# STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR GENERIC

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```					        STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR MOTION AND FORCES

LEARNING EXPECTATION                                                PERFORMANCE EVALUATION

State Content Standard          Instructional activities enabling      Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.      measure achievement of the
standard.

1. Newton’s laws predict the                                           Culminating Activity;
motion of most objects. As a                                           Student oral presentation
basis for understanding this                                           (various concepts)
concept:
Aa

1.a. Students know how to       1.a., 1.c., 1.g. Introduction out of   1.a., 1.c., 1.g. Homework
solve problems that involve     text book. Float/Water                 assignments and test.
constant speed and average      demonstration. Discussion of
speed.                          problems out of the textbook.

1.b. Students know that when    1.b. Force Table demonstrations,       1.b., 1.h., 1.j. Homework
forces are balanced, no         and discussion of problems out         assignments and test. Lab
acceleration occurs; thus an    of the book. Motion Detector Lab       write-up.
object continues to move at a   activity: computer probes (CBL).
constant speed or stays at
rest (Newton’s first law).
1.c. Students know how to        1.c., 1.e. Acceleration due to      1.c., 1.e., 1.h. Lab write-up of
apply the law F = ma to          gravity lab activity. Pulley Lab,   lab activity.
solve one-dimensional            Air track lab.
motion problems that
involve constant forces
(Newton’s second law).

1.d. Students know that when     1.d. ―Air Sprinkler‖                1.d. Homework assignments
one object exerts a force on a   demonstration. Students work        and test.
second object, the second        problems involving Newton’s
object always exerts a force     Third Law.
of equal magnitude and in
the opposite direction
(Newton’s third law).

1.e. Students know the           1.e., 1.f. Mechanical Universe      1.e., 1.f. Homework
relationship between the         video tape. Calculating skills      assignments and test.
universal law of gravitation     involving vector diagrams.
and the effect of gravity on
an object at the surface of
Earth.

1.f. Students know applying a    1.f., 1.g., Centripetal Force Lab   1.f., 1.g., 1.h., 1.l. Homework
force to an object               activity.                           assignments and test. Lab
perpendicular to the                                                 Write up
direction of its motion
causes the object to change
direction but not speed (e.g.,
Earth’s gravitational force
causes a satellite in a
circular orbit to change
direction but not speed).
1.g. Students know circular
motion requires the
application of a constant
force directed toward the
center of the circle.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR HEAT AND THERMODYNAMICS

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard         Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

2. Energy cannot be created
or destroyed, although in
many processes energy is
transferred to the
environment as heat. As a
basis for understanding this
concept:

2a. Students know heat flow    2.a. Class discussion and           2.a. homework assignments
and work are two forms of      problems from text. Lab             and test. Lab write-up.
energy transfer between        activity; Newton’s Law of
systems.                       Cooling
3b. Students know that the      3.b. Class discussion, problems
work done by a heat engine      from text, and Mechanical         3.b. Homework assignments
that is working in a cycle is   Universe Video series.            and test.
the difference between the
heat flow into the engine at
high temperature and the
heat flow out at a lower
temperature (first law of
thermodynamics) and that
this is an example of the law
of conservation of energy.

2c. Students know the           2c. Class discussion, problems    2.c. Homework assignments
internal energy of an object    from text, and Mechanical         and test.
includes the energy of          Universe Video series.
random motion of the
object’s atoms and
molecules, often referred to
as thermal energy. The
greater the temperature of
the object, the greater the
energy of motion of the
atoms and molecules that
make up the object.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR CONSERVATION OF ENERGY, MOMENTUM, AND WAVES

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard          Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

3. The laws of conservation                                         Culminating Activity;
of energy and momentum                                              Student oral presentation
provide a way to predict                                            (various concepts)
and describe the movement
of objects. As a basis for
understanding this concept:

3.a. Students know how to       3a.. 3b., 3c., Students work        3a., 3b., 3c. . Students
calculate kinetic energy by     problems out of the book.           develop a lab write-up and
using the formula E =           Atwood’s machine Lab activity.      solve problems.
(1/2)mv 2 .                     Digital Timers and photo gates to
determine velocities.

