Changes in properties and states of matter provide evidence of the atomic theory of matter

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1 Science 8: Matter and Energy (1) Changes in properties and states of matter provide evidence of the atomic theory of matter Properties of objects and states of matter can change chemically and/or physically (1.1.G) -Recognizes changes in matter as chemical and/or physical -Recognizes and classifies changes in matter as chemical and/or physical -Cites evidence for changes in matter as chemical and/or physical -Investigates changes in matter as chemical and/or physical -Identifies chemical changes -Identify chemical changes as a result of interactions with sources of energy or other matter that form new substances with different characteristic properties -Compares chemical changes as a result of interactions with sources of energy or other matter that form new substances with different characteristic properties -Compares chemical changes as a result of interactions with sources of energy or other matter that form new substances with different characteristic properties after investigation -Identifies physical changes in common objects -Identifies physical changes in common objects and describes the processes which caused the change -Hypothesizes possible physical changes in common objects and describes the processes which caused the change -Hypothesizes and explains possible physical changes in common objects and describes the processes which caused the change them in a real world situation Mass is conserved during any physical or chemical change (1.1.I) -Identifies that mass is conserved during a physical change -Demonstrates evidence that mass is conserved during a physical change -Demonstrates and provides evidence that mass is conserved during a physical change -Demonstrates and provides evidence that mass is conserved during a physical change from investigation -Recalls that the amount of matter remains constant through the water cycle -Explains that the amount of matter remains constant through the water cycle -Demonstrates that the amount of matter remains constant while being recycled through the water cycle -Demonstrates that the amount of matter remains constant through the water cycle during an experiment -Recognizes that mass is conserved during a chemical change in a closed system -Explains evidence that mass is conserved during a chemical change in a closed system -Provides evidence that mass is conserved during a chemical change in a closed system -Provides evidence that mass is conserved during a chemical change in a closed system in an investigation DJHS SBG Science Rubric Page 1

2 -States that the amount of matter remains constant through the rock cycle -Explains that the amount of matter remains constant through the rock cycle -Demonstrates that the amount of matter remains constant while being recycled through the rock cycle -Demonstrates that the amount of matter remains constant through the rock cycle in an illustration or diagram -States that the amount of matter remains constant through food chains and food webs -Explains that the amount of matter remains constant through food chains and food webs -Concludes that the amount of matter remains constant through food chains and food webs -Concludes that the amount of matter remains constant while being recycled through food chains and food webs in an illustration or diagram Science 8: Matter and Energy (1) Energy has a source, can be stored, and can be transferred but is conserved within a system Forms of energy have a source, a means of transfer (work and heat), and a receiver (1.2.A) -States that chemical energy is stored in chemical compounds -Explains that chemical energy is stored in chemical compounds -Hypothesizes chemical energy is stored in chemical compounds -Proves chemical energy is stored in chemical compounds Science 8: Processes and Interactions of the Earth s Systems (5) Earth s systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures. The Earth s crust is composed of various materials, including soil, minerals, and rocks, with characteristic properties. (5.1.A) -Describes the components of soil and other factors that influence soil texture, fertility, and resistance to erosion -Categorizes the components of soil and other factors that influence soil texture, fertility, and resistance to erosion -Investigates the components of soil and other factors that influence soil texture, fertility, and resistance to erosion -Provides real life examples of components of soil and other factors that influence soil texture, fertility, and resistance to erosion - Lists differences between minerals and rocks -Explains differences between minerals and rocks -Cites evidence for the differences between minerals and rocks -Designs an experiment showing differences between minerals and rocks -Identifies the distinguishing -Describes the distinguishing -Investigates the properties that can be used to properties that can be used to distinguishing properties that classify minerals classify minerals can be used to classify minerals - Designs an experiment that distinguishes properties that can be used to classify minerals DJHS SBG Science Rubric Page 2

