Download Environmental Science - Chetek

Chetek-Weyerhaeuser High School
Environmental Science Units and Learning Targets
Environmental Science A
Unit 1 Science and the Environment (10 days)
Learning Targets
1. I can evaluate the relationship between Environmental Science and Ecology,
differentiating between the two, but also explaining their interdependence on one
another.
Learning
Target
I can evaluate the relationship between Environmental Science and
Ecology, differentiating between the two, but also explaining their
interdependence on one another.
Proficiency Descriptor
Definition
4
Proficient
I can evaluate the relationship between Environmental
Science and Ecology, differentiating between the two,
but also explaining their interdependence on one another
using scientific studies.
3
Developing
I can analyze scientific studies in order to determine
whether or not the studies were rooted in Environmental
Science or Ecology.
2
Basic
I can differentiate between Environmental Science and
Ecology using examples.
1
Minimal
I can define Environmental Science and Ecology
0
No Evidence
No Evidence
2. I can analyze the impact humans have had on the environment from before the
Neolithic Revolution to current times, comparing and contrasting the lifestyles led by
humans during each major period of human existence, using examples to justify my
analysis.
Learning
Target
I can analyze the impact humans have had on the environment from before
the Neolithic Revolution to current times, comparing and contrasting the
lifestyles led by humans during each major period of human existence,
using examples to justify my analysis.
Proficiency Descriptor
Definition
4
Proficient
I can analyze the impact humans have had on the
environment from before the Neolithic Revolution to
current times, comparing and contrasting the lifestyles
led by humans during each major period of human
existence, using examples to justify my analysis.
3
Mr. Bogdan
Developing
I can compare and contrast each of the time periods and
3/3/2017
2
Basic
1
Minimal
0
No Evidence
environmental impacts of each.
I can describe the major time periods and human impacts
of each.
I can list the major time periods and environmental
impacts of humans during each period.
No Evidence
3. I evaluate how each of the environmental problems is impacting the local and global
ecosystems, providing examples and major contributors to each problem. I will
suggest potential solutions to each problem and explain ways that these issues can be
mitigated.
Learning
Target
I evaluate how each of the environmental problems is impacting the local
and global ecosystems, providing examples and major contributors to each
problem. I will suggest potential solutions to each problem and explain
ways that these issues can be mitigated.
Proficiency Descriptor
Definition
4
Proficient
I evaluate how each of the environmental problems is
impacting the local and global ecosystems, providing
examples and major contributors to each problem. I will
suggest potential solutions to each problem and explain
ways that these issues can be mitigated.
3
Developing
I can explain major contributors for each of the three
major environmental problems and describe their impacts
on local and global ecosystems.
2
Basic
I can provide examples of the three major categories of
environmental problems and identify issues they are
causing in ecosystems.
1
Minimal
I can identify the three major categories of environmental
problems.
0
No Evidence
No Evidence
4. I can explain the Tragedy of the Commons and relate it to local environmental issues,
developing realistic solutions to the issues.
Learning
Target
Proficiency
4
3
2
1
Mr. Bogdan
I can explain the Tragedy of the Commons and relate it to local
environmental issues, developing realistic solutions to the issues.
Descriptor
Definition
Proficient
I can explain the Tragedy of the Commons and relate it to
local environmental issues, developing realistic solutions
to the issues.
Developing
I can summarize a real example of the Tragedy of the
Commons in recent history.
Basic
I can utilize a fictitious example to illustrate the Tragedy
of the Commons.
Minimal
I can define the Tragedy of the Commons.
3/3/2017
0
No Evidence
No Evidence
Unit 2 Human Population Growth ( 10 days)
Learning Targets
1. I can analyze social, economic, and environmental issues associated with human
population growth and suggest realistic solutions to these problems.
Learning
Target
I can evaluate social, economic, and environmental issues associated with
human population growth and suggest realistic solutions to these
problems.
Proficiency Descriptor
Definition
4
Proficient
I can evaluate social, economic, and environmental issues
associated with human population growth and suggest
realistic solutions to these problems.
3
Developing
I can explain issues associated with the growth of the
human population over the last 200 years.
2
Basic
I can describe how and why the human population size
and growth rate has changed over the last 200 years.
1
Minimal
I can list reasons the human population has grown.
0
No Evidence
No Evidence
2. I can analyze population charts and use population growth rate formulas to predict
population growth, growth rates, and doubling time.
Learning
Target
Proficiency
4
3
2
1
0
I can analyze population charts and use population growth rate formulas to
predict population growth, growth rates, and doubling time.
