Standards | Level 2 Proficiency I can identify correct information. |
Level 3 Proficiency I can recall correct information. |
Level 4 Proficiency I can teach correct information |
Knowledge and Understanding Essential vocabulary and concepts |
Quiz A01 Process Skills |
Test A01
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Project / Presentation showing Analysis, Synthesis, or Evaluation of information. |
Math: Charts Graphs, and Tables |
Math activities Homework |
Math activities Homework |
Project / Presentation showing Analysis, Synthesis, or Evaluation using data and math. |
Reading: I can show that I read and understand informational texts. |
Reading activities Homework Textbook activities |
Reading activities Homework Textbook activities |
Project / Presentation showing Analysis, Synthesis, or Evaluation of reading. |
Writing: Quick writes, lab reports, technical design reports, essays, etc. |
Writing activities Homework Textbook activities |
Writing activities Homework Textbook activities |
Project / Presentation showing Analysis, Synthesis, or Evaluation through writing. |
Labs: Notebook write-ups of labs, experimental, and observation activities. |
Virtual Lab activities Classwork |
Class Lab activity
notebook write-ups & classwork |
Project / Presentation Design of an original experiment showing understanding. |
Technology (Engineering) and
Society: Design, research, building prototypes, etc. |
Classwork |
Design activity,
research write-ups & classwork |
Project / Presentation Research or the design of things people can use. |
Weekly Graded Assignments include:
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daily notebook classwork,
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MS-ETS-ED Engineering DesignStudents who demonstrate understanding can:(a) Evaluate ideas for solving an environmental problem to determine which designs best meet the criteria and constraints of the problem and take into account scientific principles and short and long-term consequences. [Clarification Statement: Students compare sand blasting, chemical solvent, and high heat for removing graffiti; evaluate different plans for solving problems due to invasive species.] [Assessment Boundary: A numerical weighting system may be used to evaluate designs, but not an advanced mathematical model.] (b) Develop a better design by combining characteristics of different solutions to arrive at a design that takes into account relevant scientific principles and better meets the needs of society. [Clarification Statement: For example, students develop a design for a highly energy efficient automobile by combining ideas from different car ads.] [Assessment Boundary: Limit arguments to qualitative characteristics.] (c) Compare different designs by building physical models and running them through the same kinds of tests, while systematically controlling variables and recording the results to determine which design performs best. [Clarification Statement: For example, students test different designs for a bridge by building and testing a model or compare different designs for a hydroponic farm by building and testing small scale models in the classroom.] (d) Use a computer simulation to test the effectiveness of a design under different operating conditions, or test what would happen if parameters of the model were changed, noting how the simulation may be limited in accurately modeling the real world. [Clarification Statement: Examples include simulating how a solar hot water system would function in different seasons or parts of the world and simulating the effects of different preventive actions in slowing the spread of disease during an epidemic.] [Assessment Boundary: Students should be given simulation software to use and not expected to create their own.] (e) Refine a design by conducting several rounds of tests, modifying the model after each test, to create the best possible design that meets the most important criteria. [Clarification Statement: For example, students refine the design of a model building to withstand an earthquake, strengthening failure points after each test, or refine the design of a water filtration system by adding physical and chemical components and retesting after each change.] (f) Communicate information about a proposed solution to a problem, including relevant scientific principles, how the design was developed, how it meets the criteria and constraints of the problem, and how it reduces the potential for negative consequences for society and the natural environment. [Clarification Statement: Students develop a poster, slide presentation, or oral design concept presentation.] [Assessment Boundary: Arguments should be limited to qualitative characteristics.] Disciplinary Core Ideas
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MS-ETS-ETSS Links Among Engineering, Technology, Science, & SocietyStudents who demonstrate understanding can:(a) Provide examples to explain how advances in engineering have resulted in new tools and instruments for measurement, exploration, modeling, and computation that enable new scientific discoveries, which in turn lead to the development of entire industries and engineered systems. [Clarification Statement: Examples include: microscopes enabled the germ theory of disease, which led to the development of antibiotics, stimulating growth of the pharmaceutical industry; discoveries in physics led to development of the integrated circuit, and computers, leading to many scientific breakthroughs, and spawning new industries.] (b) Obtain, evaluate, and communicate information about a technology that draws on natural resources to improve health of people and the natural environment, and was eventually found to have negative impacts, requiring regulations on its use or new technologies to reduce its negative impacts. [Clarification Statement: Examples include the introduction of new chemicals for refrigeration that were less toxic, but were later found to reduce the ozone layer; the adoption of fossil fuels for energy that eliminated the need to decimate forests for heating and cooking, but were later found to change the atmosphere and climate.] (c) Construct an explanation for how a technological system has changed over time, based on evidence about how these changes were driven by: (1) people’s changing needs, desires, and values, (2) the findings of scientific research, and (3) factors such as climate, natural resources, and economic conditions. [Clarification Statement: Use diagrams, timelines, or other representations to show factors that have shaped a major technological system over time (e.g., energy, transportation, manufacturing, food production and distribution).] [Assessment Boundary: Explanations do not need to include all possible factors or be quantitative.] (d) Construct arguments for and against the development of a new technology based on potential short and long term impacts (positive and negative) on the health of people, and the natural environment. [Clarification Statement: Students should consider the pros and cons of different new technologies such as maglev rail, genetically engineered crops, wearable computers, human space travel, and new energy systems that exploit renewable resources.] Disciplinary Core Ideas
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