recognizes or recalls specific terminology, such as: o erosion, weathering, deposition, landforms, glacial ice performs basic processes, such as: o

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1 Strand: Earth Science Tpic: Weathering and Ersin In additin t, in-depth inferences and applicatins that g beynd 3.5 In additin t scre perfrmance, in-depth inferences and applicatins with partial Describe hw wind, water and glacial ice shape and reshape earth s land surface by erding rck and sil in sme areas and depsiting them in ther areas in a prcess that ccurs ver a lng perid f time. The student exhibits n majr errrs r missins. There are n majr errrs r missins regarding the simpler details and prcesses as the student: recgnizes r recalls specific terminlgy, such as: ersin, weathering, depsitin, landfrms, glacial ice perfrms basic prcesses, such as: recgnizes and recalls hw wind, water and glacial ice cause surface changes that shape and/r reshape Earth s surface. identifies a key list f landfrms (muntain, valley, canyn, plateau, plain, cave, sand dune, peninsula, delta, island) Hwever, the student exhibits majr errrs r missins regarding the mre cmplex ideas and prcesses. 1.5 Partial knwledge f the cntent, but majr errrs r missins regarding the With help, a partial understanding f sme f the simpler details and prcesses and sme f the mre cmplex ideas and prcesses. 0.5 With help, a partial understanding f the cntent, but nt the Given tw r mre examples (i.e. Grand Canyn, a prairie, Indiana Dunes, etc.) students analyze and explain the difference between the causes f the landfrms. Explain the relatinship between weathering, ersin, and depsitin n a given landfrm (i.e. Grand Canyn, a prairie, Indiana Dunes, etc.). Demnstrate and explain hw weathering agents, such as wind and water, can affect landfrms by experimenting with water and dirt, and wind (fan) and dirt. Illustrate the results. Explain hw and why the three regins f Indiana differ. Describe verbally hw wind, water and glacial ice have shaped r reshaped the earth s land surface n schl grunds. Describe r give an example f the key vcabulary Given a picture students can identify different landfrms

2 Strand: Physical Science Tpic: Electrical Energy In additin t, in-depth inferences and applicatins that g beynd 3.5 In additin t scre perfrmance, in-depth inferences and applicatins with partial Demnstrate that electrical energy can be transfrmed int heat, light and sund. The student exhibits n majr errrs r missins. There are n majr errrs r missins regarding the simpler details and prcesses as the student: recgnizes r recalls specific terminlgy, such as: electrical energy, cnductr, insulatr, switch, sckets, circuit, resistr perfrms basic prcesses, such as: identify heat, light and sund as frms f energy identify each part f a circuit (cnductr, insulatr, sckets, switch) Hwever, the student exhibits majr errrs r missins regarding the mre cmplex ideas and prcesses. 1.5 Partial knwledge f the cntent, but majr errrs r missins regarding the With help, a partial understanding f sme f the simpler details and prcesses and sme f the mre cmplex ideas and prcesses. 0.5 With help, a partial understanding f the cntent, but nt the Students identify real wrld bjects (i.e. taster, hair dryer, pencil sharpener, vide game cnsle) that use electrical energy and hw they transfer electrical energy t anther type f energy. Build a circuit that prduces heat, a circuit that prduces light and a circuit that prduces sund and explain hw each circuit wrks (verbally r written). When diagram is given (illustratin f circuit), student can label the heat, light and sund surce and flw f the energy, as well as each part f the circuit (cnductr, insulatr, sckets, and switch). Give examples f heat, light, and sund energy.

3 Strand: Earth Science Tpic: Natural Resurces In additin t, in-depth inferences and applicatins that g beynd Given an example f a detrimental natural resurce situatin (defrestatin, dust bwl, air pllutin, acid rain, water pllutin) the students will make a lgical/realistic prpsal t help imprve the situatin In additin t scre perfrmance, in-depth inferences and applicatins with partial Describe methds that humans currently use t extend the use f natural resurces. The student exhibits n majr errrs r missins. There are n majr errrs r missins regarding the simpler details and prcesses as the student: recgnizes r recalls specific terminlgy, such as: natural resurces: fssil fuels (cal, il, natural gas), slar, sil, wd, water, wind renewable energy, nnrenewable energy, wind turbine, reduce, reuse, recycle, cnserve perfrms basic prcesses, such as: identify natural resurces and label them as renewable r nnrenewable give examples f daily uses f natural resurces Hwever, the student exhibits majr errrs r missins regarding the mre cmplex ideas and prcesses. 1.5 Partial knwledge f the cntent, but majr errrs r missins regarding the With help, a partial understanding f sme f the simpler details and prcesses and sme f the mre cmplex ideas and prcesses. 0.5 With help, a partial understanding f the cntent, but nt the Student participates in debate abut natural resurces (pssible tpics: the use f cal, is cal a natural resurce that is wrth using, shuld we buy il r even use it, mdern practices such as fracking and pipeline) Describe ne methd t extend the use f each f the fllwing: water, fssil fuels, sil, wind, slar, and wd. Describe ne methd t cnserve each f the fllwing: water, fssil fuels, and wd. Srt a list f natural resurces as renewable and nnrenewable Have students explain why cal, il, and natural gas are fssil fuels