3 -Lists the methods used to identify the distinguishing properties of mineral -Describes the methods used to identify the distinguishing properties of minerals - Investigates the methods used to identify the distinguishing properties of minerals - Designs an experiment that demonstrates methods used to identify the distinguishing properties of minerals -Identifies rocks as sedimentary, igneous, or metamorphic -Classifies rocks as sedimentary, igneous, or metamorphic -Analyzes characteristics of rocks that classify them as sedimentary, igneous, or metamorphic - Creates an investigation that analyzes characteristics of rocks as sedimentary, igneous, or metamorphic The hydrosphere is composed of water (a material with unique properties), gases, and other materials. (5.1.B) -Recognizes the properties of water that make it an essential component of the Earth system -Explains the properties of water that make it an essential component of the Earth system -Cites evidence for the properties of water that make it an essential component of the Earth system -Applies the concept in other contexts for the properties of water that make it an essential component of the Earth system The atmosphere (air) is composed of a mixture of gases, including water vapor, and minute particles. (5.1.C) -Identifies the composition of the Earth s atmosphere and how it circulates as air masses -Describes the composition of the Earth s atmosphere and how it circulates as air masses -Analyzes the composition of the Earth s atmosphere and how it circulates as air masses -Organizes, represents, and interprets data for the composition of the Earth s atmosphere and how it circulates as air masses -Illustrates the role atmosphere plays in precipitation, reflecting and filtering light from the Sun, and trapping heat energy emitted from the Earth s surface -Describes the role atmosphere plays in precipitation, reflecting and filtering light from the Sun, and trapping heat energy emitted from the Earth s surface -Develops a logical argument on the role atmosphere plays in precipitation, reflecting and filtering light from the Sun, and trapping heat energy emitted from the Earth s surface -Analyzes and synthesizes the role atmosphere plays in precipitation, reflecting and filtering light from the Sun, and trapping heat energy emitted from the Earth s surface DJHS SBG Science Rubric Page 3

4 Science 8: Processes and Interactions of the Earth s Systems (Geosphere, Atmosphere, and Hydrosphere) (5) Earth s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes The Earth s materials and surface features are changed through a variety of external processes (5.2.A) -Illustrates the formation of sedimentary rocks from their physical properties -Makes inferences about the formation of sedimentary rocks from their physical properties -Draws conclusions about the formation of sedimentary rocks from their physical properties -Explains the phenomena in terms and concepts about the formation of sedimentary rocks from their physical properties -Identifies that the formation of sedimentary rocks depends on weathering and erosion -Explains how the formation of sedimentary rocks depends on weathering and erosion -Proves how the formation of sedimentary rocks depends on weathering and erosion -Provides real life examples on how the formation of sedimentary rocks depends on weathering and erosion -Describes how weathering agents and erosion processes slowly cause surface changes that create and/or change landforms -Explains how weathering agents and erosion processes slowly cause surface changes that create and/or change landforms -Investigates how weathering agents and erosion processes slowly cause surface changes that create and/or change landforms -Applies the concept of how weathering agents and erosion processes slowly cause surface changes that create and/or change landforms -Describe how the Earth s surface and surface materials can change abruptly through the of floods, rock/mudslides, or volcanoes -Explains how the Earth s surface and surface materials can change abruptly through the of floods, rock/mudslides, or volcanoes -Investigates how the Earth s surface and surface materials can change abruptly through the of floods, rock/mudslides, or volcanoes - Applies the concept of how the Earth s surface and surface materials can change abruptly through the of floods, rock/mudslides, or volcanoes There are internal processes and sources of energy within the geosphere that cause changes in Earth s crustal plates (5.2.B) -Identifies events and the landforms created by them on the Earth s surface that occur at different plate boundaries -Explains events and the landforms created by them on the Earth s surface that occur at different plate boundaries -Analyzes the events and the landforms created by them on the Earth s surface that occur at different plate boundaries -Provides real life examples for the events and the landforms created by them on the Earth s surface that occur at different plate boundaries - Recalls that convection currents are the result of uneven heating inside the mantle resulting - Explains that convection currents are the result of uneven heating inside the mantle - Develops a logical argument stating that convection currents are the result of uneven heating inside the mantle - Provides real life examples that convection currents are the result of uneven heating inside the mantle resulting in the melting of rock materials, convection of magma, eruption/flow of magma, and movement of crustal plates DJHS SBG Science Rubric Page 4

