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Science Standards Document
Seventh Grade
Final
Hawaii School Districts
Prepared by Marzano and Associates
1
Grade 7 Summary
Strand
The Scientific Process
The Scientific Process
The Scientific Process
Life and Environmental
Sciences
Life and Environmental
Sciences
Life and Environmental
Sciences
Life and Environmental
Sciences
Life and Environmental
Sciences
Life and Environmental
Sciences
Life and Environmental
Sciences
Total
Standard
Topic
1
1
2
3
Scientific Inquiry
Scientific Knowledge
Science, Technology, and Society
Cycles of Matter and Energy
Number of
Elements
2
1
1
1
3
Interdependence
2
3
3
4
Cells, Tissues, Organs, and Organ
Systems
Classification
5
Heredity
3
5
Unity and Diversity
2
5
Biological Evolution
1
1
17
2
Topic: Scientific Inquiry
Strand: The Scientific Process
Standard 1: SCIENTIFIC INVESTIGATION: Discover, invent, and investigate
using the skills necessary to engage in the scientific process.
Grade 7
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 presents work or publishes work
Level 3.5
Level 3.0
While engaged in tasks involving scientific inquiry the student will:
 (7.1.1) design and safely conduct a scientific investigation to answer a
question or test a hypothesis (identify the dependent and independent
variables, write an experimental design, and safely conduct the experiment)
 (7.1.2) explain the importance of replicable trials (explain the importance of
multiple trials in a scientific investigation to ensure that results are replicable
and precise)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o scientific observations
o experiment
o measurement
o theory
o law
o prediction
o hypothesis
o scientific model
o variable
o control
 performs basic processes such as:
o recognizing or recalling examples of the dependent and independent
variables in a scientific investigation
o recognizing or recalling accurate statements about the purpose of multiple
trials in a scientific investigation
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
3
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 (7.1.1.) Ask students to present their scientific investigation to peers or to the
community; or publish their work.
 (7.1.2.) Ask students to present to peers or to the community an explanation of
why a scientific investigation should have replicable trials.
Level 3.0
 (7.1.1.) Ask students to design and safely conduct a scientific investigation to
answer a question or test a hypothesis
 (7.1.2.) Ask students to display two examples of a scientific investigation, one
sample will have results with one trial; the second sample will have a sample with
multiple trials. Ask students to compare and contrast between the two samples
and report on which one gives more reliable support for answering the problem
statement with more accuracy.
Level 2.0
 (7.1.1.) Provide students with a sample scientific investigation. Ask students to
identify the components of a scientific investigation (ex: What is the hypothesis?
What are the variables? What is the control? Etc…).
 (7.1.2.) Provide students with two examples of a scientific investigation, one
sample will have results with one trial; the second sample will have a sample with
multiple trials, include statements about the purpose of multiple trials in a
scientific investigation, referencing the two examples. Ask students to identify
which statements are accurate and which are inaccurate.
 Ask students to match terms to their given definitions.
4
Topic: Science, Technology, and Society
Strand: The Scientific Process
Standard 2: NATURE OF SCIENCE: Understand that science, technology, and
society are interrelated.
Grade 7
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 creates a works cited page with proper formatting
Level 3.5
Level 3.0
While engaged in tasks involving science, technology, and society the student
will:
 (7.2.1) explain the use of reliable print and electronic sources to provide
scientific information and evidence (explain how the evidence found in a wide
variety of print and electronic sources (e.g., database programs, internet) can
be used to develop conclusions)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o technology
o ethics
o society
o research
o bias
o tradeoff
o risk-benefit analysis
o side effect
 performs basic processes such as:
o recognizing or recalling accurate statements about how print and
electronic sources can be used to provide scientific information and
evidence
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
5
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 (7.2.1.) Ask students to create a works cited page with proper formatting.
Level 3.0
 (7.2.1.) Ask students to explain the use of reliable print and electronic sources to
provide scientific information and evidence.
Level 2.0
 (7.2.1.) Ask students to match terms like technology, ethics, society, research,
bias, tradeoff, risk-benefit analysis, and side effect with their definitions.
 Ask students to recognize or recall accurate statements about how print and
electronic sources can be used to provide scientific information and evidence.