3.b. Students know how to
calculate changes in
gravitational potential
energy near
Earth by using the formula
(change in potential energy)
= mgh (h is the change in the
elevation).
3.c. Students know how to
solve problems involving
conservation of energy in
simple systems, such as
falling objects.

3.d. Students know how to      3d,. 3f. Air-Track Lab activity,   3d,. 3f Homework
calculate momentum as the      students work problems out of      assignments and test
product mv.                    the book.

3.e. Students know             3e., 3g. Collisions Lab activity   3e., 3g. Collisions Lab
momentum is a separately                                          activity
conserved quantity different
from energy.

3.f. Students know an
unbalanced force on an
object produces a change in
its momentum

3.g. Students know how to
solve problems involving
elastic and inelastic
collisions in one dimension
by using the principles of
conservation of momentum
and energy.
3.h. Students know waves        3.h..3j Simple harmonic motion     3h. Homework assignments
carry energy from one place     spring lab activity.               and test.
to another.

3.i. Students know how to       3.i., j. Physical demonstrations   3.i, j. Students identify
identify transverse and         using ropes and springs.           waves and media in physical
longitudinal waves in                                              examples.
mechanical media, such as
springs and ropes, and on
the earth (seismic waves).

3.j. Students know how to
solve problems involving
wavelength, frequency, and
wave speed.

3.k. Students know sound is a   3k. Students know sound is a       3k Class discussion and
longitudinal wave whose         longitudinal wave whose speed      modeling of how sound
speed depends on the            depends on the properties of the   travels through various
proper-ties                     medium in which it propagates.     media. Students develop a
of the medium in which it                                          graph from tabular data
propagates.                                                        showing the relative speed
of sound through various
media.
3.l. Students know radio       4.l Students know radio waves,      4.l Video describing light
waves, light, and X-rays are   light, and X-rays are different     waves. Students draw a
different wavelength bands     wavelength bands in the             chart showing the variety of
in the spectrum of             spectrum of electromagnetic         electromagnetic wavelengths
electromagnetic waves          waves whose speed in a vacuum
whose speed in a vacuum is     is approximately 3X10m/s
approximately                  (186,000 miles/second).

miles/second).

3.m. Students know how to      3.m Students know how to            3.m Wave pool lab activity.
identify the characteristic    identify the characteristic
properties of waves:           properties of waves: interference
interference (beats),          (beats), diffraction, refraction,
diffraction, refraction,       Doppler effect, and polarization.
Doppler effect, and
polarization.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR PERIODIC TABLE, ATOMIC AND MOLECULAR STRUCTURE

LEARNING EXPECTATION                                                PERFORMANCE EVALUATION

State Content Standard          Instructional activities enabling    Assessment activities to       Exceeds   Achieves   Approaches
students to achieve the standard.    measure achievement of the
standard.

4. The periodic table
displays the elements in
increasing atomic number
and shows how periodicity
of the physical and chemical
properties of the elements
relates to atomic structure.
As a basis for understanding
this concept:

4.a. Students know how to       4.a. Show the representation of      4.a. Quiz on the differences
relate the position of an       Mendeleev’s original periodic        and similarities between
element in the periodic table   table of elements. Ask students to   Mendeleev’s periodic table
to its atomic number and        compare this arrangement with        and the modern periodic
atomic mass.                    that of the modern periodic table.   table

4.b. Students know how to       4.b. Visual Strategy—Discuss         4.b. Worksheet assessment
use the periodic table to       with students all of the
identify metals, semimetals,    information available from the
non-metals, and halogens.       periodic table.
4.c. Students know how to      4.c. Demonstration—Comparing        4.c. Class discussion and oral
use the periodic table to      Reactivities of Alkaline-Earth      presentation
identify alkali metals,        Metals
alkaline earth metals and
transition metals, trends in
ionization energy,
electronegativity, and the
relative sizes of ions and
atoms.

4.d. Students know how to      4.d. Explore the logic of various   4.d. Assess the Bingo lab
use the periodic table to      classification systems by using     activity.
determine the number of        Bingo tokens.
electrons available for
bonding.

