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Human Impact Proficiency Scale

This document provides a rubric for assessing student proficiency on the standard of applying scientific principles to design a method for monitoring and minimizing human impact on the environment. It outlines four levels of proficiency: exceeds standard, meets standard, approaching standard, and not at standard. The meets standard level involves applying scientific principles to design a monitoring method and writing a proposal to the school principal about an energy source. The approaching standard level involves recognizing vocabulary and demonstrating the ability to use scientific information to generate a design solution that addresses human impacts and incorporates technology.

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123 views2 pages

Human Impact Proficiency Scale

This document provides a rubric for assessing student proficiency on the standard of applying scientific principles to design a method for monitoring and minimizing human impact on the environment. It outlines four levels of proficiency: exceeds standard, meets standard, approaching standard, and not at standard. The meets standard level involves applying scientific principles to design a monitoring method and writing a proposal to the school principal about an energy source. The approaching standard level involves recognizing vocabulary and demonstrating the ability to use scientific information to generate a design solution that addresses human impacts and incorporates technology.

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api-368883407
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Human Impact  

MS-ESS3-3 
8th 
Proficiency Scale Descriptors  Evidence of Meeting the Standard
4-Exceeds  Connect design to real world. ● Share with community.
Standard ● Build and test design.
3.5 Meets Level 3 and shows some evidence of Level 4
3-Meets  Apply scientific principles to design a method for monitoring and minimizing ● Write a letter of proposal to the school principal
Standard human impact on the environment. as to what energy source your school should
(Consistent rely on.
Evidence,
Independent)
2.5 Meets Level 2 and shows some evidence of Level 3
2-Approaching  Students recognize or recall specific vocabulary such as:  ● Comparing and contrasting renewable and
Standard nonrenewable resources
environmental impact, feasible, biosphere, per-capita, causal, correlational ● Know cause and effect of personal carbon
(Independent) footprint
Students demonstrate they have the ability to: 
● Infer that renewable technologies can be used
● use scientific information and principles to generate a design solution that as solutions for global climate change
addresses the results of a particular human activity and incorporates ● Distinguish the relationship between population
technology growth and natural resource availability
● distinguish between causal and correlational relationships ● Compare and contrast greenhouse effect and
● define and quantify criteria and constraints for a solution climate change
● describe how well a solution meets the criteria and constraints ● Identify patterns of climate change in given data
Supporting Standards:  ● Identify and describe maintaining biodiversity
and ecosystem services and the evidence
ESS3-4 Construct an argument supported by evidence for how increases in about their performance.
human population and per-capita consumption of natural resources impact ● Compare the ability, strengths and weaknesses,
Earth’s systems. and possible side effects of the design
solutions.
ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise
in global temperatures over the past century.
LS2-5 Students will be able to evaluate competing design solutions for
maintaining biodiversity and ecosystem services.
1-Not at  With help, partial success at score 2.0 content and score 3.0 content.
Standard
0-No Evidence With help, no success and/or no evidence of success.

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