6
Topic: Scientific Knowledge
Strand: The Scientific Process
Standard 1: SCIENTIFIC INVESTIGATION: Discover, invent, and investigate
using the skills necessary to engage in the scientific process.
Grade 7
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 designs a new experiment to test a new hypothesis
Level 3.5
Level 3.0
While engaged in tasks involving scientific knowledge the student will:
 (7.1.3) explain the need to revise conclusions and explanations based on new
scientific evidence (explain why conclusions and explanations need to be
revised, based on new evidence in a journal article and/or published scientific
evidence)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o data
o trial
o analyze
o inference
 performs basic processes such as:
o recognizing or recalling accurate statements about the necessity to revise
conclusions and explanations based on new scientific evidence
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
7
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 (7.1.3.) Ask students to present a conclusion to an experiment they have studied
which had an original outcome that changed over time. The student should
explain how the change was due to conducting replicable trials, eliminating
obvious bias and errors.
Level 3.0
 (7.1.3.) Ask students to present a conclusion to an experiment they have studied
which had an original outcome that changed over time. This change was due new
scientific evidence found in subsequent investigations.
Level 2.0
 (7.1.3.) Provide students with an example of an experiment which had an original
outcome that changed over time, ask students to identify the changes that need to
be made to the conclusion.
 Ask students to match terms to their given definitions.
8
Topic: Interdependence
Strand: Life and Environmental Sciences
Standard 3: ORGANISMS AND THE ENVIRONMENT: Understand the unity,
diversity, and interrelationships of organisms, including their relationship to cycles
of matter and energy in the environment.
Grade 7
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 explains the consequences if a biotic or an abiotic factor were added or deleted
from a specific type of ecosystem (ex. sharks are hunted to extinction by
humans-- what happens to all other organisms in that ecosystem)
Level 3.5
Level 3.0
While engaged in tasks involving interdependence the student will:
 (7.3.2) explain how organisms interact and depend on one another (explain
how organisms in a biological community interact (e.g., predator/prey,
producer/consumer, parasitism, mutualism, competition, cooperation, niche))
 (7.3.3) explain how biotic and abiotic factors affect the carrying capacity and
sustainability of an ecosystem (identify and describe how biotic and abiotic
factors (e.g., available resources, disease, competition, predation, climate,
habitat) affect the health and carrying capacity of an ecosystem)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o species
o population
o community
o ecosystem
o niche
o competition
o predation
o symbiosis
o producers
o consumers
o food web
o food chain
 performs basic processes such as:
o recognizing or recalling accurate statements about how organisms interact
with and depend on one another
o describing how biotic or abiotic factors affect the carrying capacity and
sustainability of an ecosystem
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
9
Level 0.5
Level 0.0
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
10
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 (7.3.2.) Ask students to select a sample ecosystem and explain the consequences
if a biotic or abiotic factor were added or deleted from a specific type of
ecosystem.
 (7.3.3.) Ask students to select a sample ecosystem and explain how biotic and
abiotic factors affect the carrying capacity and sustainability of an ecosystem.
Level 3.0
 (7.3.2.) Provide students with a sample ecosystem and ask students explain how
organisms interact and depend on one another.
 (7.3.3.) Provide students with a sample ecosystem and ask students explain how
biotic and abiotic factors affect the carrying capacity and sustainability of an
ecosystem.
Level 2.0
 (7.3.2.) Ask students to match terms like “species, population, community,
ecosystem, niche, competition, predation, symbiosis, producers, consumers, food
web, food chain,” with their definitions.
 (7.3.3.) Ask students to match terms like “available resources, disease,
competition, predation, climate, habitat,” with their definitions.
 Ask students to recognize accurate statements about how organisms interact with
and depend on one another.
 Ask students to describe how biotic or abiotic factors affect the carrying capacity
and sustainability of an ecosystem.
11
Topic: Heredity
Strand: Life and Environmental Sciences
Standard 5: DIVERSITY, GENETICS, AND EVOLUTION: Understand genetics
and biological evolution and their impact on the unity and diversity of organisms.
