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Science Standards Document
Eighth Grade
Final
Hawaii School Districts
Prepared by Marzano and Associates
1
Grade 8 Summary
Strand
The Scientific Process
The Scientific Process
The Scientific Process
Life and Environmental
Sciences
Physical, Earth and
Space Sciences
Physical, Earth and
Space Sciences
Physical, Earth and
Space Sciences
Physical, Earth and
Space Sciences
Physical, Earth and
Space Sciences
Physical, Earth and
Space Sciences
Total
Standard
Topic
1
2
2
5
Scientific Inquiry
Science, Technology, and Society
Unifying Concepts and Themes
Biological Evolution
Number of
Elements
2
1
1
1
6
Waves
3
7
Forces of the Universe
1
8
Earth Materials
3
8
Earth in the Solar System
2
8
Forces that Shape the Earth
3
8
The Universe
4
21
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 8
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 analyzes the logical link(s) between evidence and the conclusion(s) of an
investigation and determine connections to the real world
 presents or publishes, with clarity and detail, the components of the
experimental design and results of a scientific investigation
Level 3.5
Level 3.0
While engaged in tasks involving scientific inquiry the student will:
 (8.1.1) determine the logical link(s) between the evidence and the
conclusion(s) of an investigation (determine if the conclusion(s) and evidence
from an experiment or other sources are logically linked)
 (8.1.2) communicate the significant components of the experimental design
and results of a scientific investigation (present a formal written report and/or
give an oral presentation that communicates experimental design and results
of an investigation)
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, quantitative, qualitative, experiment, investigation,
measurement, theory, law, prediction, hypothesis, scientific model,
variable, control, data, trial, analyze, inference, problem/research question,
procedures, outlier
 performs basic processes such as:
o recognizing or recalling examples of links between evidence and the
conclusion(s) of an investigation
o recognizing or recalling examples of significant details related to the
experimental design and results of 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
 Ask students to write a laboratory report that analyzes how the patterns/trends
from their observations/data support or don’t support their hypothesis. Ask
students to state real world examples or applications that support their conclusion.
 Ask students to present a complete formal laboratory report that clearly
communicates the results of their investigation.
Level 3.0
 Ask students to write a laboratory report that states whether or not the
observations/data in their investigation supports their hypothesis.
 Ask students to write a formal laboratory report and present their experimental
design and results.
Level 2.0
 Provide students with a blank laboratory report format. Ask students to fill in
information from their investigation with emphasis on terms such as “hypothesis,”
“control,” “variable,” “observations/data,” and “data analysis.”
 Provide students with a blank laboratory report format. Ask students to fill in
information from their investigation with emphasis on terms such as “title,”
problem/question,” “hypothesis,” “materials,” “procedures,”
“observations/data/results,” “data analysis,” and “discussion/conclusion.”
 Ask students to match terms to their given definitions
 Given an investigation, ask students to recognize or recall examples of links
between evidence and the conclusion(s).
 Given a scientific investigation, ask students to recognize or recall examples of
significant details related to the experimental design and results.
4
Topic: Science, Technology, and Society
Strand: The Scientific Process
Standard 2: NATURE OF SCIENCE: Understand that science, technology, and
society are interrelated.
Grade 8
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 evaluates Earth and Space examples of new technology and describes the
relationships among society, science, and technology and how one impacts the
other
Level 3.5
Level 3.0
While engaged in tasks involving science, technology, and society the student
will:
 (8.2.1) describe significant relationships among society, science, and
technology and how one impacts the other (provide Earth and Space examples
of how science, technology, and society have impacted each other)
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, ethics, society, research, bias, tradeoff, risk-benefit analysis,
side effect, impact, relationship, cause and effect, needs, wants
 performs basic processes such as:
o recognizing or recalling examples of relationships between society,
science, and technology
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
 Provide students with a list of new Earth and/or Space technological examples.
Ask students to select one example and evaluate its impact on society or its
potential impact on new scientific or technological advances.