4.e. Students know the         4.e. Draw and explain the atomic    4.e. Classroom presentation
nucleus of the atom is much    structure.                          on the atomic models
smaller than the atom yet
contains most of its mass.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR CHEMICAL BONDS AND REACTIONS

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard          Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

5. Biological, chemical, and
physical properties of matter
result from the ability of
atoms to form bonds from
electrostatic forces between
electrons and protons and
between atoms and
molecules. As a basis for
understanding this concept:

5.a. Students know atoms        5.a. Explain covalent bonding       5.a. Oral presentation;
combine to form molecules       and the characteristics of          Worksheet on Covalent
by sharing electrons to form    covalent bonding.                   Bonding
covalent or metallic bonds      KWL Activity
or by exchanging electrons
to form ionic bonds.

5.b. Students know chemical     5.b. Explain chemical bonding       5.b. Teacher-directed
bonds between atoms in          and why most atoms form             questions
molecules such as H 2 , CH      chemical bonds.
4 , NH 3 ,
H 2 CCH 2 , N 2 , Cl 2 , and
many large biological
molecules are covalent.
5.c. Students know salt          5.c. Lab Activity—Students            5.c. Lab report, quiz, and
crystals, such as NaCl, are      identify electrolytes from a group    journal writing
repeating patterns of            of compounds (ionic and
positive and negative ions       molecular compounds).
held together by electrostatic
attraction.

5.d. Students know the atoms     5.d. Teacher-directed discussion      5.d. Response from students
and molecules in liquids
move in a random pattern
relative to one another
because the intermolecular
forces are too weak to hold
the atoms or molecules in a
solid form.

5.e. Students know how to        5.e. Explain the six basic steps in   5.e. Assess students’
draw Lewis dot structures.       drawing Lewis dot structures.         drawings.

5.f. Students know how to        5.f. Describe five basic types of     5.f. Journal writing
describe chemical reactions      chemical reactions—synthesis,
by writing balanced              decomposition, single
equations.                       replacement, double
replacement, and combustion.

5.f. Steps in writing balanced
chemical equations
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR ACIDS AND BASES

LEARNING EXPECTATION                                              PERFORMANCE EVALUATION

State Content Standard            Instructional activities enabling   Assessment activities to      Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

6. Acids, bases, and salts are
three classes of compounds
that form ions in water
solutions.
As a basis for understanding
this concept:

6.a. Students know the            6.a. Lecture, discussion, and       6.a. Review and
observable properties of          transparencies showing              Reinforcement
acids, bases, and salt            properties of acids and bases         Defining acids and bases
solutions.                           Explore; Class demonstration       Determining the strengths
using acids, bases, and salts.        of acids and bases
Apply; Acid, Base, or Salt?
6.a. Conductivity Test Lab
6.a. Lab activity; The Acid Test.   Report

6.b. Students know acids are      6.b. Lecture, discussion, and       6.b. Review and
hydrogen-ion-donating and         transparencies showing              Reinforcement
bases are hydrogen-ion-           properties of acids and bases         Defining acids and bases
accepting                            Explore; Class demonstration       Determining the strengths
substances.                       using acids, bases, and salts.        of acids and bases
Apply; Acid, Base, or Salt?
6.b. Conductivity Test Lab
6.b. Lab activity; The Acid Test.   Report
6.c. Students know strong    6.c. Lecture, discussion, and       6.c. Review and
acids and bases fully        transparencies showing              Reinforcement
dissociate and weak acids    properties of acids and bases         Defining acids and bases
and bases partially             Explore; Class demonstration       Determining the strengths
dissociate.                  using acids, bases, and salts.        of acids and bases
Apply; Acid, Base, or Salt?
6.c. Conductivity Test Lab
6.c. Lab activity; The Acid Test.   Report

6.d. Students know how to    6.d.                                6.d. Review and
use the pH scale to             Lecture, discussion, and         Reinforcement
characterize acid and base   transparencies showing                Defining acids and bases
solutions.                   properties of acids and bases         Determining the strengths
Explore; Class demonstration       of acids and bases
using acids, bases, and salts.
Apply; Acid, Base, or Salt?      6.d. Conductivity Test Lab
Report
6.d. Lab activity; The Acid Test.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR EARTH SCIENCE/ PHYSICAL
SCIENCE HS
CONTENT STANDARDS FOR MOTION

LEARNING EXPECTATION                                               PERFORMANCE EVALUATION

State Content Standard         Instructional activities enabling     Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.     measure achievement of the
standard.