Grade 7
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 creates and presents own pedigree
Level 3.5
Level 3.0
While engaged in tasks involving heredity the student will:
 (7.5.1) compare and contrast sexual and asexual reproduction (compare the
advantages and disadvantages of sexual and asexual reproduction in terms of
variation in offspring (e.g., sexual reproduction allows for greater genetic
variation; asexual reproduction limits the spread of disadvantageous
characteristics in a species))
 (7.5.2) describe how an inherited trait can be determined by one or more genes
which are found on chromosomes (explain how traits can be determined by
one or more genes (e.g., eye color, attached or non-attached earlobes, color of
flowers))
 (7.5.3) explain that small differences between parents and offspring could
produce descendants that look very different from their ancestors (explain how
small differences due to the exchange and interaction of genetic information
from parents are passed down to offspring and over successive generations
can result in great differences)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o reproduction
o DNA
o genes
o heredity
o meiosis
o chromosomes
o homologous
o fertilization
o zygote
o cloning
o dominant alleles
o recessive alleles
o punnett square
o genotype
o phenotype
 performs basic processes such as:
o describing differences between sexual and asexual reproduction
12
o
naming inherited traits that are determined by one or more genes which
are found on chromosomes
o recognizing or recalling examples of differences between parents and
offspring
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
13
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 (7.5.1.) Ask students to show a pedigree using both sexual and asexual
reproducers in order to compare and contrast between the two methods of
reproduction.
 (7.5.2.) Ask students to show how a trait is passed from parent to offspring in a
pedigree.
 (7.5.3.) Ask students to show how a trait is masked or made more likely to be
expressed in any given pedigree.
Level 3.0
 (7.5.1.) Provide students with examples of sexual and asexual reproducers. Ask
students to compare the advantages and disadvantages of both types of
reproduction.
 (7.5.2.) Provide students with examples of inherited traits. Ask students to explain
how the traits can be determined by one or more genes which are found on
chromosomes.
 (7.5.3.) Provide students with examples of varying pedigree’s that include
mutation, dominant, recessive, and sex linked traits. Ask students to describe how
small differences from parent to offspring could produce descendants that look
very different from their ancestors.
Level 2.0
 (7.5.1.) Ask students to match terms like, “reproduction, sexual and asexual
reproduction, meiosis, mitosis” with their definitions.
 (7.5.2.) Ask students to match terms like, “trait, DNA, chromosomes, genes,
heredity, homologous, dominant alleles, recessive alleles, punnett square,
genotype, phenotype,” with their definitions.
 (7.5.3.) Ask students to match terms like, “chromosomes, meiosis, genes,
homologous, fertilization, zygote, cloning, dominant and recessive alleles,
genotype, phenotype, mutation, sex linked trait,” with their definitions.
 Ask students to describe differences between sexual and asexual reproduction.
 Ask students to name inherited traits that are determined by one or more genes
which are found on chromosomes.
 Ask students to recognize or recall examples of differences between parents and
offspring.
14
Topic: Cycles of Matter and Energy
Strand: Life and Environmental Sciences
Standard 3: ORGANISMS AND THE ENVIRONMENT: Understand the unity,
diversity, and interrelationships of organisms, including their relationship to cycles
of matter and energy in the environment.
Grade 7
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 draws and explains cycles of matter and energy (ex. nitrogen cycle), and
explains what would happen if one part of the cycle were removed
 draws and explains Chemosythesis (ex. in a Deep ocean food web)
Level 3.5
Level 3.0
While engaged in tasks involving cycles of matter and energy the student will:
 (7.3.1) explain how energy moves through food webs, including the roles of
photosynthesis and cellular respiration (illustrate and describe the role of
photosynthesis and cellular respiration in transferring energy through a
chosen food web)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o photosynthesis
o respiration
o decomposition
o energy pyramid
o primary consumer
o secondary consumer
o tertiary consumer
 performs basic processes such as:
o describing how energy moves through food webs
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
15
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 (7.3.1.) Ask students to select a sample ecosystem and provide an explanation of
cycles of matter and energy moving through food webs, including the roles of
photosynthesis and cellular respiration.
Level 3.0
 Provide students with an example ecosystem. Ask students to explain how energy
moves through food webs including the roles of photosynthesis and cellular
respiration.
Level 2.0
 Ask students to match terms like “ photosynthesis, cellular respiration,
decomposition, energy pyramid, primary consumer, secondary consumer, tertiary
consumer” with their definitions.
 Ask students to describe how energy moves through food webs.
16
Topic: Classification
Strand: Life and Environmental Sciences
Standard 4: STRUCTURE AND FUNCTION IN ORGANISMS: Understand the
structures and functions of living organisms and how organisms can be compared
scientifically.