Level 3.0
 Ask students to create a flow or cycle chart that illustrates how a societal need or
want has led to scientific or technological inventions/advances (or vice versa) in
Earth and/or Space science.
Level 2.0
 Provide students with a flow chart that shows the reciprocal relationships between
science, technology, and society. Ask students to provide real world examples of
each component.
 Ask students to identify or produce definitions to the following terms: technology,
ethics, society, research, bias, tradeoff, risk-benefit analysis, side effect, impact,
relationship, cause and effect, needs, wants.
6
Topic: Unifying Concepts and Themes
Strand: The Scientific Process
Standard 2: NATURE OF SCIENCE: Understand that science, technology, and
society are interrelated.
Grade 8
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 evaluates examples of scale and mathematical models and explains how they
are used to support and explain scientific data
Level 3.5
Level 3.0
While engaged in tasks involving unifying concepts and themes the student
will:
 (8.2.2) describe how scale and mathematical models can be used to support
and explain scientific data (describe the scale of a model and mathematically
how it supports and explains scientific data)
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 model, scale, two dimensional, three dimensional, scientific data,
measurement, proportion/ratio, scientific notation, percent, average/mean,
median, mode, frequency, range
 performs basic processes such as:
o providing examples of how scale or mathematical models can be used to
support and explain scientific data
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
 Provide students with a list or group of mathematical charts or scaled models, or,
ask students to construct a 2 or 3-D model. Ask students to evaluate and defend
whether or not each chart or model accurately supports or explains scientific
data/concepts.
Level 3.0
 Provide students with a list or examples of mathematical charts or scaled models.
Ask students to choose an example and explain how it supports or explains a
scientific concept.
Level 2.0
 Provide students with a partial/incomplete mathematical chart or scaled model.
Ask students to calculate and/or determine the missing component(s).
 Ask students to match terms to their given definitions
8
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 8
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 given an introduced change in a physical environment, evaluates how it might
affect the survival of organisms in that system
Level 3.5
Level 3.0
While engaged in tasks involving biological evolution the student will:
 (8.5.1) describe how changes in the physical environment affect the survival
of organisms (explain how organisms respond (e.g., some organisms adapt,
some move out, others die) to changes in the physical environment, such as
tsunamis and hurricanes)
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 cycle, cause, effect, adaptation, interdependent, organisms, resources,
alternative, source, implication, consequence
 performs basic processes such as:
o recognizing or recalling accurate statements about changes in the physical
environment that affect the survival of organisms
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.
9
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 Ask students to select an example of an ecosystem. Given an introduced change
to the physical environment, ask students to evaluate and present examples of
how the change would affect or impact the survival of organisms in that system.
Level 3.0
 Provide students with an example of an ecosystem and a variety of possible
changes to the physical environment (i.e., tsunamis, flooding, hurricanes, or
drought). Ask students to select one change and explain how various organisms
would respond to that change (i.e., some adapt, some move out, others die).
Level 2.0
 Provide students with an example of an ecosystem with an introduced change.
Ask students to identify the components of that ecosystem and identify the
introduced change.
 Ask students to match terms to their given definitions
10
Topic: Forces that Shape the Earth
Strand: Physical, Earth, and Space Sciences
Standard 8: EARTH AND SPACE SCIENCE: Understand the Earth and its
processes, the solar system, and the universe and its contents.