Descriptor
Definition
Proficient
I can analyze population charts and use population
growth rate formulas to predict population growth,
growth rates, and doubling time. In addition, I can find
missing pieces of population demographic data using
information from the formulas that I know.
Developing
I can interpolate using population growth data.
Basic
I can calculate doubling time and population growth
given the formulas.
Minimal
I can interpret data in a population graph.
No Evidence
No Evidence
3. I can rationalize steps being taken by World powers attempting to mitigate both
population growth and impacts that growing populations are having on resources.
Learning
Target
I can rationalize steps being taken by World powers attempting to mitigate
both population growth and impacts that growing populations are having
on resources.
Proficiency Descriptor
Definition
Mr. Bogdan
3/3/2017
4
Proficient
3
Developing
2
Basic
1
Minimal
0
No Evidence
I can rationalize steps being taken by World powers
attempting to mitigate both population growth and
impacts that growing populations are having on
resources.
I can summarize steps being taken by World powers
attempting to mitigate both population growth and
impacts that growing populations are having on
resources.
I can describe impacts of growing populations to natural
resources.
I can list conventions and summits held regarding
population growth
No Evidence
Unit 3 Land Use Issues and Planning (12 days)
Learning Targets
1. I can decipher between regional land use in the U.S, explaining what each region has
for major resources and how that has shaped each regions development of urban and
rural areas.
Learning
Target
I can decipher between regional land use in the U.S, explaining what each
region has for major resources and how that has shaped each regions
development of urban and rural areas.
Proficiency Descriptor
Definition
4
Proficient
I can decipher between regional land use in the U.S,
explaining what each region has for major resources and
how that has shaped each regions development of urban
and rural areas.
3
Developing
I can decipher between regional land use and identify
major geographical influences on the resources in each
geographic region of the U.S.
2
Basic
I can describe impacts that people were having on land
and resources in the U.S. in the last 300 years.
1
Minimal
I can summarize land use in the U.S. in the last 300
years.
0
No Evidence
No Evidence
2. I can distinguish between the various types of land and their uses.
Learning
Target
I can distinguish between the various types of land and their uses in
Wisconsin and the United States, identifying how much of each type there
is and justifying the importance of each land type to environmental health
through ecosystem services rendered.
Proficiency Descriptor
Definition
4
Proficient
I can distinguish between the various types of land and
Mr. Bogdan
3/3/2017
3
Developing
2
Basic
1
Minimal
0
No Evidence
their uses in Wisconsin and the United States, identifying
how much of each type there is and justifying the
importance of each land type to environmental health
through ecosystem services rendered.
I can explain the difference between each land type and
the ecosystems they support.
I can use a visual representation to display the different
land types in Wisconsin and their amount of surface
coverage.
I can list each of the different land types in Wisconsin and
the U.S.
No Evidence
3. I can defend a position regarding a land use issue (fracture sand mining) using
evidence to support my stance and describe strategies communities utilize to deal
with land use issues.
Learning
Target
I can defend a position regarding a land use issue (fracture sand mining)
using evidence to support my stance and describe strategies communities
utilize to deal with land use issues.
Proficiency Descriptor
Definition
4
Proficient
I can defend a position regarding a land use issue (fracture
sand mining) using reliable evidence to support my stance
and describe strategies communities utilize to deal with
land use issues.
3
Developing
I can explain the impacts of fracture sand mining on the
environment, economy, and community.
2
Basic
I can describe why fracture sand mining should be a
community decision and why it needs to be handled as
such.
1
Minimal
I can list strategies that communities use to deal with land
use issues.
0
No Evidence No Evidence
Unit 4 Renewable and Nonrenewable Energy Resources (12 days)
Learning Targets
1. I can justify the pursuit of new energy sources for the United States and World in
order to make environmentally conscientious and responsible decisions.
Learning
Target
I can justify the pursuit of new energy sources for the United States and
World in order to make environmentally conscientious and responsible
decisions.
Proficiency Descriptor
Definition
4
Proficient
I can justify the pursuit of new energy sources for the
United States and World in order to make environmentally
Mr. Bogdan
3/3/2017
2.
3
Developing
2
Basic
1
0
Minimal
No Evidence
conscientious and responsible decisions.
I can compare and contrast renewable and nonrenewable
energy sources, identifying the impacts of each.
I can identify renewable and nonrenewable energy sources
and describe shifts in energy sources in the U.S. in the last
300 years, .