5 -Identifies how rock layers are affected by the folding, breaking, and uplifting of rock layers due to plate motion -Explains how rock layers are affected by the folding, breaking, and uplifting of rock layers due to plate motion -Analyzes how rock layers are affected by the folding, breaking, and uplifting of rock layers due to plate motion - Provides real life examples how rock layers are affected by the folding, breaking, and uplifting of rock layers due to plate motion -Describes how the movement of crustal plates can cause earthquakes and volcanic eruptions that can result in mountain building and trench formation -Explains how the movement of crustal plates can cause earthquakes and volcanic eruptions that can result in mountain building and trench formation -Proves how the movement of crustal plates can cause earthquakes and volcanic eruptions that can result in mountain building and trench formation - Provides real life examples how the movement of crustal plates can cause earthquakes and volcanic eruptions that can result in mountain building and trench formation Continual changes in Earth s materials and surface that result from internal and external processes are described by the rock cycle. (5.2.C) -Recognizes how heating and cooling in the mantle layer leads to the formation of metamorphic rocks and some igneous rocks -Explains how heating and cooling in the mantle layer leads to the formation of metamorphic rocks and some igneous rocks - Proves how heating and cooling in the mantle layer leads to the formation of metamorphic rocks and some igneous rocks - Provides real life examples how heating and cooling in the mantle layer leads to the formation of metamorphic rocks and some igneous rocks -Identifies the formation of igneous and metamorphic rocks from their physical properties -Illustrates the external and internal processes of the rock cycle -Makes inferences about the formation of igneous and metamorphic rocks from their physical properties -Explains the external and internal processes of the rock cycle -Applies concepts about the formation of igneous and metamorphic rocks from their physical properties -Cites evidence for the external and internal processes of the rock cycle - Provides real life examples about the formation of igneous and metamorphic rocks from their physical properties -Analyzes and synthesizes information from multiple sources about the external and internal processes of the rock cycle Changes in the Earth over time can be inferred through rock and fossil evidence (5.2.D) -Identifies the types of fossils and the processes by which they are formed -Explains the types of fossils and the processes by which they are formed -Provides evidence for the types of fossils and the processes by which they are formed -Provides real life examples for the types of fossils and the processes by which they are formed -Uses fossil evidence to report about changes on Earth and in its environment -Uses fossil evidence to make inferences about changes on Earth and in its environment -Uses fossil evidence to explain phenomena about changes on Earth and in its environment -Organizes, represents, and interprets data that uses fossil evidence to make inferences about changes on Earth and in its environment DJHS SBG Science Rubric Page 5

6 -Describes the methods used to estimate geologic time and the age of the Earth -Explains the methods used to estimate geologic time and the age of the Earth -Investigates the methods used to estimate geologic time and the age of the Earth - Analyzes and synthesizes information about the methods used to estimate geologic time and the age of the Earth -Uses rock and fossil evidence to report on the age, history, and changing life forms and environment of the Earth -Uses rock and fossil evidence to make inferences about the age, history, and changing life forms and environment of the Earth -Uses rock and fossil evidence to critique the inferences about the age, history, and changing life forms and environment of the Earth - Analyzes and synthesizes information explaining how the use of rock and fossil evidence makes inferences about the age, history, and changing life forms and environment of the Earth Changes in the form of water as it moves through Earth s systems are described as the water cycle (5.2.E) -Lists the possible paths of water through the hydrosphere, geosphere, and atmosphere -Defines the possible paths of water through the hydrosphere, geosphere, and atmosphere -Explains and traces the possible paths of water through the hydrosphere, geosphere, and atmosphere -Synthesizes a project showing the possible paths of water through the hydrosphere, geosphere, and atmosphere -Lists the different forms water can take as it moves through the water cycle to atmospheric conditions at a given geographic location -Relates the different forms water can take as it moves through the water cycle to atmospheric conditions at a given geographic location - Explains that water can take on different forms as it moves through the water cycle depending on atmospheric conditions at a given geographic location -Communicates to others that water takes on various forms as it moves through the water cycle depending on atmospheric conditions at a given geographic location -Acknowledges that thermal energy is transferred throughout the water cycle -Explains how thermal energy is transferred throughout the water cycle by the processes of convection, conduction, and radiation -Explains and diagrams how thermal energy is transferred throughout the water cycle by the processes of convection, conduction, and radiation -Communicates to others how thermal energy is transferred throughout the water cycle by the processes of convection, conduction, and radiation via various technological devices Climate is a description of average weather conditions in a given area due to the transfer of energy an matter through Earth s systems (5.2.F) -Lists the differences in surface temperature -Explains how the differences in surface temperature, due to the different heating and cooling rates of water and soil, affect the temperature and movement of the air above -Uses concepts to explain how the differences in surface temperature affect the temperature and movement of the air above -Diagrams and explains how the differences in surface temperature, due to the different heating and cooling rates of water and soil, affect the temperature and movement of the air above DJHS SBG Science Rubric Page 6