Grade 8
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 analyzes and explains the importance of the sun's role in influencing the
climate and weather on Earth
 explains the relationship between density and convection currents and how
they affect the ocean and atmosphere
 explains the physical characteristics of the oceans over geologic time
Level 3.5
Level 3.0
While engaged in tasks involving forces that shape the Earth the student will:
 (8.8.4) explain how the sun is the major source of energy influencing climate
and weather on Earth (describe how the sun’s heating of the Earth drives
weather systems, ocean currents, and the water cycle)
 (8.8.6) explain the relationship between density and convection currents in the
ocean and atmosphere (describe the relationships between density and
convection currents and the effect on global wind patterns and major ocean
currents)
 (8.8.7) describe and illustrate the physical characteristics of the oceans
(describe a variety of the ocean’s physical characteristics (e.g., size, depth,
geologic history, ocean floor, currents))
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 water cycle, global winds, coriolis effect, jet stream, weather front,
radiation, convection, density, layers of the atmosphere, meteorology
o ocean currents, ocean water, ocean floor, ocean life zones
 performs basic processes such as:
o recognizing or recalling accurate statements about how the sun is the
major source of energy on Earth
o recognizing or recalling accurate statements about density and convection
currents in the ocean and atmosphere
o recognizing or recalling accurate statements about physical characteristics
of the oceans
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.
11
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 Ask students to analyze and explain the importance of the sun’s role in
influencing the Earth’s climate and weather patterns (i.e., scenario, how would the
Earth’s climate or weather patterns be affected if the sun did not exist?).
 Ask students to explain the relationship between density and convection currents
and how they affect the ocean and atmosphere (i.e., discuss the increasing effects
of global warming on the ocean and atmosphere).
 Ask students to explain the physical characteristics of the oceans over geologic
time (i.e., compare and contrast the physical characteristics of an ocean over a
period of time and discuss the implications/consequences, or, predict what the
characteristics of a particular ocean will be in the future).
Level 3.0
 Ask students to diagram and describe how the sun’s heating of the Earth affects
weather systems, ocean currents, and the water cycle.
 Ask students to describe the relationships between density and convection
currents and the effects on global wind patterns and major ocean currents.
 Ask students to diagram and describe the various physical characteristics of the
oceans (i.e., size, depth, geologic history, ocean floor, currents).
Level 2.0
 Ask students to recognize or recall accurate statements about how the sun is the
major source of energy on Earth.
 Provide students with a diagram (ocean and/or atmospheric) of a convection
current. Given key vocabulary/definitions, ask students to label the key
components the convection current.
 Ask students to create a list of the different physical characteristics of oceans.
 Ask students to match terms to their given definitions
12
Topic: The Universe
Strand: Physical, Earth, and Space Sciences
Standard 8: EARTH AND SPACE SCIENCE: Understand the Earth and its
processes, the solar system, and the universe and its contents.
Grade 8
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 analyzes and compares the composition of different objects in the galaxy and
makes inferences about their physical and chemical properties
 analyzes and explains the characteristics and movement patterns of the planets
in our solar system
 compares and contrasts the major components in the universe, their
movements, and their characteristics
 analyzes the role of gravitational force in determining the shape of the motions
of planetary systems
Level 3.5
Level 3.0
While engaged in tasks involving the Universe the student will:
 (8.8.8) describe the composition of objects in the galaxy (describe the physical
properties and chemical composition (e.g., solid, gaseous, hydrogen) of
objects in the galaxy (e.g., stars, planets, comets))
 (8.8.10) compare the characteristics and movement patterns of the planets in
our solar system (compare the movement of the planets in our solar system
(e.g., planets differ in size, orbit, number of moons, composition, surface
features, and movement patterns))
 (8.8.11) describe and give examples of major components of the universe
(describe that the universe consists of billions of galaxies which are classified
by shape and contain most of the visible mass of the universe)
 (8.8.12) describe the role of gravitational force in the motions of planetary
systems (describe how gravitational force keeps the Earth, other planets, and
their moons in their orbits)
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 astronomy, solar system, stars, galaxies, constellations, physical
properties, chemical composition
o planets, asteroids, meteors, comets, satellites, orbit, gravitational force
 performs basic processes such as:
o recognizing or recalling accurate statements about the composition of
objects in the galaxy
o describing the characteristics or movement patterns of the planets in our
solar system
o recognizing or recalling accurate statements about major components of
the universe
o illustrating the motions of planetary systems
However, the student exhibits major errors or omissions regarding the more
13
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.