I can list energy sources in the U.S. in the last 300 years.
No Evidence
I can argue the benefits and drawbacks of a chosen energy source in terms of supply,
demand, environmental concerns, use, future, cost, availability, practicality, etc. using
evidence to support my argument
Learning
Target
I can explain the benefits and drawbacks of a chosen energy source in
terms of supply, demand, environmental concerns, use, future, cost,
availability, practicality, etc
Proficiency Descriptor
Definition
4
Proficient
I can argue the benefits and drawbacks of a chosen energy
source in terms of supply, demand, environmental
concerns, use, future, cost, availability, practicality, etc.
using evidence to support my argument
3
Developing
I explain the benefits and drawbacks of a chosen energy
source in terms of supply, demand, environmental
concerns, use, future, cost, availability, practicality, etc.
2
Basic
I can compare and contrast the energy source against other
renewable and nonrenewable energy sources.
1
Minimal
I can describe a specific energy source.
0
No Evidence No Evidence
3.
I can develop an integrated energy plan for US energy needs, rationalizing the use of each
source.
Learning
Target
Proficiency
4
3
2
1
0
Mr. Bogdan
I can develop an integrated energy plan for US energy needs, rationalizing
the use of each source.
Descriptor
Definition
Proficient
I can develop an integrated energy plan for USA’s energy
needs, rationalizing the use of each source.
Developing
I explain the practicality of various sources of energy in
different regions of the United States.
Basic
I explain the current use of each energy source across the
United States.
Minimal
I can identify the energy demand for the United States.
No Evidence No Evidence
3/3/2017
4.
I can design and construct a model wind turbine revising and reconstructing in order to
produce the greatest power output possible.
Learning
Target
Proficiency
4
3
2
1
0
I can design and construct a model wind turbine revising and
reconstructing in order to produce the greatest power output possible.
Descriptor
Definition
Proficient
I can design and construct a model wind turbine revising
and reconstructing in order to produce the greatest power
output possible.
Developing
I can design and construct a model wind turbine,
describing the science behind my design and explaining
how it will work.
Basic
I can design and construct a model wind turbine.
Minimal
I can design a model wind turbine.
No Evidence No Evidence
Unit 5 Global Climate Change (12 days)
Learning Targets
1. I can explain the elements of climate and analyze the Earth's energy balance,
explaining how shifts could cause climate change.
Learning
Target
Proficiency
4
3
2
1
0
I can explain the elements of climate and analyze the Earth’s energy
balance, explaining how shifts could cause climate change.
Descriptor
Definition
Proficient
I can explain the elements of climate and analyze the
Earth’s energy balance, explaining how shifts could cause
climate change.
Developing
I can describe factors that could cause shifts in climate
and Earth’s energy balance.
Basic
I can identify factors that influence climate and Earth’s
energy balance.
Minimal
I can define climate and weather.
No Evidence No Evidence
2. I can identify various sources of evidence used to chart climate and apply the
evidence to determine the proximate and ultimate causes.
Learning
Target
I can identify various sources of evidence used to chart climate and apply
the evidence to determine the proximate and ultimate causes of climate
change.
Proficiency Descriptor
Definition
4
Proficient
I can identify various sources of evidence used to chart
climate and apply the evidence to determine the proximate
and ultimate causes of climate change.
Mr. Bogdan
3/3/2017
3
2
Developing
Basic
1
Minimal
0
No Evidence
I can analyze pieces of evidence related to climate change.
I can describe how the sources of evidence can be utilized
to analyze climate change.
I can identify various sources of evidence used to chart
climate change.
No Evidence
3. I can analyze the impact of climate change on environmental, biological, and social
systems.
Learning
Target
Proficiency
4
3
2
1
0
I can analyze the impact of climate change on environmental, biological,
and social systems.
Descriptor
Definition
Proficient
I can analyze the impact of climate change on
environmental, biological, and social systems.
Developing
I can explain the impact on environmental, biological, and
social systems.
Basic
I describe the impacts of climate change on
environmental, biological, and social systems.
Minimal
I list impacts of climate change on the environment,
ecosystems, and society.
No Evidence No Evidence
4. I can compare climate change mitigation and adaptation strategies (macro and micro)
in light of environmental, economic, political, and ethical impact.
Learning
Target
I can compare climate change mitigation and adaption strategies (macro
and micro) in light of environmental, economic, political, and ethical
impacts.
Proficiency Descriptor
Definition
4
Proficient
I can compare climate change mitigation and adaption
strategies (macro and micro) in light of environmental,
economic, political, and ethical impacts.
