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Science Level 3- Earth Science
PILOT 2012-2013
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Content Standards
Standard
Advanced
Proficient
Developing
Emerging
TIDES- recognizing
the effect of the
moon and sun on
tides
* Constructs own tide table
based on Alaskan
geography and the position
of our sun and moon to
predict future tide
* Compares and contrasts
different types of tides and
identifies what they look
like on a tide table
* Demonstrates how
gravity, the sun, and the
moon effect the tide
* Uses a tide table to
predict tides
* Explains gravity and its
effect on the tides
* Defines ebb, neap,
diurnal, semidiurnal,
mixed semidiurnal, and
spring tide
AURORA
BOREALISexplaining the
phenomena of the
aurora
* Justifies the reasons
humans track and predict
solar activity
* Identifies the different
colors produced by the
aurora and distinguishes
what causes them
* Predicts aurora activity
based on solar activity
* Illustrates the causes of
the aurora
* Defines the aurora
borealis
* Identifies the causes of
the aurora borealis
CLIMATE CHANGEevaluating causes,
effects, preventions,
and mitigations of
human impact on
climate
* Evaluate & revise peer,
local, national, and/or
global plans to prepare for
or prevent climate change
* Analyze local and global
effects of climate change
* Propose viable small and
large scale plans for local
or global climate change
issue
* Explains how Earth's
climate has changed in
geologic history
* Illustrates greenhouse
effect
* Lists causes and effects
of climate change
* Lists ideas to prevent
further climate change
STAR CYCLErecognizing how a
star changes over
time
* Validate your illustration
by including an original
visual of each stars
chemical changes through
cycle
* Illustrates and labels an
original life cycle diagram
of our sun and a massive
star
* Compare the life cycle of
our sun to that of a larger
star
* Describes how stars
produce energy
* Defines star cycle,
nebula, protostar, sun,
red giant, planetary
nebula, white dwarf, blue
supergiant, black hole
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PHENOMENA OF
THE UNIVERSEdescribing
phenomena in the
universe
*Questions peers and
proposes next step in
research
* Evaluates importance of
experiments and research
on the chosen phenomena
BIG BANG THEORY- * Assembles an original
timeline from the
describing the Big
beginning up to when
Bang Theory and
Earth is formed
exploring the
* Include scientific
evidence that
evidence that supports
supports it
different parts of the
timeline
EROSION AND
* Compare and contrast
DEPOSITIONyour landforms to your
recognizing the
peers
dynamic interaction * Evaluate your peers
of erosion and
conclusions with support or
deposition including appropriate criticism where
human causes
needed
* Defend or revise your
own as needed
PLATE TECTONICS- * Critique your peers maps
describing how the
and revise your own where
theory of plate
needed
tectonics explains
* Combine the details of
the dynamic nature your map with the seismic
of its surface
data and other sources to
construct an original
timeline of the geology of
Alaska
* Examines current
experiments and research
being done on 2
phenomena and shares
with peers
* Identifies why things
listed are considered
phenomena
* Defines phenomena,
gravity, dark matter, dark
energy, extra-terrestrial
life, neutrinos, antimatter,
time
* Identify phenomena
listed or otherwise that
you are interested in
* Restates the big bang
theory in own words
* Defines universe,
galaxy, solar system,
planet
* Examine evidence that
supports the big bang
theory
* Translate a big bang
theory timeline (using a
valid source) from the
beginning up to when
Earth is formed
* Analyze local or a chosen
areas landforms and
geology and propose an
explanation of which due
to erosion, deposition, or
both. Include human
interaction
* Classify different
* Defines weathering,
landforms in 3 groups
erosion, deposition,
(erosional, depositional, or cementation
both) and share your
* Lists landforms created
reasoning with peers
by erosion and deposition
*Research actual examples
and locations of each word
you defined within Alaska
and the Pacific Ocean and
correlate them to your own
map
* Examine seismic data of
Alaska
* Identifies and lists pieces
of evidence for the theory
of plate tectonics including
what can by observed in
Alaska
* Compare and contrast
the 4 volcano types based
on how the look and how
they erupt
* Translate a map of
major plates of the world
* Define mountain range,
mid-ocean ridge, ocean
trench, seamounts, and
abyssal plains
* Define and sketch the
following types of
volcanoes: shield, cindercone, super, & strato
(also known as
composite)
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ROCK CYCLEcreating a model to
demonstrate the rock
cycle
* Generate a story that
explains how certain rocks
change from one to
another and includes
composition, formation
location, and an estimated
timeline of events
* Correctly categorizes
different rocks based on
limited information based
on composition and
location
* Use rock cycle diagram
to explain how rocks
change
* Successfully identifies
minerals in listed rocks
using mineral guide
* Successfully identifies
rocks using rock guide
* Defines rock, mineral,
igneous, sedimentary,
metamorphic
* Lists 6 or more rocks in
each category
WATER CYCLEapplying knowledge
of the water cycle to
explain changes in
the Earth’s surface
* Compares the fast
moving parts of the water
cycle to the slow moving
parts of the water cycle
* Describes how humans
historically and currently
have affected the water
cycle
* Designs an original water * Labels a water cycle
cycle diagram and labels
diagram with the different
the different stages
stages
* Partially defines the
different stages of a
water cycle while using a
reference
BIOGEOCHEMICAL
CYCLES-explains
how biogeochemical
cycling changes the
Earth’s surface and
atmosphere
* Present your selected
* Examines biological role * Compares water, oxygen,
water issue and include a of plants, animals, humans and carbon cycle diagrams
critique of a current
and microscopic organisms and plots defined words
solution or propose one of in cycles
your own
* Analyze one current
* Evaluate your peers
water issue in Alaska or