14
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 Ask students to classify the objects in our galaxy based on their physical
properties and chemical composition. Provide students with a description of a
‘mystery’ celestial object. Ask students to place that ‘mystery’ celestial object
into one of their categories and defend their placement.
 Ask students to analyze how the characteristics and movement patterns of planets
in our solar system have helped scientists hypothesize how our solar system was
formed.
 Ask students to compare and contrast the major components in the universe, their
movements, and their characteristics. Ask students to determine the age of our
galaxy compared to other galaxies citing scientific evidence.
 Ask students to explain what would happen to the orbits of objects if their masses
were changed (i.e., if Earth’s mass was increased or decreased? Or what would
happen if an object struck our moon and decreased its mass in addition to creating
smaller mass debris?).
Level 3.0
 Provide students with Astronomy/space resources. Ask students to determine the
major objects in our galaxy and compare/contrast their physical properties and
chemical composition.
 Ask students to compare the characteristics and movement patterns of planets in
our solar system (i.e., size, orbit, orbital plane, moons, composition, surface
features, temperature, atmosphere, and distance from sun).
 Ask students to describe the major components of our universe (galaxies
classified by shape and the visible mass of the universe).
 Ask students to describe how gravitational force keeps Earth, other planets, and
moons in their orbits.
Level 2.0
 Provide students with Astronomy/space resources and a list of the major objects
in our galaxy. Given a resource list of types of physical properties and chemical
compositions, ask students to identify each object’s properties and composition.
 Ask students to identify the characteristics and movement patterns of planets in
our solar system.
 Ask students to identify the types of galaxies in our universe and their major
components.
 Ask students to illustrate the orbits of the planets (and their moons) in our solar
system
 Ask students to match terms to their given definitions
15
Topic: Earth Materials
Strand: Physical, Earth, and Space Sciences
Standard 8: EARTH AND SPACE SCIENCE: Understand the Earth and its
processes, the solar system, and the universe and its contents.
Grade 8
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 defends a prediction for future continental drift based on knowledge of plate
tectonics
 classifies rocks by their characteristics and justifies their placement into the
three main categories
 diagrams the rock cycle and identifies the major factors (e.g., time, pressure,
temperature) in the formation of igneous, metamorphic, and sedimentary
rocks
Level 3.5
Level 3.0
While engaged in tasks involving Earth materials the student will:
 (8.8.5) explain the concepts of continental drift and plate tectonics (describe
continental drift and how the Earth’s crust is divided into plates that move on
convection currents of magma in the mantle)
 (8.8.1) compare the characteristics of the three main types of rocks and give
examples of each (compare the characteristics of igneous, metamorphic, and
sedimentary rocks)
 (8.8.2) illustrate the rock cycle and explain how igneous, metamorphic, and
sedimentary rocks are formed (diagram the rock cycle, including
interrelationships and formation of igneous, metamorphic, and sedimentary
rocks)
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 theory of continental drift, theory of plate tectonics, lithospheric plates,
plate boundaries, ring of fire, earthquakes,
o mineral, rock, composition, texture
o igneous, magma, intrusive, extrusive, grain
o metamorphic, melting, pressure, heat,
o sedimentary, sediment, clastic, chemical, organic, weathering, erosion,
deposition, compaction, cementation
o rock cycle, melting, cooling, solidification, weathering, erosion,
deposition, compaction, cementation
 performs basic processes such as:
o defining continental drift and plate tectonics
o describing the characteristics of igneous, metamorphic, and sedimentary
rocks
o illustrating and defining the rock cycle
16
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
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 Ask students to diagram a prediction of where the continents will be in the future.
Ask students to defend their prediction based on the concepts of plate tectonics.
 Provide students with a collection of various rocks. Ask students to classify and
further sub-categorize them into the three main types of rocks and justify their
placements.
