Grade 8 Science Proficiency Scale Quarter 1

Transcription

1 (EDP) Grade 8 Science Proficiency Scale Quarter 1 Have been exposed to and are working towards being able to complete the steps of the Engineering Design Process when solving a problem. complete some but not all eight steps of the Engineering Design Process when solving a problem. Can complete all eight steps of the Engineering Design Process when solving a problem (ETS1-1, ETS1-2, ETS1-3, ETS1-4). Can define the criteria and constraints of a problem with creativity and precision to ensure a solution; evaluate other solutions, taking into account multiple relevant scientific principles and several potential impacts, and analyze the data from tests to design a new solution to better meet the criteria. Earth Science Standard 2 Earth Science Standard 3 Have been exposed to and are working towards being able to use provided vocabulary to describe the cycling of Earth s materials or the flow of energy that drives this process. Has been exposed to the types of rocks and that different types of rocks are made up of different things. Earth s materials or the flow of energy that drives this process. classify 2 of the types of rocks and can identify their composition. Develop a model to Earth s materials (rock cycle) and the flow of energy that drives this process (ESS2-1). Can classify the 3 type rocks (igneous, metamorphic, sedimentary) and identify their composition (ESS2-1). cycling of Earth s materials and the flow of energy that drives this process. Can classify the 3 types of rocks, the process in which they are formed and their composition. Use provided text to cite central idea of primary and secondary source documents. Use provided text to compose a written response to a research question, with reference to the textual evidence of the original source. Analyze and cite evidence to support the central idea of primary and secondary source documents and describe the format used to structure a text. Conduct research and standard bibliography. Analyze and cite evidence to support the central idea of primary and secondary source documents and describe visual displays and formats used to present or clarify information in a text, explaining the author s purpose. (RST.6-8.2, RST.6-8.3, RST.6-8.5) Conduct research and credibility of a source, responses that include determine when data or facts must be quoted. (WHST.6-8.8, WHST.6-8.9) Use higher-level text to analyze and cite evidence to support the central idea of several primary and secondary source documents and describe visual displays and formats used to present or clarify information in a text, and provide rationale to explain the author s purpose. Use higher-level text to conduct research and credibility of several sources, standard bibliography, and determine when data or facts must be quoted, Grade 8 Quarter 1 Proficiency Scale pg. 1

2 Grade 8 Science Proficiency Scale Quarter 2 Has been provided with examples of and is working towards being able to explain the distribution of fossils and rocks, continental shapes, seafloor structures, and the past plate motions. explain the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. Can analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions (ESS2-3). and apply in depth distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. Earth Science Standard 2 Has been exposed to and is working towards being able to provide evidence for how geoscience processes have changed Earth s surface at varying time and spatial scales. provide evidence for how geoscience processes have changed Earth s surface at varying time and spatial scales. Can construct an explanation based on evidence for how geoscience processes (earthquakes, volcanoes, mountain building, weathering, and deposition) have changed Earth s surface at varying time and spatial scales (ESS2-2). and apply an in depth geoscience processes have changed Earth s surface at varying time and spatial scales. able to use provided compare and contrast graphic organizer to list the central ideas and format of primary and secondary sources on the same topic able to use provided text to compose a written response that is formatted details, and a concluding statement. Can use a graphic organizer to compare and contrast primary and secondary sources on the same topic, analyzing the central idea and describing the format used to structure a text. Can compose a written response that is clearly organized and formatted supporting details, and a concluding statement that appropriately addresses the intended audience. Can compare and contrast primary and secondary sources on the same topic, analyzing and citing central idea and describing the format used to structure a text, explaining the author s purpose. (RST.6-8.6) Can select a historical event and gather sources to compose a written response that is clearly organized and formatted supporting details, varied transitions, and a concluding statement that appropriately addresses the intended audience. (WHST.6-8.2, WHST.6-8.4, WHST.6-8.5) to compare and contrast primary and secondary sources on the same topic, analyzing and citing central idea and describing the format used to structure a text, and provide rationale to explain the author s purpose. Grade 8 Quarter 2 Proficiency Scale pg. 1

3 Grade 8 Science Proficiency Scale Quarter 3 Has been exposed to and is working towards being able to construct a partial explanation based on rock strata for how the geologic time scale is used to organize Earth s 4.6- billion-year-old history. Write 1 for LS4-1 construct a partial explanation based on rock strata for how the geologic time scale is used to organize Earth s 4.6- billion-year-old history. Write 2 for LS4-1 Can 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 (ESS1-4). Analyze and interpret data for patterns in the fossil record using the existence of organisms during a geologic time period (index fossil) to establish relative age (MS- LS4-1). and apply in depth evidence from rock strata for how the geologic time scale is used to organize Earth s 4.6-billion-year-old history. Write 4 for LS4-1 Earth Science Standard 2 Have been exposed to examples of and is working towards being able to water through Earth s systems driven by energy from the sun and the force of gravity. water through Earth s systems driven by energy from the sun and the force of gravity. Can interpret a model to water through Earth s systems driven by energy from the sun and the force of gravity (ESS2-4). cycling of water through Earth s systems driven by energy from the sun and the force of gravity. Earth Science Standard 3 Have been exposed to and is working towards being able to explain how the motions and complex interactions of air masses results in changes in weather conditions. explain how the motions and complex interactions of air masses results in changes in weather conditions. Obtain and interpret realtime data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. (ESS2-5). the motions and complex interactions of air masses results in changes in weather conditions. Earth Science Standard4 Earth Science Standard 5 Have engaged in practices and is working towards being able to describe how unequal heating and rotation of the Earth cause climate patterns of atmospheric and oceanic circulation that determine regional climates. Have engaged in activities and is working towards being able to explain natural hazards to forecast future catastrophic events and inform the development of their effects. describe how unequal heating and rotation of the Earth cause climate patterns of atmospheric and oceanic circulation that determine regional climates. explain natural hazards to forecast future catastrophic events and inform the development of their effects. Can develop and use a model to describe how energy transfer impacts atmospheric and oceanic circulation that determine regional climates (ESS2-6). Can analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of their effects (ESS3-2). unequal heating and rotation of the Earth cause climate patterns of atmospheric and oceanic circulation that determine regional climates. understanding about natural hazards to forecast future catastrophic events and inform the development of their effects. Grade 8 Quarter 3 Proficiency Scale pg. 1

