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PRIORITIZED STANDARDS

SCI-MS.LS2.02

Life Science Logo7th Grade (SCI) Life Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics

SCI-MS.LS2.02 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.
Disciplinary Core Ideas
LS2.A: Interdependent Relationships in Ecosystems Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall specific terminology (predator/prey, producer/consumer, symbiotic relationships, biotic and abiotic factors, habitat and niche, competition, levels of organization in the ecosystem: species, population, community, ecosystem).  
  • I can identify symbiotic relationships.

Reasoning Targets

  • I can predict what would happen to an ecosystem with changing ratios of producers, consumers, or decomposers. 
  • I can compare and contrast habitat and niche. 
  • I can differentiate symbiotic relationships. 

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology.
  • identify symbiotic relationships
Vocabulary: predator/prey, producer/consumer, symbiotic relationships, biotic and abiotic factors, habitat and niche, competition, levels of organization in the ecosystem: species, population, community, ecosystem.
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • predict what would happen to an ecosystem with changing ratios of producers, consumers, or decomposers.
  • compare and contrast habitat and niche.
  • differentiate symbiotic relationships
  • relate competition in across and within ecosystems to resource availability.
  • explain predator/prey interactions
Sample Activity:
Good buddies symbiosis game
Ecosystem interactions research project
Predator/Prey online simulations and labs
Analyzing predator/prey population graphs
Relates resource available to the type of organisms found in an ecosystem and recognizes the adaptations of those organisms to the environment.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Click Here to view the Proficiency Scale.

Resources

Vocabulary

  • predator/prey 
  • producer/consumer 
  • symbiotic relationships
  • biotic and abiotic factors 
  • habitat and niche
  • carrying capacity 
  • limiting factors 
  • cooperation and competition 
  • trophic levels 
  • levels of the ecosystem

Websites

  • Ecosystems 
  • Symbiosis
  • Chapter 25 of Life Science textbook
  • Title of website with a URL to open in a new window

SCI-MS.LS2.03

Life Science Logo7th Grade (SCI) Life Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics 

SCI-MS.LS2.03 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.
Disciplinary Core Ideas
LS2.B: Cycle of Matter and Energy Transfer in Ecosystems Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall specific terminology (carrying capacity, limiting factors, food chain, food web, energy pyramid, abiotic and biotic factors, trophic levels (decomposer, producer, and consumer).  
  • I can identify a food chain or food web.  
  • I can identify the producer, consumer, and decomposer. 

Reasoning Targets

  • I can explain the importance of producers to an ecosystem.    
  • Skills (Performance) Targets
  • I can trace the flow of energy through a system.  

Skills (Performance) Targets

  • I can

Product Targets

  • I can construct a food chain and/or a food web.

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology.
  • identifiy a food chain or food web.
  • identify the producer, consumer, and decomposer.
Vocabulary: carrying capacity, limiting factors, food chain, food web, energy pyramid, abiotic and biotic factors, trophic levels (decomposer, producer, and consumer)
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • explain the importance of producers to an ecosystem
  • trace the flow of energy through a system.
  • explain how matter and energy are conserved
  • identify the cycling of matter between living and nonliving parts of an ecosystem
Sample Activity:
constructs a food web for a specific ecosystem
interprets an energy pyramid and relates the population size to the available producers
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • carrying capacity 
  • limiting factors 
  • food chain 
  • food web 
  • energy pyramid 
  • abiotic and biotic factors 
  • trophic levels
    (decomposer, producer, and consumer)

Websites

  • Cycling of Matter 
  • Chapter 24 of Life Science textbook
  • Title of website with a URL to open in a new window

SCI-MS.LS3

BPSS-SCI logo DCI Life Science LS3

Heredity: Inheritance and Variation of Traits

Performance Expectations

LS3 help students formulate an answer to the question, “How do living organism s pass traits from one generation to the next?”

The LS3 Disciplinary Core Idea includes two sub-ideas: Inheritance of Traits and Variation of Traits. Students can use models to describe ways gene mutations and sexual reproduction contribute to genetic variation. Crosscutting concepts of cause and effect and structure and function provide students with a deeper understanding of how gene structure determines differences in the functioning of organisms.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

SCI-MS.LS3.01

Life Science Logo7th Grade (SCI) Life Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

SCI-MS.LS3.01 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.

Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.
Disciplinary Core Ideas
LS3.A: Inheritance of Traits Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual.
LS3.B: Variation of Traits Genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism.

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall specific terminology (genes, DNA, chromosome, mutation, amino acids, protein synthesis, nitrogen bases, adenine, cytosine, thymine, guanine, DNA replication, sugar and phosphate siderail, double helix).

Reasoning Targets

  • I can explain how mutations located on chromosomes may affect proteins. 
  • I can describe how the changes in DNA replication cause harmful, beneficial, or neutral effects.  
  • I can describe the structure of DNA.  
  • I can compare and contrast genes, DNA, and chromosomes. 

Skills (Performance) Targets

  • I can pair nitrogen bases to show DNA replication.  

Product Targets

  • I can create a model of DNA. 