Grade 7
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 gives examples and explains – physiological examples, bone (anatomical)
structures, embryologic development, DNA and gene similarities/differences
Level 3.5
Level 3.0
While engaged in tasks involving classification the student will:
 (7.4.4) classify organisms according to their degree of relatedness (analyze the
degree of relatedness among selected organisms by comparing the similarities
and differences found in internal and external anatomical features)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o levels of classification
o taxonomy
o binomial nomenclature
o heterotroph
o autotroph
o vertebrates
o invertebrates
o taxonomic key
 performs basic processes such as:
o recognizing or recalling accurate statements about ways to classify
organisms (e.g., according to their degree of relatedness)
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
17
Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 (7.4.4.) Ask students to give examples and explain – physiological example, bone
(anatomical), structures, embryologic development, DNA and gene
similarities/differences.
Level 3.0
 (7.4.4.) Provide students a list and ask students to classify organisms according to
their degree of relatedness.
Level 2.0
 (7.4.4.) Ask students to match terms like, “levels of classification, taxonomy,
binomial nomenclature, heterotroph, autotroph, vertebrates, invertebrates,
taxonomic key” with their definitions.
 Ask students to recognize or recall accurate statements about ways to classify
organisms.
18
Topic: Unity and Diversity
Strand: Life and Environmental Sciences
Standard 5: DIVERSITY, GENETICS, AND EVOLUTION: Understand genetics
and biological evolution and their impact on the unity and diversity of organisms.
Grade 7
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 compares and contrasts the different potential outcomes of a specific gene
pool based on sexual reproduction vs. asexual reproduction
 creates an imaginary organism with specific body structures that effect its
ability to survive within a specific ecosystem and shows if that organism will
survive over multiple generations
Level 3.5
Level 3.0
While engaged in tasks involving unity and diversity the student will:
 (7.5.4) analyze how organisms’ body structures contribute to their ability to
survive and reproduce (analyze how body structures of different organisms
contribute to their survival and reproduction (e.g., Hawaiian Honeycreeper’s
bills))
 (7.5.6) explain why variations in a species’ gene pool contribute to its survival
in a constantly changing environment (explain why the variations in genes that
determine the structure, behavior, and physiology of a species increase the
likelihood that at least some members of its species will survive in a constantly
changing environment)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o adaptation
o variation
o mutations
o natural selection
o niche
o fitness
o sexual selection
 performs basic processes such as:
o recognizing or recalling examples of body structures that contribute to an
organisms ability to survive and reproduce
o recognizing or recalling accurate statements about variations in a species’
gene pool that contribute to its survival in a constantly changing
environment
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
19
Level 0.5
Level 0.0
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
20
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 (7.5.4.) Ask students to create an imaginary organism with specific body
structures that affect its ability to survive within a specific ecosystem and show if
that organism will survive over multiple generations.
 (7.5.6.) Ask students to present an organism of their choosing and compare and
contrast the different outcomes of its gene pool.
Level 3.0
 (7.5.4.) Provide students with an example of an organism. Ask students to analyze
how the organisms’ body structures contribute to their ability to survive and
reproduce.
 (7.5.6.) Provide students with a species gene pool and environment. Ask students
to explain why variations in a species gene pool contribute to its survival in a
constantly changing environment.
Level 2.0
 (7.5.4.) Ask students to match terms like, “adaptation, variation, mutation, natural
selection, niche, fitness, and sexual selection,” to their definitions.
 (7.5.6.) Ask students to match terms like, “environment” to its definition.
 Given a list or picture of various organisms, ask students to recognize or recall
examples of body structures that contribute to an ability to survive and reproduce.
 Given statements about variations in a species’ gene pool that contribute to its
survival in a constantly changing environment, ask students to recognize which
are accurate and which are inaccurate.
21
Topic: Cells, Tissues, Organs, and Organ Systems
Strand: Life and Environmental Sciences
Standard 4: STRUCTURE AND FUNCTION IN ORGANISMS: Understand the
structures and functions of living organisms and how organisms can be compared
scientifically.