solutions and defend your globally and break down
own
the causes and effects
while using the defined
words
*Describes the different
stages of a water cycle,
including details on the
transitions between stages
* Describes how humans
historically and currently
have affected the water
cycle
Process Standards
* Defines condensate,
evaporate, sublimate,
melt, freeze, deposit,
precipitation, respiration,
decomposition,
infiltration,
photosynthesis, dissolve,
ground water, and
storage
Number
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Content
Advanced
Proficient
*Diagrams experiment
*Constructs appropriate
data table (if necessary)
Developing
* Identify purpose of
experiment
* Identifies materials
needed
* Selects observation
method(s)
Emerging
EXPERIMENT
DESIGNdemonstrates
science process by
asking questions,
identifying a
purpose, and
composing a
procedure
HYPOTHESISdemonstrates
science process by
writing appropriate
hypothesis and
testable questions
* Establish safety rules
and actions
* Compose detailed step
by step procedure
* Evaluates hypothesis and * Uses a testable question * Identifies when to use a
either defends or revises
correctly
hypothesis or testable
based on experiment
* Uses a hypothesis
question or both
correctly
* Defines hypothesis and
testable question
OBSERVATIONSdemonstrates
science process by
making qualitative
and quantitative
observations using
appropriate methods
RESULTSdemonstrates
science process by
analyzing data
statistically and
comparing
qualitative and
quantitative
observations
* Constructs and defends
conclusions by citing
observations
* Collects quantitative data
using table
* Collects qualitative data
using appropriate methods
*Lists different types of
observations
* Defines the difference
between qualitative and
quantitative data
* Use data to construct
graphic organizers
including captions
* Determine median,
* Summarize observations
mode, range, and mean of by identifying what is most
data
important
* Compare and contrast
qualitative and quantitative
observations
* Selects appropriate
observation types prior to
experiment
* Constructs organized
data table
* Lists questions
concerning problem
* Recalls scientific
method * Research
background information
on topic
* Identifies value & use of
qualitative and
quantitative data
collected
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CONCLUSIONdemonstrates
science process by
interpreting data,
evaluating original
purpose, validating
or revising
hypothesis, and
presenting final
conclusion.
PRESENTATIONCommunicate
investigation
methods and results
to an audience
SCIENCE
NOTEBOOKMaintain a science
notebook that
explains scientific
ideas, solutions, and
methods. AND
Documents scientific
work: questions,
data, inferences,
conclusions, next
steps, technical
drawings, reflections
and metadata
* Presents conclusion to
peers, teacher, or
community
* Defends findings and/or
revises experiment design
* Interprets gathered data * Outlines conclusion
* Define conclusion
using data table, statistics, based on observations and * Identify the different
and/ or graphic organizer results
parts needed when
* Determine if testable
writing a conclusion
question was answered
* Validates or revises
hypothesis
*Presents scope and sequence *Presents scope and sequence
of scientific investigation
of scientific investigation
including hypothesis, methods, including hypothesis, methods,
analysis and conclusion to
analysis and conclusion to
peers and community members peers
*Defends conclusion
* Answers questions from
audience
*Describes and illustrates
scope and sequence of
scientific investigation
including hypothesis, methods,
analysis, and conclusion in
science journal
* Notebook is very
organized and justifies the
improvement of scientific
work through the class
* Notebook includes
* Science notebook
partially complete table of (paper or digital) is
contents
turned in but incomplete
* Notebook contains notes,
observations, and
experiments in correct
order
* Notebook is organized
using table of contents and
provides evidence of
scientific work
*Explains the scope and
sequence of a scientific
investigation to teacher in
journal
* Research chosen
event(s)
* Paraphrase the who,
what, where, when, why,
and how of the event
* Identifies & lists recent
scientific events
(discovery, invention, or
breakthrough)
* Evaluate current
challenges and construct a
plan of action to help solve
them
* Analyze the history of
this activity and report on
the important
advancements made
through time
* Illustrate these principles
with graphic organizers
* Identify the current
challenges
* Identifies the scientific
principles involved in a
current subsistence
activity
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INFLUENCES AND
INNOVATIONExplains the
importance of the
advancement of
scientific knowledge
and innovations
* Defend the actions of
each party involved in the
innovation and controversy
* Express your own
feelings on the topic
* Research to determine if
any controversy or
argument was involved
with the topic or person(s)
involved
* Identifies the influences
of these discoveries
* Report on the men and
women responsible for this
innovation
* Lists some important
innovations involved in
the Level 3 topics of
study
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SERENDIPITYDescribes the role of
serendipity in
scientific discoveries
and recognizes
scientific knowledge
is ongoing and
subject to change.
* Justify or criticize
scientists that earn
notoriety or wealth for
making an accidental
discovery
* Researches one of the
* Compares listed
chosen events and
discoveries of interest
presents it to peers
* Evaluates the importance
of the discovery
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* Compare own research
* Predict the effects of this
to peers in order to
event to our society in the
evaluate and debate the
future
level of importance of each
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CURRENT
DISCOVERIESPredicts and
evaluates the
possible effects of a
recent scientific
discovery, invention,
or scientific
breakthrough.
SUBSISTENCE AND
SCIENCE- Describes
the scientific
principles involved in
a subsistence activity
(e.g. hunting,
fishing, gardening).
* Defines serendipity
* Lists serendipitous
discoveries of the past