1.a. Students know position    1.a. Students will make scale
is defined in relation to      models of the solar system in
some choice of a standard      sequence beginning with planet
reference point and a set of   sizes, then the distance between
reference directions.          the planets.
PH PS 738-739

1.a. Students will write written
descriptions of a Spaceship
landing on a terrestrial planet vs.
a landing on a gas planet.

1.b. – Students know that      1.b Students will read ―The
average speed is the total     Earth’s Moon Holt. P. 615
distance traveled divided by
the total time elapsed and     1b. Students will do ―Where’s the
that the speed of an object    Moon?‖ project.
along the path traveled can    PH PS 702-703
vary.
1.c. – Students know how to     1.c. Lecture about Fossil Records
solve problems involving        using slides to explain the major
distance, time, and average     Eras on geological time.
speed.

1.d. – Students know the        1.d. Students will do a Skills Lab
velocity of an object must be   ―How Far is that Star?‖
described by specifying both    PH PS p. 800-801
the direction and the speed
of the object.

1.e. – Students know            1.e Lecture on ―The Lives of
changes in velocity may be      Stars. See PH-PS 802-804
due to changes in speed,
direction, or both.

1.f. – Student know how to      1.f Students will do a Web
interpret graphs of position    Exploration on the Theory of
versus time and graphs of       Dinosaur Extinctions due to an
speed versus time for           Asteroid
motion in a single direction.
1.f Discover Activity ‖Why Do
Craters Look Different From
Each Other?‖ PH-Ps-p729.

1.g. Students will read Sec. 24-4
concerning new discoveries of
planets around stars.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR FORCES

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard          Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.
Standard 2
2. Earth-based and space-
based astronomy reveal the
structure, scale, and changes
in stars, galaxies, and the
universe over time. As a
basis for understanding this
concept:

2.a. Students know the solar
system is located in an outer
edge of the disc-shaped
Milky Way galaxy, which
spans 100,000 light years.

2.b. Students know galaxies
are made of billions of stars
and comprise most of the
visible mass of the universe.
2.c. Students know the
evidence indicating that all
elements with an atomic
number greater than that of
lithium have been formed
by nuclear fusion in stars.

2.d. Students know that stars
differ in their life cycles and
that visual, radio, and X-ray
telescopes may be used to
collect data that reveal those
differences.

2.e.* Students know               2.e.* Students will watch a Nova
accelerators boost subatomic      Video about Particle Accelerators
particles to energy levels        and how modern scientists use
that simulate conditions in       them in their research.
the stars and in the early
history of the universe           Students will draw a diagram of
before stars formed.              a typical particle accelerator and
describe a typical experiment.

2.f.* Students know the
evidence indicating that the
color, brightness, and
evolution of
a star are determined by a
balance between
gravitational collapse and
nuclear fusion.
2.g.* Students know how the     2.g Students will do a Research
red-shift from distant          Project on Evidences For and
galaxies and the cosmic         Against the Big Bang Theory.
background
radiation provide evidence      Assessment- Students will make
for the ―big bang‖ model        presentations with visuals and
that suggests that the uni-     diagrams to advocate one of the
verse has been expanding        two positions.
for 10 to 20 billion years.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR STRUCTURE OF MATTER

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard          Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

3. Plate tectonics operating
over geologic time has
changed the patterns of
land, sea, and mountains on
Earth’s surface. As the basis
for understanding this
concept:
3.a. Students know features of   3.a. Constructing Conceptual     3.a. -Worksheets
the ocean floor (magnetic        Models as cooperative learning      -Vocabulary Puzzles
patterns, age, and sea-floor     projects by assigned student        -Conceptualizing
topography) provide              groups according to:                 Activity
evidence of plate tectonics.        Major Plate Boundaries           -Journal Entries
- spreading ridges             -Theory Summaries in
- subduction zones              own words
- transform zones               -Tests
-Written Objective
Items
-Short Essay Questions