3
Developing
I can explain macro mitigation and adaptation strategies
for environmental, economic, political, and ethical
impacts.
2
Basic
I can describe mitigation strategies for climate change for
two of the four categories.
1
Minimal
I can list strategies used to mitigate climate change.
0
No Evidence No Evidence
5. I can use data and evidence to justify claims relating to climate, climate change, and
mitigation.
Learning
Mr. Bogdan
I can use data and evidence to justify claims relating to climate, climate
3/3/2017
Target
change, and mitigation.
Proficiency Descriptor
Definition
4
Proficient
I can use data and evidence to justify claims relating to
climate, climate change, and mitigation.
3
Developing
I can discriminate between pseudo-data and scientifically
accurate data with regard to climate change.
2
Basic
I can interpret data related to climate change.
1
Minimal
I can identify evidence of climate change.
0
No Evidence No Evidence
Environmental Science B
Unit 1 Ecosystems and Energy Flow (8-10 days)
Learning Targets
1. I can analyze the impacts of altering different components in an ecosystem.
Learning
Target
Proficiency
4
3
2
1
0
I can analyze the impacts of altering different components in an
ecosystem.
Descriptor
Definition
Proficient
I can analyze the impacts of altering different components
in an ecosystem.
Developing
I can explain the necessity of different components in an
ecosystem.
Basic
I can describe a niche and identify examples in
ecosystems
Minimal
I can identify the different levels of organization that build
up to an ecosystem.
No Evidence No Evidence
2. I can construct a food web illustrating the flow of energy and describing relationships
for a local aquatic ecosystem.
Learning
Target
Proficiency
4
3
2
1
0
Mr. Bogdan
I can construct a food web illustrating the flow of energy and describing
relationships for a local aquatic ecosystem.
Descriptor
Definition
Proficient
I can construct a food web illustrating the flow of energy
and describing relationships for a local aquatic ecosystem.
Developing
I can explain the life cycles and feeding habits of various
macroinvertebrates identified in my local waterway.
Basic
I can decipher between producers, primary, secondary,
and tertiary consumers.
Minimal
I can identify macroinvertebrates from a local waterway.
No Evidence No Evidence
3/3/2017
3. I can explain the transfer and conversion of energy (what it is being used for),
biomass (digestive efficiencies), and populations from one trophic level to the next in
ecosystem pyramids, identifying possible exceptions to the general rule. (F 12.11)
Learning
Target
I can explain the transfer and conversion of energy (what it is being used
for), biomass (digestive efficiencies), and populations from one trophic
level to the next in ecosystem pyramids, identifying possible exceptions to
the general rule.
Proficiency Descriptor
Definition
4
Proficient
I can explain the transfer and conversion of energy (what
it is being used for), biomass (digestive efficiencies), and
populations from one trophic level to the next in
ecosystem pyramids, identifying possible exceptions to
the general rule.
3
Developing
I can describe why all ecosystems take on a pyramid
shape from one level to the next.
2
Basic
I can place organisms in the correct levels of an
energy/biomass/population pyramid.
1
Minimal
I can identify the levels that exist in a population pyramid
0
No Evidence No Evidence
4. I can compare and contrast primary and secondary succession using evidence. (F
12.8)
Learning
Target
Proficiency
4
3
2
1
0
I can compare and contrast primary and secondary succession using
evidence.
Descriptor
Definition
Proficient
I can compare and contrast primary and secondary
succession using evidence.
Developing
I can explain the importance of pioneer species to
succession.
Basic
I can decipher between images and descriptions of
primary and secondary succession.
Minimal
I can define primary and secondary succession.
No Evidence No Evidence
Unit 2 Wildlife Populations and Wildlife Management (10-12 days)
Learning Targets
1. I can distinguish K type, R type, linear, exponential, and logistic population growth
from one another using graphical representations and data to support my answer.
Learning
Target
Mr. Bogdan
I can distinguish K type, R type, linear, exponential, and logistic
population growth from one another using graphical representations and
3/3/2017
data to support my answer.
Proficiency Descriptor
Definition
4
Proficient
I can distinguish K type, R type, linear, exponential, and
logistic population growth from one another using
graphical representations and data to support my answer.
3
Developing
I can use the formulas for each type of population growth
to create graphical representations.
2
Basic
I can describe when each type of population growth is
going to occur.
1
Minimal
I can define the different types of population growth.
0
No Evidence No Evidence
2. I can explain and analyze factors which limit population growth.
Learning I can explain and analyze factors which limit population growth.