Grade 7
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 describes physiological/chemical processes involved in the function of cells
(ex: electron transport, krebs cycle, light and dark phases of photosynthesis)
Level 3.5
Level 3.0
While engaged in tasks involving cells, tissues, organs, and organ systems the
student will:
 (7.4.1) describe the cell theory (describe the theory that all organisms are
made up of cells that are the basic building blocks of life; some organisms are
unicellular but others are multi-cellular)
 (7.4.2) describe the basic structure and function of various types of cells
(describe the structure and function of a cell (e.g., plant, animal, and
prokaryotic; muscle, nerve, bone))
 (7.4.3) describe the levels of organization in organisms (describe the levels of
organization within an organism beginning with the smallest unit of life up to
the whole organism (e.g., cellular, tissue, organ, organ system, and whole
organism))
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o prokaryote
o eukaryote
o unicellular
o multicellular
o cell division
o microscopic
o tissue
o organ
o organ system
 performs basic processes such as:
o defining the cell theory
o recognizing or recalling examples of the basic structure and function of 2
or more types of cells
o providing examples of the levels of organization in organisms
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
22
Level 0.5
Level 0.0
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
23
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 (7.4.1.) Ask students to present the cell theory to classmates.
 (7.4.2.) Ask students to chose a type of cell and explain the
physiological/chemical processes involved in the function of cells (ex. electron
Transport, krebs cycle, light and dark phases of photosynthesis).
 (7.4.3) Ask students to explain the levels of organization for any biological
organism (ex. plant or animal).
Level 3.0
 (7.4.1.) Ask students to describe the cell theory.
 (7.4.2.) Provide students with different types of cells. Ask students to describe the
basic structure and function of each type of cell presented.
 (7.4.3.) Provide students an example of each level of organization and ask
students to rank order it from smallest to largest.
Level 2.0
 (7.4.1.) Ask students to recite 3 key concepts of the cell theory.
 (7.4.2.) Ask students to match terms like, “prokaryote, eukaryote, unicellular,
multicellular, plant cell, animal cell, including (muscle, nerve, and bone cells)”
with their definitions.
 (7.4.3.) Ask students to match terms like “atom, molecule, organelle, cell, tissue,
organ, organ system, organism, population, community, and ecosystem” with
their definitions.
 Ask students match given cells to their structures and functions.
 Ask students to provide examples of the levels of organization in organisms.
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Topic: Biological Evolution
Strand: Life and Environmental Sciences
Standard 5: DIVERSITY, GENETICS, AND EVOLUTION: Understand genetics
and biological evolution and their impact on the unity and diversity of organisms.
Grade 7
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 creates a timeline that represents the different Era’s and how life forms have
changed throughout the geologic time scale to the present day. Includes
environmental conditions for each time frame.
Level 3.5
Level 3.0
While engaged in tasks involving biological evolution the student will:
 (7.5.5) explain how fossils provide evidence that life and environmental
conditions have changed over time (explain how fossil evidence supports the
theory of biological evolution)
The student exhibits no major errors or omissions.
Level 2.5
Level 2.0
In addition to Level 3.0 performance, in-depth inferences and applications with
partial success.
No major errors or omissions regarding the simpler details and process and partial
knowledge of the more complex ideas and processes.
There are no major errors or omissions regarding the simpler details and
processes as the student:
 recognizes or recalls specific terminology such as:
o extinction
o fossil
o evolution
o biodiversity
o Charles Darwin
 performs basic processes such as:
o describing how fossils provide evidence that life or the environment have
changed over time
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes.
Level 1.5
Level 1.0
Level 0.0
Partial knowledge of the simpler details and processes but major errors or omissions
regarding the more complex ideas and procedures.
With help, a partial understanding of some of the simpler details and processes and some of the
more complex ideas and processes.
Level 0.5
With help, a partial understanding of some of the simpler details and processes but
not the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
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Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 (7.5.5.) Ask students to create a timeline that represents the different Era’s and
how different life forms have changed throughout the geologic time scale to the
present day. Include environmental conditions for each time frame.
Level 3.0
 (7.5.5.) Provide students with a geologic time scale. Ask students to explain how
fossils provide evidence that life and environmental conditions have changed over
time.
Level 2.0
 (7.5.5) Ask students to match terms like, “extinction, fossil, evolution,
biodiversity, Charles Darwin,” to their definitions.
 Ask students to describe how fossils provide evidence that life or the environment
have changed over time.
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