3.a. Summary Oral
Presentations by assigned
groups (assessed by rubrics)

3.b. Students know the           3.b. Constructing Conceptual     3.b. -Worksheets
principal structures that        Models as cooperative learning      -Vocabulary Puzzles
form at the three different      projects by assigned student        -Conceptualizing
kinds of plate boundaries.       groups according to:                 Activity
Major Plate Boundaries           -Journal Entries
- spreading ridges             -Theory Summaries in
- subduction zones              own words
- transform zones               -Tests
-Written Objective
Items
-Short Essay Questions

3.b. Summary Oral
Presentations by assigned
groups (assessed by rubrics)
3.c. Students know how to      3.c. Constructing Conceptual     3.c. -Worksheets
explain the properties of      Models as cooperative learning      -Vocabulary Puzzles
rocks based on the physical    projects by assigned student        -Conceptualizing
and chemical conditions in     groups according to:                 Activity
which they formed,                Major Plate Boundaries           -Journal Entries
including plate tectonic             - spreading ridges            -Theory Summaries in
processes.                           - subduction zones             own words
- transform zones              -Tests
-Written Objective
Items
-Short Essay Questions

3.c. Summary Oral
Presentations by assigned
groups (assessed by rubrics)

3.d. Students know why and     3.d. Constructing Conceptual     3.d. -Worksheets
how earthquakes occur and      Models as cooperative learning      -Vocabulary Puzzles
the scales used to measure     projects by assigned student        -Conceptualizing
their intensity and            groups according to:                 Activity
magnitude.                        Major Plate Boundaries           -Journal Entries
- spreading ridges             -Theory Summaries in
- subduction zones              own words
- transform zones               -Tests
-Written Objective
Items
-Short Essay Questions

3.d. Summary Oral
Presentations by assigned
groups (assessed by rubrics)

3.e. Students know there are   3.e. Constructing Conceptual     3.e. -Worksheets
two kinds of volcanoes: one    Models as cooperative learning      -Vocabulary Puzzles
kind with violent eruptions    projects by assigned student        -Conceptualizing
producing steep slopes and      groups according to:            Activity
the other kind with                Major Plate Boundaries      -Journal Entries
voluminous lava flows                - spreading ridges        -Theory Summaries in
producing gentle slopes.             - subduction zones         own words
- transform zones          -Tests
-Written Objective
- Items
-Short Essay Questions

3.e. Summary Oral
Presentations by assigned
groups (assessed by rubrics)

3.f.* Students know the         3.f                         3.f. -Worksheets
explanation for the location    -Lecture with Overhead          -Vocabulary Puzzles
and properties of volcanoes      Transparencies                 -Conceptualizing
that are due to hot spots and   -Demonstration                   Activity
the explanation for those                                       -Journal Entries
that are due to subduction.                                     -Theory Summaries in
own words
-Tests
-Written Objective
Items
-Short Essay Questions
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR EARTH IN THE SOLAR SYSTEM (EARTH SCIENCE)

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard           Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

4. Energy enters the Earth
system primarily as solar
escapes as heat. As a basis
for understanding this
concept:

4.a. Students know the           4.a. -Sketching Diagrams            4.a. -Tests
relative amount of incoming          -Discussion of various             -Recreate and label
solar energy compared with            parts within solar                 solar radiation-heat
Earth’s internal energy and           radiation-heat budget              budget diagram.
the energy used by society.           diagrams                          -Discuss conceptual
-Demonstrations                     models

4.b. Students know the fate of   4.b. -Sketching Diagrams            4.b. -Tests
incoming solar radiation in          -Discussion of various             -Recreate and label
terms of reflection,                  parts within solar                 solar radiation-heat
absorption, and                       radiation-heat budget              budget diagram.
photosynthesis.                       diagrams                          -Discuss conceptual
-Demonstrations                     models
4.c. Students know the        4.c. -Sketching Diagrams     4.c. -Tests
different atmospheric gases       -Discussion of various      -Recreate and label
that absorb the                    parts within solar          solar radiation-heat
Earth’s thermal radiation          radiation-heat budget       budget diagram.
and the mechanism and              diagrams                   -Discuss conceptual
significance of the               -Demonstrations              models
greenhouse effect.
4.c. -Green House            4.c. -Journal Entries
Demonstration                     -Explain green house
Activity.                         processes in own
-Simulation                        words