Target
Proficiency Descriptor
Definition
4
Proficient
I can explain and analyze factors which limit population
growth.
3
Developing
I can use evidence/examples to demonstrate limiting
factors in nature.
2
Basic
I can describe the conditions that can cause limiting
factors to shift.
1
Minimal
I can list limiting factors of population growth.
0
No Evidence No Evidence
3. I can analyze graphical representations and provide evidence of population controlling
relationships between species.
Learning
Target
Proficiency
4
3
2
1
0
I can analyze graphical representations and provide evidence of population
controlling relationships between species.
Descriptor
Definition
Proficient
I can analyze graphical representations and provide
evidence of population controlling relationships between
species.
Developing
I demonstrate and explain population controlling
relationships with examples.
Basic
I can define the different population controlling
relationships between species.
Minimal
I can identify the different population controlling
relationships between species.
No Evidence No Evidence
4. I can use approved sampling methods to analyze an insect population around the
school.
Mr. Bogdan
3/3/2017
Learning
Target
Proficiency
4
3
2
1
0
I can use approved sampling methods to analyze an insect population
around the school.
Descriptor
Definition
Proficient
I can use approved sampling methods to analyze an insect
population around the school.
Developing
I can explain when to use each of the different population
sampling methods and collect data on wild populations.
Basic
I describe each of different population sampling methods.
Minimal
I can identify sampling methods used to analyze wild
populations.
No Evidence No Evidence
Unit 3 Biodiversity, Endangered Species, and Invasive Species (10 Days)
Learning Targets
1. I can explain the benefits of biodiversity to the functioning of ecosystems, comparing
and contrasting the different types of biodiversity in doing so.
Learning
Target
Proficiency
4
3
2
1
0
I can explain the benefits of biodiversity to the functioning of ecosystems,
comparing and contrasting the different types of biodiversity in doing so.
Descriptor
Definition
Proficient
I can explain the benefits of biodiversity to the
functioning of ecosystems, comparing and contrasting the
different types of biodiversity in doing so.
Developing
I can explain, using examples, why different ecosystems
have different amounts of biodiversity.
Basic
I can describe the different types of biodiversity.
Minimal
I can identify the different types of diversity.
No Evidence No Evidence
2. I can analyze how human activities are causing loss of biodiversity.
Learning
Target
Proficiency
4
3
2
1
0
Mr. Bogdan
I can use data and evidence to justify claims relating to climate, climate
change, and mitigation.
Descriptor
Definition
Proficient
I can analyze how human activities are causing loss of
biodiversity.
Developing
I can explain examples of each of the major activities
altering biodiversity in the natural world.
Basic
I can describe how the major human activities are altering
biodiversity.
Minimal
I can list the major human activities causing a loss of
biodiversity.
No Evidence No Evidence
3/3/2017
3. I can evaluate different strategies being used to save threatened and endangered
species.
Learning
Target
Proficiency
4
3
2
1
0
I can evaluate different strategies being used to save threatened and
endangered species.
Descriptor
Definition
Proficient
I can evaluate different strategies being used to save
threatened and endangered species.
Developing
I can summarize important pieces of legislation (locally,
nationally, and globally) that protect species, as well as
explain how organisms make it onto and off of protection
lists.
Basic
I can explain major reasons that animals become
threatened and endangered.
Minimal
I can describe conditions that classify an organism as
threatened and endangered.
No Evidence No Evidence
4. I can analyze the impacts of invasive species to ecosystems, explaining how they
spread, and identifying methods used for invasive species population control.
Learning
Target
I can analyze the impacts of invasive species to ecosystems, explaining
how they spread, and identifying methods used for invasive species
population control.
Proficiency Descriptor
Definition
4
Proficient
I can analyze the impacts of invasive species to
ecosystems, explaining how they spread, and identifying
methods used for invasive species population control.
3
Developing
I can explain the introduction and spread of a local
invasive species.
2
Basic
I can differentiate between non-native species and
invasive species, providing examples of each.
1
Minimal
I can identify variables that make an invasive species
successful.
0
No Evidence No Evidence
Unit 4 Water Resources (10-12 days)
Learning Targets
1. I can explain the movement of groundwater, identifying factors that will alter the
overall flow and levels of water.
Learning
Target
Mr. Bogdan
I can explain the movement of groundwater, identifying factors that will
alter the overall flow and levels of water.