7 -Lists the characteristics of air masses -Recognizes the characteristics of air masses and predict their effect on the weather in a given location -Explains the characteristics of air masses and predict their effect on the weather in a given location -Illustrates the characteristics of air masses and predict their effect on the weather in a given location -States weather conditions associated with cold fronts and warm fronts - Identifies weather conditions associated with cold fronts and warm fronts - Explains weather conditions associated with cold fronts and warm fronts - Illustrates weather conditions associated with cold fronts and warm fronts -Names factors that affect weather patterns in a particular region -Identifies factors that affect weather patterns in a particular region - Differentiates between factors that affect weather patterns in a particular region -Creates a map identifying factors that affect weather patterns in a particular region -Recognizes weather symbols that are used on weather maps -Collects and displays weather data from weather instruments and maps to explain present day weather -Collects and interprets weather data from weather instruments and maps to explain present day weather and to predict the next day s weather -Collects and interprets weather data from weather instruments and maps to explain present day weather and to predict the future weather patterns -Describes significant changes in temperature and barometric pressure may cause dramatic weather phenomena -Describes significant changes in temperature and barometric pressure may cause dramatic weather phenomena -Describes significant changes in temperature and barometric pressure may cause dramatic weather phenomena -Describes significant changes in temperature and barometric pressure may cause dramatic weather phenomena -Defines weather and climate. -Explains the difference between weather and climate. -Differentiates between weather and climate. -Conducts a project differentiating between weather and climate in his/her own regions -Lists factors that affect climate -Explains factors that affect climate -Identifies factors that affect climate -Conducts a project demonstrating factors that affect climate Science 8: Processes and Interactions of the Earth s Systems (Geosphere, Atmosphere, & Hydrosphere) (5) Human is dependent upon and affects Earth s resources and systems Earth s materials are limited natural resources affected by human. (5.3.A) Earth s Resources -Lists the amounts of fresh water and salt water on the Earth to the availability of water as a resource for living organisms and human Earth s Resources -Relates the comparative amounts of fresh water and salt water on the Earth to the availability of water as a resource for living organisms and human Earth s Resources -Creates a diagram showing the amounts of fresh water and salt water on the Earth to the availability of water as a resource for living organisms and human Earth s Resources -Communicates to others the comparative amounts of fresh water and salt water on the Earth to the availability of water as a resource for living organisms and human in a variety of ways DJHS SBG Science Rubric Page 7

8 -Lists the affects of human activities on the quality of water -Describes the affect of human activities on the quality of water -Constructs a table the affect of human activities on the quality of water and tells -Formulate a list of the affects of human activities on the quality of water including activities to avoid Internal Processes and External Events -Lists the ways humans affect the erosion and deposit of soil and rock materials Internal Processes and External Events -Explains the ways humans affect the erosion and deposit of soil and rock materials Internal Processes and External Events -Analyzes the ways human affect the erosion and deposit of soil and rock materials and propose possible solutions Internal Processes and External Events -Apply the concepts dealing with the ways human affect the erosion and deposit of soil and rock materials and propose possible solutions Energy Transformations -Defines renewable and nonrenewable energy sources Energy Transformations -Distinguishes between renewable and nonrenewable energy sources Energy Transformations -Investigates renewable and nonrenewable energy sources Energy Transformations -Creates an experiment comparing various renewable and nonrenewable energy sources Weather/Climate -Lists examples of how the availability of fresh water for humans and other living organisms is dependent upon the water cycle. Weather/Climate -Explains examples of how the availability of fresh water for humans and other living organisms is dependent upon the water cycle. Weather/Climate -Provides examples of how the availability of fresh water for humans and other living organisms is dependent upon the water cycle. Weather/Climate -Researches the availability of fresh water for people and living organisms in his/her community and how it is dependent upon the water cycle. Science 8: Scientific Inquiry (7) Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning and critical thinking Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation (7.1.A and C) -Defines hypothesis -Compares testable questions and hypotheses -Formulates testable questions and hypotheses -Conducts an experiment -Defines independent variable, dependent variables, control, constants, and multiple trials -Identifies and describes the importance of the independent variable, dependent variables, control, constants, and multiple trials to the design of a valid experiment -Identifies and describes the importance of the independent variable, dependent variables, control of constants, and multiple trials to the design of a valid experiment -Identifies and describe the importance of the independent variable, dependent variables, control of constants, and multiple trials to the design of a valid experiment DJHS SBG Science Rubric Page 8