4.d.* Students know the       4.d. -Sketching Diagrams     4.d. -Tests
differing greenhouse              -Discussion of various      -Recreate and label
conditions on Earth, Mars,         parts within solar          solar radiation-heat
and Venus; the origins of          radiation-heat budget       budget diagram.
those conditions; and the          diagrams                   -Discuss conceptual
climatic consequences of          -Demonstrations              models
each.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR REACTIONS

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard          Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

5. Heating of Earth’s surface
and atmosphere by the sun
drives convection within the
atmosphere and oceans,
producing winds and ocean
currents. As a basis for
under-standing this concept:

5.a. Students know how          5.a. -Lecture                       5.a.-Journal Entries
differential heating of Earth   -Diagrams                           -Explain Concepts in
results in circulation          -Video                               own words
patterns in the atmosphere      -Building Inquiry Skills            -Recreate Ocean Winds &
and oceans that globally        -Surface Heat Experiment             Currents Diagram
distribute the heat.            -Convection Cell                    -Tests
-Experiment                         -Objective Items
-Short Essay
-Labeling Diagrams

5.b. Students know the          5.b. -Lecture                       5.b. -Journal Entries
relationship between the        -Diagrams                           -Explain Concepts in
rotation of Earth and the       -Video                               own words
circular motions of ocean       -Building Inquiry Skills            -Recreate Ocean Winds &
currents and air in pressure    -Surface Heat Experiment             Currents Diagram
centers.                        -Convection Cell                    -Tests
-Experiment                -Objective Items
-Short Essay
-Labeling Diagrams

5.c. Students know the origin   5.c. -Lecture              5.c. -Journal Entries
and effects of temperature      -Diagrams                  -Explain Concepts in
inversions.                     -Video                      own words
-Building Inquiry Skills   -Recreate Ocean Winds &
-Surface Heat Experiment    Currents Diagram
-Convection Cell           -Tests
-Experiment                -Objective Items
-Short Essay
-Labeling Diagrams

5.d. Students know properties   5.d. -Lecture              5.d. -Journal Entries
of ocean water, such as         -Diagrams                  -Explain Concepts in
temperature and salinity,       -Video                      own words
can be used to explain the      -Building Inquiry Skills   -Recreate Ocean Winds &
layered structure of the        -Surface Heat Experiment    Currents Diagram
oceans, the generation of       -Convection Cell           -Tests
horizontal and vertical         -Experiment                -Objective Items
ocean currents, and the                                    -Short Essay
geographic distribution of                                 -Labeling Diagrams
marine organisms.

5.e. Students know rain         5.e. -Lecture              5.e. -Journal Entries
forests and deserts on Earth    -Diagrams                  -Explain Concepts in
are distributed in bands at     -Video                      own words
specific latitudes.             -Building Inquiry Skills   -Recreate Ocean Winds &
-Surface Heat Experiment    Currents Diagram
-Convection Cell           -Tests
-Experiment                -Objective Items
-Short Essay
-Labeling Diagrams
5.f.* Students know the           5.f* -Lecture              5.f*. -Lab Reports
interaction of wind patterns,     -Transparencies            -Quizzes
ocean currents, and               -Videos                    -Tests
mountain ranges results in        -Building Inquiry Skills   -Objective Items
the global pattern of             -Students Perform:         -Short Essay
latitudinal bands of rain         -Convection Experiment
forests and deserts.              -Surface Heat
-Experiment

5.g.* Students know features      5.g*. -Lecture             5.g*. -Lab Reports
of the ENSO (El Niño              -Transparencies            -Quizzes
southern oscillation) cycle in    -Videos                    -Tests
terms of sea-surface and air      -Building Inquiry Skills   -Objective Items
temperature variations            -Students Perform:         -Short Essay
across the Pacific and some       -Convection Experiment
climatic results of this cycle.   -Surface Heat
- Experiment
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR CHEMISTRY OF LIVING SYSTEMS (LIFE SCIENCE)