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology.
  • describe the structure of DNA.
  • compare and contrast genes, DNA, and chromosomes.
  • create a model of DNA.
  • pairs nitrogen bases to show DNA replication.
Vocabulary: genes, DNA, chromosome, mutation, amino acids, protein synthesis, nitrogen bases, adenine, cytosine, thymine, guanine, DNA replication, sugar and phosphate siderails, double helix
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • explain how mutations located on chromosomes may affect proteins.
  • describe how the changes in DNA replication cause harmful, beneficial, or neutral effects.
Sample Activity:
construct a model of DNA, show a mutation on the sequence
label a diagram of DNA, identify a mutation
identify the function of a gene and how a mutation can affect the function of the protein produced
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Click Here to view the proficiency scale. 

Resources

Vocabulary

  • genes
  • DNA
  • chromosome
  • mutation
  • amino acids
  • protein synthesis
  • nitrogen bases
  • adenine
  • cytosine
  • thymine
  • guanine
  • DNA replication
  • sugar and phosphate siderails
  • double helix

Websites

  • Chapters 4 and 5 of Life Science textbook 
  • Title of website with a URL to open in a new window

SCI-MS.LS3.02

Life Science Logo7th Grade (SCI) Life Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

SCI-MS.LS3.02 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.

Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation. (mitosis, meiosis, and binary fission)
Disciplinary Core Ideas
LS1.B: Growth and Development of Organisms Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring (secondary).
LS3.A: Inheritance of Traits Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes inherited. LS3.B: Variation of Traits In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall specific terminology  (dominant, recessive, heterozygous, homozygous, purebred, hybrid, allele, genes, DNA, chromosome, asexual reproduction, mitosis, phases of cell cycle (interphase, prophase, metaphase, anaphase, telophase, and cytokinesis), spindle fibers, sexual reproduction, meiosis, Punnett square, pedigree, inheritance, fertilization, zygote, haploid, diploid, sperm, egg, daughter cells, genotype, phenotype, trait). 

Reasoning Targets

  • I can compare and contrast meiosis and mitosis.

Skills (Performance) Targets

  • I can draw and label the phases of the cell cycle (in a body cell). 

Product Targets

  • I can create a Punnett square and describe the outcome of the cross.

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology.
Vocabulary: dominant, recessive, heterozygous, homozygous, purebred, hybrid, allele, genes, DNA, chromosome, asexual reproduction, Mitosis, phases of cell cycle (Interphase, Prophase, Metaphase, Anaphase, Telophase, and Cytokinesis), spindle fibers, sexual reproduction, Meiosis, punnett square, pedigree, inheritance, fertilization, zygote, haploid, diploid, sperm, egg, daughter cells, genotype, phenotype, trait
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • draw and label the phases of the cell cycle (in a body cell) emphasizing the movement of chromosomes.
  • compare and contrast Meiosis and Mitosis.
  • create a Punnett square and describe the outcome the cross.
  • compare the results of asexual and sexual reproduction in different organism
Sample Activity:
students make a model of mitosis and relate the starting genetic material to the ending genetic material.
students use a model of meiosis to show how sexual reproduction results in offspring with a unique genetic combination
students use Punnett squares to model the gene combinations possible from sexual reproduction.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Click Here to view the Proficiency Scale

Resources

Vocabulary

  • dominant
  • recessive
  • heterozygous
  • homozygous
  • purebred
  • hybrid
  • allele
  • genes
  • DNA
  • chromosome
  • asexual reproduction
  • mitosis
  • phases of cell cycle
    (interphase, prophase, metaphase, anaphase, telophase, and cytokinesis)
  • spindle fibers
  • sexual reproduction
  • meiosis
  • Punnett square
  • pedigree
  • inheritance
  • fertilization
  • zygote
  • haploid
  • diploid
  • sperm
  • egg
  • daughter cells
  • genotype
  • phenotype
  • trait

Websites

  • Chapter 4 of Life Science textbook 
  • Title of website with a URL to open in a new window

SCI-MS.LS3.02.mm

Life Science Logo7th Grade (SCI) Life Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

SCI-MS.LS3.02.mm Develop and use a model to describe why asexual reproduction ends with offspring with identical genetic information and sexual reproduction results in offspring with genetic variation (mitosis and meiosis).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can compare and contrast meiosis and mitosis.

Skills (Performance) Targets

  • I can draw and label the phases of the cell cycle (in a body cell)

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology.
Vocabulary: text
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • draw and label the phases of the cell cycle (in a body cell) emphasizing the movement of chromosomes.
  • compare and contrast Meiosis and Mitosis.
Sample Activity:
students make a model of mitosis and relate the starting genetic material to the ending genetic material.
students use a model of meiosis to show how sexual reproduction results in offspring with a unique genetic combination .
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Click Here to view the Proficiency Scale

Resources

Vocabulary

  • mitosis
  • meiosis
  • phases of cell cycle 
    (interphase, prophase, metaphase, anaphase, telophase, and cytokinesis)

Websites

  • Chapter 4 of Life Science textbook 
  • Title of website with a URL to open in a new window

SCI-MS.LS3.02.ps

Life Science Logo7th Grade (SCI) Life Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

SCI-MS.LS3.02.ps Develop and use a Punnett square to show that sexual reproduction ends with offspring with genetic variation.  Model how genes are transmitted from parents to offspring.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can create a Punnett square and describe the outcome of the cross.