9 -Designs and conducts a valid experiment with a plausible problem -Designs and conducts a valid experiment, with a plausible problem, and hypothesis -Designs and conducts a valid experiment with a plausible problem, hypothesis, executes experimental design successfully -Designs and conducts a valid experiment with a plausible problem, hypothesis, executes experimental design successfully, forms reasonable conclusion based on gathered data & suggests further research ideas Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations (7.1.B and D) -Identifies that observations should be made using the five senses, a variety of tools, and equipment to gather data - Explains that observations -Investigates using should be made using the five observations from the five senses, a variety of tools, and senses, a variety of tools, and equipment to gather data equipment to gather data -Designs and investigates using observations from the five senses, a variety of tools, and equipment to gather data -Identifies proper units used to measure, gather and compare data -Explains the proper units to use to measure, gather and compare data -Performs measurements using the proper units to gather & compare data -Infer the need for other equipment needed to perform measurements and gather and compare data -Identifies the need for an average calculation to be performed -Sets up an average calculation and judges whether measurements and computation of quantities are reasonable -Carries out average calculation properly and judges whether measurements and computation of quantities are reasonable -Carries out average calculation properly and judges whether measurements and computation of quantities are reasonable on his/her own data -Indentifies the need for the procedures and results of investigations and explanations to be communicated through various methods -Explains the need for the procedures and results of investigations and explanations to be communicated through various methods -Formulates a report for the procedures and results of investigations and explanations to be communicated through various methods -Formulates and presents a report for the procedures and results of investigations and explanations to be communicated through various methods Science 8: Impact of Science, Technology and Human Activity (8) The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs Designed objects are used to do things better or more easily and to do some things that could not otherwise be done at all (8.1.A) -Lists some technological improvements have led to the invention of new products that may improve lives here on Earth -Explains how technological improvements have led to the invention of new products that may improve lives here on Earth -Compares various technological improvements that have led to the invention of new products that may improve lives here on Earth -Synthesizes a logical argument on how technological improvements have led to the invention of new products that may improve lives here on Earth DJHS SBG Science Rubric Page 9

10 Advances in technology often result in improved data collection and an increase in scientific information. (8.1.B) -Identifies the link between technological developments and the scientific discoveries made possible through their development -Explains the link between technological developments and the scientific discoveries made possible through their development -Compares the link between technological developments and the scientific discoveries made possible through their development -Analyzes the link between technological developments and the scientific discoveries made possible through their development and proposes their own Technological solutions to problems often have drawbacks as well as benefits (8.1.C) -Lists technological solutions to problems -Describes how technological solutions to problems can have both benefits and drawbacks -Differentiates between technological solutions and how each has problems can have both benefits and drawbacks -Proposes new technological solutions to problems and shows that each can have both benefits and drawbacks Science 8: Impact of Science, Technology and Human Activity (8) Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations (8.2.A) -Identifies how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human -Describes how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human -Compares how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human -Investigates how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validity (8.2.B) -Identifies difficulties science innovators experience as they attempt to break through accepted ideas of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding -Describes the difficulty science innovators experience as they attempt to break through accepted ideas of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding -Collects and displays the difficulties science innovators experience as they attempt to break through accepted ideas of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding - Analyzes the difficulties science innovators experience as they attempt to break through accepted ideas in the last 20 years to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding DJHS SBG Science Rubric Page 10

11 -Lists explanations have changed over time as a result of new evidence -Describes explanations have changed over time as a result of new evidence -Cites evidence that explanations have changed over time as a result of new evidence -Formulates a list of explanations that have changed over time as a result of new evidence Science 8: Impact of Science, Technology and Human Activity (8) Science and technology affect, and are affected by, society Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technology (8.3.B) -Describes ways in which science and society influence one another -Understands ways in which science and society influence one another -Evaluates various ways in which science and society influence one another -Elaborates on ways in which science and society influence one another in his/her own town -Identifies the physical, social, economic, and/or environmental problems that may be overcome using science and technology -Explains the physical, social, economic, and/or environmental problems that may be overcome using science and technology -Identify and evaluate the physical, social, economic, and/or environmental problems that may be overcome using science and technology -Evaluates physical, social, economic, and/or environmental problems in his/her town that may be overcome using science and technology and develops a proposal for change DJHS SBG Science Rubric Page 11