specific environment. | Students can construct an explanation that describes how genetic variations of traits in a population increase some individuals probability of surviving and reproducing in a specific environment. | Students can identify variations that would make organisms more/less fit. | |||||||||||||||||||||
45 | (MS- PS3-3) (Grade 8) Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. | Student can investigate the importance of the performance indicator within the scientific community. | Students can apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. | Student can recall main ideas, key concepts, and vocabulary from the standard. | Students can recognize the basic ideas and vocabulary of the standard. | |||||||||||||||||||||
46 | (MS-ESS1-4) (Grade 6) Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. | Student can investigate the importance of the performance indicator within the scientific community. | Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. | Students can identify and describe the evidence necessary for the construction of the geolocical time scale. | Students can explain what the geological time scale is and how it is organized. | |||||||||||||||||||||
47 | (MS-LS1-5) (Grade 6) Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. | Student can investigate the importance of the performance indicator within the scientific community. | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. | Students identify and describe the environmental and genetic factors that influence the growth of organisms | Students recognize that environmental and genetic factors influence the growth of organisms | |||||||||||||||||||||
48 | (MS-ESS2-2) (Grade 6) Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. | Student can investigate the importance of the performance indicator within the scientific community. | Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. | Students can explain how geosciene processes have changes Earths surface over varying times. | Students can identify that geoscience processes have changes Earth's surface. | |||||||||||||||||||||
49 | (MS-LS1-6) (Grade 6) Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. | Student can investigate the importance of the performance indicator within the scientific community. | Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. | Students identify and describe the role of photosythesis is the cycling of matter and flow of energy into and out of organisms. | Students can identify that photosynthesis is a result of the cycling of matter and energy into and out of organisms. | |||||||||||||||||||||
50 | (MS-ESS3-1) (Grade 6) Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy and groundwater resources are the result of past and current geoscience processes. | Student can investigate the importance of the performance indicator within the scientific community. | Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy and groundwater resources are the result of past and current geoscience processes. | Students can explain: - the type and distribution of an example of each type of Earth resource: mineral, energy, and groundwater. -ways in which the extraction of each type of resource by humans changes how much and where more of that resource can be found. | Students can describe the uneven distributions of the Earth’s materials as a result of past and current geologic processes and that those materials are typically limited and nonrenewable due to factors. | |||||||||||||||||||||
51 | Graduation Standard 7 (Science): ENGAGING IN ARGUMENT FROM EVIDENCE Student is able to construct an argument about the natural world or the effectiveness of a design solution. | |||||||||||||||||||||||||
52 | (MS-PS2-4) (Grade 6) Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. | Student can investigate the importance of the performance indicator within the scientific community. | Students will be able to construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. (Analysis) | Student can recall main ideas, key concepts, and vocabulary from the standard. | Students can recognize the basic ideas and vocabulary of the standard. | |||||||||||||||||||||
53 | (MS-LS1-3) (Grade 7) Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. | I can provide evidence that groups of cells, with specific functions, make up the interacting organ systems that allow complex organisms to function and can explain how these different system interactions allow result in different organism development. | I can provide evidence that groups of cells, with specific functions, make up the interacting organ systems that allow complex organisms to function. | I can describe that our body has many organs that are made of different cells | I can explain that our body is made of lots of cells | |||||||||||||||||||||
54 | (MS-LS1-4) (Grade 6) Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. | Student can investigate the importance of the performance indicator within the scientific community. | Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. | Students can develop an argument to support that animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants | Students can recognize animal behaviors and specialized plant structures that affect the probability of successful reproduction of animals and plants | |||||||||||||||||||||
55 | (MS-LS2-4) (Grade 6) Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. | Students will determine solutions for an ecosystem whose population has been affected physically or biologically by an outside factor. (Knowledge Utilization) | Students will construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. (Analysis) | Students will describe how changes to the physical or biological components of an ecosystem affect populations. (Comprehension | Students will identify from a list if a ecological component is physical (abiotic) or biological (biotic).(Retrieval) | |||||||||||||||||||||
56 | (MS-LS2-5) (Grade 6) Evaluate competing design solutions for maintaining biodiversity and ecosystem services. | Student can investigate the importance of the performance indicator within the scientific community. | Students will be able to evaluate competing design solutions for maintaining biodiversity and ecosystem services. (Analysis) | Students identify and describe the problems that exist within maintaining bodiversity and ecosystem services. | Students can describe biodiversity and ecosystem services. | |||||||||||||||||||||
57 | (MS-PS3-5) (Grade 7) Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. | Construct a device that demonstrates energy transfer. | Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. | Describe how energy is transfered from one object to another. | Identify which object is absorbing energy and which is losing energy in an interaction. | |||||||||||||||||||||
58 | (MS-ESS3-4) (Grade 8) Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. | Student can investigate the importance of the performance indicator within the scientific community. | Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. | Student can recall main ideas, key concepts, and vocabulary from the standard. | Students can recognize the basic ideas and vocabulary of the standard. | |||||||||||||||||||||
59 | Graduation Standard 8 (Science): OBTAINING, EVALUATING AND COMMUNICATING INFORMATION Student is able to obtain, evaluate and communicate scientific and/or technical information. | |||||||||||||||||||||||||
60 | (MS-PS1-3) (Grade 8) Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. | Student can investigate the importance of the performance indicator within the scientific community. | I can describe where natural resources come from and how there use impacts society. | Student can recall main ideas, key concepts, and vocabulary from the standard. | Students can recognize the basic ideas and vocabulary of the standard. | |||||||||||||||||||||
61 | (MS -LS4-5) (Grade 7) Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. | You have followed the argumentative guidelines and supported your opinion with 4 or more reasons supported by evidence. | Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. | You have followed the argumentative guidelines, but have not yet supported your opinion with 3 reasons supported by evidence | You are unable to support your opinion with any evidence. | |||||||||||||||||||||
62 | (MS-LS1-8) (Grade 7) Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. | Is able to use evidence from the labs proving our response to stimuli result in immediate behaviors and stored memories as well as connecting to a personal experience outside the lab setting. | Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. | Understands that response to stimuli results in immediate behavior and stored memories, but cannot connect with evidence to the lab. | Is unable to use evidence from the labs proving our response to stimuli result in immediate behaviors and stored memories. | |||||||||||||||||||||
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