4 Strand: Science Tpic: & Frce and Mtin In additin t, in-depth inferences and applicatins that g beynd 3.5 In additin t scre perfrmance, in-depth inferences and applicatins with partial Explain hw changes in speed r directin are caused by frces: the greater the frce exerted n an bject, the greater the change Explain hw frce acts n bjects in water r air. The student exhibits n majr errrs r missins Students will explain hw a NASCAR team culd mdify their car in rder t increase its perfrmance and why it wuld wrk. Have the student use an inclined plane t calculate the speed f an bject when given the frmula fr speed. (Speed = Distance/Time) Speed: Have the student use an inclined plane t demnstrate hw the change in height (frce f gravity) creates a change in speed and explain why. Directin: Have the student use a ball t demnstrate a change in directin (kick, thrw, hit) and explain why. Water: Have the students explain hw a ship stays aflat. Have the students explain hw a submarine changes its buyancy in the water. Air: Have the students explain hw thrust, drag, lift, and gravity affect an airplane There are n majr errrs r missins regarding the simpler details and prcesses as the student: recgnizes r recalls specific terminlgy, such as: gravity, frce, mtin, kinetic energy, ptential energy, velcity, distance, inclined plane, speed, frictin, thrust, lift, drag, buyancy perfrms basic prcesses, such as: Demnstrate changes in speed r directin are caused by frces: the greater the frce exerted n an bject, the greater the change Identify hw systems and devices perate n r in water and air. Hwever, the student exhibits majr errrs r missins regarding the mre cmplex ideas and prcesses. 1.5 Partial knwledge f the cntent, but majr errrs r missins regarding the With help, a partial understanding f sme f the simpler details and prcesses and sme f the mre cmplex ideas and prcesses. 0.5 With help, a partial understanding f the cntent, but nt the. Students can define terminlgy (listed n left) when given chices (multiple chice r matching). Speed: Have the student use an inclined plane t demnstrate hw the change in height (frce f gravity) creates a change in speed. Directin: Have the student use a ball t demnstrate a change in directin (kick, thrw, hit). Label a diagram f an airplane t shw the frces acting upn it.

5 Strand: Life Science Tpic: Animal Adaptatins In additin t, in-depth inferences and applicatins that g beynd 3.5 In additin t scre perfrmance, in-depth inferences and applicatins with partial Explain hw different plants r animals have adapted t their envirnment. The student exhibits n majr errrs r missins. Research an invasive species (purple lsestrife, kudzu, pythns in the Everglades) and explain why that species has been able t thrive/take ver an existing ecsystem. Given current trends in climate change, predict what adaptatins are likely t ccur t a chsen animal r plant. Explain hw an animal wuld have t adapt t live in a new envirnment. Explain the adaptatin f a teacher selected animal r plant and hw it helps the animal r plant survive in their envirnment. Given ne envirnment and tw animals and/r plants, student will justify which animal/plant will thrive in that envirnment. There are n majr errrs r missins regarding the simpler details and prcesses as the student: recgnizes r recalls specific terminlgy, such as: characteristics, adaptatins, inherent, envirnment, cmpetitin, advantage, camuflage, stimulus perfrms basic prcesses, such as: Observe, describe and recrd the physical characteristics f living plants r animals frm widely different envirnments. Ask students t describe the physical characteristics an animal (snw hare, pisn dart frg, etc.) r a plant (cactus, Venus Fly Trap, climbing ivy, etc.) Hwever, the student exhibits majr errrs r missins regarding the mre cmplex ideas and prcesses. 1.5 Partial knwledge f the cntent, but majr errrs r missins regarding the With help, a partial understanding f sme f the simpler details and prcesses and sme f the mre cmplex ideas and prcesses. 0.5 With help, a partial understanding f the cntent, but nt the