3/3/2017
Proficiency Descriptor
4
Proficient
3
Developing
2
Basic
1
0
Minimal
No Evidence
Definition
I can explain the movement of groundwater, identifying
factors that will alter the overall flow and levels of water.
I can explain which types of rock make good aquifers and
differentiate between confined and unconfined aquifers.
I can describe the different types of wells that are found in
the groundwater table.
I can list the parts of a groundwater table.
No Evidence
2. I can categorize the use of freshwater in the U.S. and North America, comparing that
to other regions in the world.
Learning
Target
Proficiency
4
3
2
1
0
I can categorize the use of freshwater in the U.S. and North America,
comparing that to other regions in the world.
Descriptor
Definition
Proficient
I can categorize the use of freshwater in the U.S. and
North America, comparing that to other regions in the
world.
Developing
I can explain the United States’ water use.
Basic
I can describe the different sources of water in Wisconsin.
Minimal
I can list the different uses/sectors of water.
No Evidence No Evidence
3. I can correlate human activities with sources of water pollution and propose potential
solutions to minimize problems. (H 12.4)
Learning
Target
Proficiency
4
3
2
1
0
I can correlate human activities with sources of water pollution and
propose potential solutions to minimize problems.
Descriptor
Definition
Proficient
I can correlate human activities with sources of water
pollution and propose potential solutions to minimize
problems.
Developing
I can explain the different biological issues caused by
different types of pollutants.
Basic
I can differentiate between point sources and non-point
sources of water pollution
Minimal
I can sources of water pollution.
No Evidence No Evidence
4. I can analyze water samples using water quality testing practices in order to evaluate
the health of that water system.
Learning
Target
Mr. Bogdan
I can analyze water samples using water quality testing practices in order
to evaluate the health of that water system.
3/3/2017
Proficiency Descriptor
4
Proficient
3
Developing
2
1
Basic
Minimal
0
No Evidence
Definition
I can analyze water samples using water quality testing
practices in order to evaluate the health of that water
system
I can explain the importance of each of the water tests
commonly performed and interpret the results of collected
data.
I can test water samples using water testing equipment.
I can list the different types of water tests commonly
performed.
No Evidence
Unit 5 Forest Tree Identification and Forest Management (10-12 days)
Learning Targets
1. I can teach students how to use a dichotomous key to identify common trees of
northern Wisconsin.
Learning
Target
Proficiency
4
3
2
1
0
I can teach students how to use a dichotomous key to identify common
trees of northern Wisconsin
Descriptor
Definition
Proficient
I can teach students how to use a dichotomous key to
identify common trees of northern Wisconsin
Developing
I can explain the importance of dichotomous keys to
Ecology, and create a key to demonstrate my
understanding.
Basic
I can describe the importance of different parts of a leaf,
branching patters, venation patterns, bark, and crowning
patterns in trees.
Minimal
I can identify trees using a dichotomous key.
No Evidence No Evidence
2. I can demonstrate proper use of devices for taking various forest measurements.
Learning
Target
I can demonstrate proper use of devices for taking various forest
measurements.
Proficiency Descriptor
4
Proficient
Mr. Bogdan
3
Developing
2
1
Basic
Minimal
Definition
I can demonstrate proper use of devices for taking various
forest measurements.
I can explain the importance of the different
measurements taken by foresters.
I can describe what each tool is used for.
I can identify the different tools used to take forestry
measurements.
3/3/2017
0
No Evidence
No Evidence
3. I can perform a forest stand inventory and construct a stand graph to represent a given
forest.
Learning
Target
Proficiency
4
3
I can perform a forest stand inventory and construct a stand graph to
represent a given forest.
Descriptor
Definition
Proficient
I can perform a forest stand inventory and construct a
stand graph to represent a given forest.
Developing
I interpret forest stand inventory data.
2
Basic
1
0
Minimal
No Evidence
I can explain the importance of, and how to take, a forest
stand inventory.
I can describe what a forest stand inventory is.
No Evidence
4. I can compare and contrast common forest harvest systems in terms of application
and desired outcomes of forest site.
Learning
Target
Proficiency
4
3
2
1
0
Mr. Bogdan
I can compare and contrast common forest harvest systems in terms of
application and desired outcomes of forest site.
Descriptor
Definition
Proficient
I can compare and contrast common forest harvest
systems in terms of application and desired outcomes of
forest site.
Developing
I can provide examples of when each silviculture method
would be used.
Basic
I can describe each of the silviculture methods.
Minimal
I can list the different silviculture methods.
No Evidence No Evidence
3/3/2017