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology.
Vocabulary: list
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • create a Punnett square and describe the outcome the cross.
  • compare the results of asexual and sexual reproduction in different organism
Sample Activity:
students use Punnett squares to model the gene combinations possible from sexual reproduction.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Click Here to view the Proficiency Scale

Resources

Vocabulary

  • Punnett square
  • listt

Websites

  • Chapter 4 of Life Science textbook 
  • Title of website with a URL to open in a new window

SCI-MS.LS4

BPSS-SCI logo DCI Life Science LS4

Biological Evolution: Unity and Diversity

Performance Expectations

LS4 help students formulate an answer to the question, “ How do organisms change over time in response to changes in the environment?”

The LS4 Disciplinary Core Idea is divided into four sub-ideas: Evidence of Common Ancestry and Diversity, Natural Selection , Adaptation, and Biodiversity and Humans . Students can construct explanations based on evidence to support fundamental understandings of natural selection and evolution. They can use ideas of genetic variation in a population to make sense of organisms surviving and reproducing, hence passing on the traits of the species. They are able to use fossil records and anatomical similarities of the relationships among organisms and species to support their understanding. 

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

SCI-MS.LS4.02

Life Science Logo 7th Grade (SCI) Life Science Standards
[LS4] Biological Evolution: Unity and Diversity

SCI-MS.LS4.02 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.

Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures (examples could include bone structure comparisons of different organisms).
Disciplinary Core Ideas
LS4.A: Evidence of Common Ancestry and Diversity Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-MS.LS4.04

Life Science Logo7th Grade (SCI) Life Science Standards
[LS4] Biological Evolution: Unity and Diversity 

SCI-MS.LS4.04 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.

Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.
Disciplinary Core Ideas
LS4.B: Natural Selection Natural selection leads to the predominance of certain traits in a population, and the suppression of others.

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall specific terminology (geographic isolation, mutation, variation, adaptation, natural selection, trait, evolution, species, vestigial structures, DNA, embryology, homologous structures).  
  • I can list the three sources of variation (mutation, geographic isolation, movement).  
  • I can recall Charles Darwin’s principals of natural selection.

Reasoning Targets

  • I can explain how variation in a population can lead to the formation of a new species.  
  • I can explain why variation is important in a population. 
  • I can describe the effects of natural selection.   
  • I can list and explain the evidences of evolution. 

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology.
  • list the three sources of variation.
  • recall Charles Darwin’s principles of natural selection. 
Vocabulary: geographic isolation, mutation, variation, adaptation, natural selection, trait, evolution, species, vestigial structures, DNA, embryology, homologous structures
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • explain how variation in a population can lead to the formation of a new species.
  • describe the effects of natural selection. 
  • explain why variation is important in a population.
  • list and explain the evidences of evolution. 
  • explain how natural selection influences the passing on of traits.
Sample Activity:
model the influence of the environment on traits by calculating allele frequencies over several generations.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Click Here to view the Proficiency Scale

Resources

Vocabulary

  • geographic isolation
  • mutation
  • variation
  • adaptation
  • natural selection
  • trait
  • evolution
  • species
  • vestigial structures
  • DNA
  • embryology
  • homologous structures

Websites

  • Chapter 6 of Life Science textbook 
  • Title of website with a URL to open in a new window

STANDARD 2 SCIENCE INQUIRY

SCI-07.2

Standard 2:  Science Inquiry

Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks.

SCI-07.2.01

 

Science Targeted Benchmarks

Standard 2: Science Inquiry

SCI-07.2.01 Communicate the results of scientific investigations using an appropriate format (e.g., journals, lab reports, diagrams, presentations, discussions)

     7.2a -- Explain the components of a scientific investigation

     7.2b -- Use appropriate tools and techniques to gather and analyze data

 

Student Learning Targets:

Knowledge Targets

  • I can identify the components of a scientific investigation (ex. hypothesis, observation, data collection, data interpretation, communication of results, replicable).

Reasoning Targets

  • I can explain the components of a scientific investigation (ex. hypothesis, observation, data collection, data interpretation, communication of results, replicable).

Skills Domain (Performance) Targets

  • I can use appropriate tools to gather and analyze data.
  • I can use appropriate techniques to gather and analyze data.

Proficiency Scale

Score   Description Sample Activity
4.0 The student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -Done independently and consistently, connects to real world or other content areas
  3.5 The student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 A partial understanding of some of the simpler details and processes and some of the more complex ideas and processes, or received help. -
  0.5 Little or no understanding of the 2.0 or 3.0 content.

Resources

Websites

Vocabulary

  • hypothesis
  • observation
  • Independent variable
  • Dependent variable
  • Control
  • Constant

 

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