 Ask students to illustrate the rock cycle and identify the major factors (time,
pressure, temperature, effects of plate tectonics) that can cause a rock to change
its form to another form.
Level 3.0
 Ask students to diagram and explain how the Earth’s crustal plates are affected by
convection currents of magma in the mantle.
 Ask students to compare and contrast the characteristics of the three main types of
rocks (igneous, metamorphic, and sedimentary). Ask students to give examples
of each.
 Ask students to illustrate the rock cycle and explain the various ways that rocks
can change from one form to another.
Level 2.0
 Ask students to define the theory of continental drift and plate tectonics.
 Ask students to list the characteristics of igneous, metamorphic, and sedimentary
rocks.
 Ask students to diagram and label the rock cycle.
 Ask students to match terms to their given definitions
18
Topic: Waves
Strand: Physical, Earth, and Space Sciences
Standard 6: NATURE OF MATTER AND ENERGY: Understand the nature of
matter and energy, forms of energy (including waves) and energy transformations,
and their significance in understanding the structure of the universe.
Grade 8
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 generalizes and explains the relationship between the color of light and
wavelength within the electromagnetic spectrum
 determines the structure of Earth's interior based on the movements of seismic
waves
 explains the key characteristics and properties of mechanical and
electromagnetic waves and provides real world examples
Level 3.5
Level 3.0
While engaged in tasks involving waves the student will:
 (8.6.1) explain the relationship between the color of light and the wavelength
within the electromagnetic spectrum (diagram and explain the small band of
visible light within the larger electromagnetic spectrum)
 (8.6.2) explain how seismic waves provide scientists with information about
the structure of the Earth’s interior (explain the differences between the
movement of seismic waves (e.g., primary ?p’, secondary ?s’, surface) and
provide examples)
 (8.6.3) identify the characteristics and properties of mechanical and
electromagnetic waves (identify the characteristics and properties of
mechanical and electromagnetic waves (e.g., reflection, refraction,
absorption, wavelength))
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 waves, crest, trough, wavelength, wave height, wave speed, frequency,
wave direction, wave energy, mechanical wave
o electromagnetic waves, electromagnetic spectrum, radiation, radio waves,
microwaves, infrared, visible (color of) light, ultraviolet, x rays, gamma
rays
o seismic wave, primary/pressure waves, secondary/shear waves, surface
waves, solid, liquid
 performs basic processes such as:
o recognizing or recalling accurate statements about the relationship
between the color of light and the wavelength within the electromagnetic
spectrum
o recognizing or recalling examples of different seismic waves and
recognizing or recalling accurate statements about how one or more types
of wave provide scientists with information about Earth’s interior
structure
o naming the characteristics and properties of mechanical and
19
electromagnetic waves
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.
20
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
 Ask students to diagram and label the specific wavelengths of each color within
the band of visible light as well as the wavelengths of the other types of
electromagnetic spectrum. Ask students to determine the relationship between
wavelength and frequency within the electromagnetic spectrum.
 Ask students to draw primary and secondary waves as they travel through the
Earth’s layers. Ask students to clearly explain how the movement characteristics
(direction and speed) of the waves determine the structure of the Earth’s layers.
 Ask students to select and present real world examples that illustrate the key
characteristics and properties of mechanical and electromagnetic waves.
Level 3.0
 Ask students to diagram the entire electromagnetic spectrum and label the specific
wavelengths of each color within the band of visible light.
 Provide students with a diagram of the Earth’s layers. Ask students to draw and
explain how primary and secondary waves travel through the Earth’s layers.
 Ask students to compare and contrast the characteristics and properties of
mechanical and electromagnetic waves.
Level 2.0
 Ask students to diagram the entire electromagnetic spectrum (radio waves,
microwave, visible light, infrared radiation, ultraviolet radiation, x-rays, gamma
rays).
 Ask students to diagram and list characteristics of the different types of seismic
waves (primary, secondary).