LEARNING EXPECTATION                                               PERFORMANCE EVALUATION

State Content Standard           Instructional activities enabling   Assessment activities to       Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

6. Climate is the long-term
average of a region’s
weather and depends on
many factors. As a basis for
understanding this concept:

6.a. Students know weather       6.a. -Construct, Diagram, and       6.a. Summary Oral
(in the short run) and            Identify major climatic zones      Presentations by assigned
climate (in the long run)        -Constructing Conceptual            groups (assessed by rubrics)
involve the transfer of           Models as cooperative
energy into and out of the        learning projects by assigned
atmosphere.                       student groups according to:
Major Climatic Zones
-Tropical
-Arid
-Semi-Arid
-Temperate
-Polar

6.b. Students know the effects   6.b. -Construct, Diagram, and       6.b. Summary Oral
on climate of latitude,           Identify major climatic zones      Presentations by assigned
elevation, topography, and       -Constructing Conceptual            groups (assessed by rubrics)
proximity                         Models as cooperative
to large bodies of water and      learning projects by assigned
cold or warm ocean               student groups according to:
currents.                          Major Climatic Zones
-Tropical
-Arid
-Semi-Arid
-Temperate
-Polar

6.c. Students know how           6.c. -Construct, Diagram, and        6.c. Summary Oral
Earth’s climate has changed       Identify major climatic zones       Presentations by assigned
over time, corresponding to      -Constructing Conceptual             groups (assessed by rubrics)
changes in Earth’s                Models as cooperative
geography, atmospheric            learning projects by assigned
composition, and other            student groups according to:
factors, such as solar              Major Climatic Zones
radiation and plate                   -Tropical
movement.                             -Arid
-Semi-Arid
-Temperate
-Polar

6.d.* Students know how          6.d*. -Individual Internet           6.d*. -Written Research
computer models are used         Research Projects (Historical data   Report Including Graphs
to predict the effects of the    showing elevated carbon dioxide      and Diagrams
increase in greenhouse gases     levels)
on climate for the planet as a
whole and for specific
regions.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR PERIOD TABLE

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard           Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.
7. Each element on Earth
moves among reservoirs,
which exist in the solid
earth, in oceans, in the
atmosphere, and within and
among organisms as part of
biogeochemical cycles. As a
basis for understanding this
concept:

7.a. Students know the carbon    7.a. Students commit the basic
cycle of photosynthesis and      reaction of photosynthesis to
respiration and the nitrogen     memory.
cycle.

7.b. Students know the global    7.b Lecture: ―The Uniqueness of
carbon cycle: the different      Carbon‖
physical and chemical forms
of carbon in the atmosphere,     7.b Students make a diagram of
oceans, biomass, fossil fuels,   the movement of carbon when
and the movement of              fossil fuels are burned in an
carbon among these               automobile. See PH-PS-p666-675.
reservoirs.
7.c. Students know the          7.c. Following a teacher
movement of matter among        presentation, students will make
reservoirs is driven by         a representative diagram of
Earth’s internal and external   movement in the earth’s magma,
sources of energy.              and the flow of radiant energy
through an ecosystem.

7.c. Students color Plates of the
Carbon Cycle, Nitrogen Cycle,
and Water Cycle on the earth.

7.d.* Students know the
relative residence times and
flow characteristics of
carbon in and out of its
different reservoirs
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR DENSITY AND BUOYANCY

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard            Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

8. Life has changed Earth’s
atmosphere, and changes in
the atmosphere affect
conditions for life. As a basis
for understanding this
concept:

8.a. Students know the
thermal structure and
chemical composition of the
atmosphere.