4 Can distinguish some facts from reasoned judgement by selecting evidence to support each. Can read text to distinguish fact from reasoned judgement by signifying each. Can read text to identify and distinguish among fact, evidence. (RST.6-8.8) to distinguish among fact, evidence and rationale. Can use provided text to compose a written response to a research question, with reference to the textual evidence of the original source, and use technology to publish written work. standard bibliography, and edit, and publish edit, and publish. (WHST.6-8.6, WHST.6-8.7) to conduct research and credibility of several sources, revise, edit, and publish Grade 8 Quarter 3 Proficiency Scale pg. 2

5 Can distinguish some facts from reasoned judgement by selecting evidence to support each. Can read text to distinguish fact from reasoned judgement by signifying each. Can read text to identify and distinguish among fact, evidence. (RST.6-8.8) to distinguish among fact, evidence and rationale. Can use provided text to compose a written response to a research question, with reference to the textual evidence of the original source, and use technology to publish written work. standard bibliography, and edit, and publish edit, and publish. (WHST.6-8.6, WHST.6-8.7) to conduct research and credibility of several sources, revise, edit, and publish Grade 8 Quarter 3 Proficiency Scale pg. 2

6 Grade 8 Science Proficiency Scale Quarter 4 Has been exposed to and is working towards being able to develop or 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. explain the Earth-Sun- Moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Can 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. (ESS1-1) Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Earth Science Standard 2 able to describe the role of gravity in the motions within galaxies and the solar system. describe the role of gravity in the motions within galaxies and the solar system. Can use a model to describe the role of gravity in the motions (elliptical orbits) within galaxies and the solar system (ESS1-2). role of gravity in the motions within galaxies and the solar system. Earth Science Standard 3 Has been exposed to examples of and is working towards being able to describe scale properties of objects in the solar system. describe scale properties of objects in the solar system. Can analyze and interpret data to determine scale properties of objects in the solar system (ESS1-3). understanding about scale properties of objects in the solar system. Earth Science Standard 4 able to apply scientific principles to design a method for monitoring and minimizing a human impact on the environment OR construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth s systems. Have engaged in activities that support learning and is working towards being able to provide evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. apply scientific principles to design a method for monitoring and minimizing a human impact on the environment OR construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth s systems. provide evidence for how the uneven distributions of Earth s mineral, energy, and groundwater resources are the result of past and current geoscience processes. Can apply scientific principles to design a method for monitoring and minimizing a human impact on the environment (ESS3-3) AND construct an argument supported by evidence for how increases in human population have an impact on consumption of natural resources (ESS3-4). Can 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 (ESS3-1). understanding about human impact on the environment AND how increases in human population and per-capita consumption of natural resources impact Earth s systems. and apply an in depth the uneven distributions of Earth's minerals, energy, and groundwater resources are the result of past and current geoscience processes AND how humans impact natural resources. Grade 8 Quarter 3 Proficiency Scale pg. 1

7 Earth Science Standard 5 Have been exposed to examples and is workings towards being able to state factors that have caused the rise in global century. state factors that have caused the rise in global century. Use evidence to identify the factors that have caused the rise in global century (ESS3-5). factors that have caused the rise in global century. Can use provided text to partially identify the central idea a text and select identified aspects of a text that reveal an author s point of view. Using a provided organizer, can partially write to support a provided argument, connecting textual evidence, and avoid plagiarism by citing key components of sources used. identify, analyze and cite central idea of primary and secondary source documents and identify aspects of a text that support the determination of an author s point of view. Can write to support an argument that causes or has caused debate in society, acknowledging counterclaims, and supporting with textual evidence, and avoid plagiarism and follow a standard format for citation of sources. Can use a wide variety of information formats to understand the central idea and key details of a text and the content presented, and identify and describe a variety of visual displays used to clarify information in a text, explaining the author s purpose. (RST.6-8.7) Can write to support an argument that causes or has caused debate in society, acknowledging counterclaims, and supporting with textual evidence; in a formal style supporting details with transitions, and a concluding statement or section that supports the argument, and avoid plagiarism and follow a standard format for citation of sources. (WHST.6-8.1) in a wide variety of information formats to understand the central idea and key details of a text and the content presented, and identify and describe a variety of visual displays used to clarify information in a text, explaining the author s purpose with a clear rationale. Can use several higherlevel sources to write to support an argument that causes or has caused debate in society, acknowledging and debunking counterclaims, and supporting with textual evidence explanations for relevance, in a formal style supporting details with transitions, and a concluding statement or section that supports the argument, and avoid plagiarism and follow a standard format for citation of sources, Grade 8 Quarter 3 Proficiency Scale pg. 2