 Ask students to diagram and list characteristics and properties of mechanical and
electromagnetic waves.
 Ask students to match terms to their given definitions
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Topic: Forces of the Universe
Strand: Physical, Earth, and Space Sciences
Standard 7: FORCE AND MOTION: Understand the relationship between force,
mass, and motion of objects; and know the major natural forces: gravitational,
electric, and magnetic.
Grade 8
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 explains and gives examples of the proportional relationship between mass
and gravity
Level 3.5
Level 3.0
While engaged in tasks involving forces of the Universe the student will:
 (8.7.1) explain that every object has mass and therefore exerts a gravitational
force on other objects (explain that every object exerts a gravitational force on
other objects)
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 matter, mass, gravitational force, universal gravitation, distance
 performs basic processes such as:
o recognizing or recalling accurate statements about the fact that every
object has mass and exerts a gravitational force on other objects
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
 Provide students with a variety of objects of different masses. Ask students to
select several pairs of objects and explain how the gravitational force between
each pairing would vary. Or, compare and contrast how an object’s weight would
change on different planets (i.e., Earth vs. moon, vs. Jupiter, etc.).
Level 3.0
 Ask students to diagram and describe how every object’s mass would exert a
gravitational force on other objects. Ask students to provide real world examples
of gravitational attraction.
Level 2.0
 Ask students to define a list of terms such as matter, mass, gravity, gravitational
force, attraction.
 Provide students with statements about the mass of objects and gravitational
force, ask students to identify which are correct and which are incorrect.
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Topic: Earth in the Solar System
Strand: Physical, Earth, and Space Sciences
Standard 8: EARTH AND SPACE SCIENCE: Understand the Earth and its
processes, the solar system, and the universe and its contents.
Grade 8
Level 4.0
In addition to Level 3.0, in-depth inferences and applications that go beyond
what was taught such as:
 compares how the Earth's predictable motions and tilt on its axis affect the
seasons and weather patterns in different regions of the world
 diagrams and analyzes the predictable motions of the Earth and moon and its
impact on Earth
Level 3.5
Level 3.0
While engaged in tasks involving the Earth in the Solar System the student
will:
 (8.8.3) describe how the Earth’s motions and tilt on its axis affect the seasons
and weather patterns (diagram and explain how Earth’s motions and tilt on its
axis affect the seasons and weather patterns)
 (8.8.9) explain the predictable motions of the Earth and moon (explain the
phenomena caused by the predictable motions of the Earth and moon (e.g.,
day, night, seasons, year, eclipses, phases of the moon, tides))
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 rotation, axis, day, night, revolution, year, season, orbit, solstice, equinox,
o weather, climate, atmosphere, radiation, air masses, clouds, air pressure,
wind
o phases, eclipses, tides
 performs basic processes such as:
o recognizing or recalling accurate statements about the fact that the Earth’s
motions and tilt on its axis affect the seasons and weather patterns
o describing the predictable motions of the Earth or moon
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
 Ask students to diagram and compare how seasons and weather patterns differ at
different locations (i.e., regions, hemispheres) of the Earth.
 Ask students to diagram and analyze how the predictable motions of the Earth and
moon impact the Earth and its inhabitants. How would these phenomena be
affected given introduced changes?
Level 3.0
 Ask students to diagram and explain how the Earth’s motions (rotation,
revolution) and axis tilt affect seasons and weather patterns.
 Ask students to explain how the predictable motions of the Earth and moon
explain phenomena (i.e., day/night, seasons, year, phases of the moon, eclipses,
tides).
Level 2.0
 Ask students to match terms (i.e., rotation, axis, orbit, revolution, seasons,
weather/climate, atmosphere, radiation, air masses, clouds, air pressure, and wind)
to their definitions.
 Ask students to recognize or recall accurate statements about the fact that the
Earth’s motions and tilt on its axis affect the seasons and weather patterns.
 Ask students to describe the predictable motions of the Earth or moon.
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