8.b. Students know how the        8.b. Students will read Focus on
composition of Earth’s            Earth Science, pp. 146-148, and
atmosphere has evolved            answer study questions.
over geologic time and
know the effect of                8.b. Students will do a Web
outgassing, the variations of     Exploration on a recent volcanic
carbon dioxide                    eruption and its outgassing
concentration, and the origin     effects on the environment. Eg.
of atmospheric oxygen.            Pinatubo, Mt. St. Helens
8.c. Students know the           8.c. Students make a graph of the
location of the ozone layer in   upper atmosphere, labeling
the upper atmosphere, its        different layers. They record the
role in absorbing ultraviolet    basic chemical reaction for the
radiation, and the way in        production of ozone. P.145 Focus
which this layer varies both     on Earth Science
naturally and in response to
human activities.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR INVESTIGATION AND EXPERIMENTATION

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard           Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

9. The geology of California
underlies the state’s wealth
of natural resources as well
as its natural hazards. As
a basis for understanding
this concept:
9.a. Students know the          9.a. -Geological Map Skills:   9.a. -Map Construction
resources of major economic      (Identifying, Interpreting,    Identifying Key Features
importance in California          describing, and Locating)
and their                           - Major Economic             -Tests
relation to California’s              Resources                  -Objective Items
geology.                            - Geological Hazards         -Short Essays
- Hydrologic Features        -Field Journal Report
- Geologic History           -Relating Classroom
- Field Trip                  Content to Field
- Class Excursion to San      Experiences
- Andreas Fault              -Chronological
Narrative

9.b. Students know the          9.b. -Geological Map Skills:   9.b. -Map Construction
principal natural hazards in     (Identifying, Interpreting,    Identifying Key Features
different California regions      describing, and Locating)
and the geologic basis of           - Major Economic             -Tests
those hazards.                        Resources                  -Objective Items
- Geological Hazards         -Short Essays
- Hydrologic Features        -Field Journal Report
- Geologic History           -Relating Classroom
- Field Trip                  Content to Field
- Class Excursion to San      Experiences
- Andreas Fault              -Chronological
Narrative

9.c. Students know the          9.c. -Geological Map Skills:   9.c. -Map Construction
importance of water to           (Identifying, Interpreting,    Identifying Key Features
society, the origins of           describing, and Locating)
California’s fresh water, and       - Major Economic             -Tests
the relationship between              Resources                  -Objective Items
supply and need.                    - Geological Hazards         -Short Essays
- Hydrologic Features        -Field Journal Report
- Geologic History           -Relating Classroom
- Field Trip                     Content to Field
- Class Excursion to San         Experiences
- Andreas Fault                 -Chronological
Narrative

9.d.* Students know how to      9.d*. -Geological Map Skills:   9.d*. -Map Construction
analyze published geologic       (Identifying, Interpreting,     Identifying Key Features
hazard maps of California         describing, and Locating)
and know how to use the             - Major Economic              -Tests
map’s information to                  Resources                   -Objective Items
identify evidence of geologic       - Geological Hazards          -Short Essays
events of the past and              - Hydrologic Features         -Field Journal Report
predict geologic changes in         - Geologic History            -Relating Classroom
the future.                         - Field Trip                   Content to Field
- Class Excursion to San       Experiences
- Andreas Fault               -Chronological
Narrative
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR PERIOD TABLE

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard   Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR DENSITY AND BUOYANCY

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard   Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR INVESTIGATION AND EXPERIMENTATION

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard   Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR EARTH SCIENCE HS
CONTENT STANDARDS FOR EARTH’S PLACE IN THE UNIVERSE

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard   Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR EARTH SCIENCE HS
CONTENT STANDARDS FOR BIOGEOCHEMICAL CYCLES

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard   Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR EARTH SCIENCE HS
CONTENT STANDARDS FOR STRUCTURE AND COMPOSITION OF THE ATMOSPHERE

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard   Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR EARTH IN THE SOLAR SYSTEM (EARTH SCIENCE)

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard   Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR REACTIONS

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard   Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR CHEMISTRY OF LIVING SYSTEMS (LIFE SCIENCE)

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard   Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR PERIOD TABLE

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard   Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR DENSITY AND BUOYANCY

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard   Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR PHYSICAL SCIENCE HS
CONTENT STANDARDS FOR INVESTIGATION AND EXPERIMENTATION

LEARNING EXPECTATION                                             PERFORMANCE EVALUATION

State Content Standard   Instructional activities enabling   Assessment activities to     Exceeds   Achieves   Approaches
students to achieve the standard.   measure achievement of the
standard.

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