Exceeds Standards
11A & B (Inquiry)
Students engaged in the inquiry process are implementing scientific processes to conduct experiments and to formulate and build technological design solutions to actual problems.
Students who exceed the state standards consistently apply the principles for scientific investigation to formulate and conduct an experiment. They consistently draw accurate conclusions based on evidence. They apply their knowledge to broad and complex situations and experiments and communicate results using a combination of methods (e.g., oral, written, and graphic). Students can analyze the validity of their experiments. Students consistently apply the principles of scientific inquiry to formulate, build, and evaluate a device designed to address a specific problem using established criteria. They recommend improvements based on the analysis of test results and criteria.
12A & B (Life Science)
Students engaged in the biological standards will identify key biological concepts and compare and contrast forms and structures as they reflect an organism’s function. The students study the interdependence of the environmental system and the biotic and abiotic factors that comprise that system.
Students who exceed the state standards in science consistently know and apply biological concepts (cells, reproduction, adaptations) as well as the interdependence of biotic and abiotic factors in an environment. They consistently recognize the various components of an ecological system and are able to apply their knowledge beyond immediate topics.
12C & D (Physical Science)
Students engaged in the physical science standards will identify the key physical concepts of matter and energy as well as force and motion. Students will relate and describe the interactions between key physical concepts and apply the principles that connect the physical world.
Students who exceed the state standards consistently describe physical science concepts (atoms, molecules, forces, motion, energy). They can apply their knowledge accurately and consistently make connections between related concepts, models, or systems.
12E & F (Earth & Space Science)
Students engaged in the earth science standard will identify the key concepts that describe the diverse features of Earth. Students will apply these concepts to describe and explain the interactions of Earth’s processes and its place in the solar system.
Students who exceed state standards understand and explain forces, events, and processes (plate tectonics, erosion, weather patterns) that affect Earth. They can transfer and apply these principles to analyze and explain systems in the universe. They identify and describe objects in the solar system and consistently make connections between them.
13A & B (Science, Technology, and Society)
Students engaged in the science, technology, and society standards will recognize the validity and replicability of results and the nature of science investigations. The students will identify and examine contributions of the science community. Students will identify and examine the effects of scientific discovery and technological applications on their individual lives and the global community.
Students who exceed state standards have a broad understanding of the relationships among science, technology, and society. They are aware of the roles science and technology play in the larger community. Students can evaluate conservation strategies and the probable impacts of environmental policies based on classroom-developed criteria.
Meets Standards
11A & B (Inquiry)
Students engaging in the inquiry process are implementing scientific processes to conduct experiments and to formulate and build technological design solutions to actual problems.
Students who meet state standards usually apply the principles for scientific investigation to formulate and conduct a simple experiment. They draw accurate conclusions based on evidence. They can usually apply their knowledge to directly related situations or experiments. Students communicate results in a simple way (using graphs, diagrams, charts, etc.) but may need some guidance in communicating results and procedures in oral or written form. Students are usually able to analyze the reliability (e.g., control and variable) of their experiments and manipulated key variables.
Students usually apply the principles of scientific inquiry to formulate, build, and evaluate a device designed to address a specific problem using established criteria. Students can usually solve a simple design problem, recognize sources of error, and recommend an improvement.
12A & B (Life Science)
Students engaged in the biological standards will identify key biological concepts and compare and contrast forms and structures as they reflect an organism’s function. The students study the interdependence of the environmental system and the biotic and abiotic factors that comprise that system.
Students who meet the state standards usually recognize scientific concepts in life sciences such as biology and ecology. Students usually understand various biological concepts (cells, reproduction, adaptations) and the interdependence of biotic and abiotic factors in an environment. They recognize the components of various systems and usually extend their knowledge beyond immediate topics.
12C & D (Physical Science)
Students engaged in the physical science standards will identify the key physical concepts of matter and energy as well as force and motion. Students will relate and describe the interactions between key physical concepts and apply the principles that connect the physical world.
Students who meet the state standards usually describe principles of physical science concepts (atoms, forces, motion, energy). They can usually apply them to simple problems but may require some guidance. They usually extend their knowledge beyond immediate topics. They are usually able to model or demonstrate concepts.
12E & F (Earth & Space Science)
Students engaged in the earth science standard will identify the key concepts that describe the diverse features of Earth. Students will apply these concepts to describe and explain the interactions of Earth’s processes and its place in the solar system.
Students who meet the state standards will usually understand large-scale dynamic forces, events, and processes of Earth’s systems (plate tectonics, weather events, gravity). They are usually able to analyze and explain the systems and components in the universe. They usually identify and describe objects in the solar system and usually make connections between them.
13A & B (Science, Technology, and Society)
Students engaged in the science, technology, and society standards will recognize the validity and replicability of results and the nature of science investigations. The students will identify and examine contributions of the science community. Students will identify and examine the effects of scientific discovery and technological applications on their individual lives and the global community.
Students who meet state standards are usually aware of the political and economic impact of science and technology on the larger community. They can usually evaluate simple issues and occasionally make connections to the large community. They usually have a basic understanding of the impacts that science and technology have on social, environmental, health, and ethical issues.
Below Standards
11A & B (Inquiry)
Students engaging in the inquiry process are implementing scientific processes to conduct scientific experiments and to formulate and build technological design solutions to actual problems.
Students who do not meet state standards seldom apply the principles for scientific investigation to formulate and conduct a simple experiment. They often interpret and communicate the results of an activity or experiments by giving limited or literal accounts. They can collect data and graph it if specific guidance is given. Their ability to interpret a graph and apply its meaning to other contexts is limited. They make or draw conclusions that are rarely grounded in available information. Students seldom apply the principles of scientific inquiry to formulate, or build a device in a given situation designed to address a specific problem using established criteria. Students seldom solve simple design problems and rarely are able to recognize error or recommend improvements.
12A & B (Life Science)
Students engaged in the biological standards will identify key biological concepts and compare and contrast forms and structures as they reflect an organism’s function. The students study the interdependence of the environmental system and the biotic and abiotic factors that comprise that system.
Students who do not meet the state standards seldom recognize the key components of biological and ecological systems. They seldom integrate facts into broader concepts and rarely see that these concepts are part of an interdependent system. They may know the "what" but rarely know the "why".
12C & D (Physical Science)
Students engaged in the physical science standards will identify the key physical concepts of matter and energy as well as force and motion. Students will relate and describe the interactions between key physical concepts and apply the principles that connect the physical world.
Students who do not meet state standards seldom understand basic physical concepts (atoms, molecules, forces, motion, energy). They have difficulty applying them to simple problems and require guidance. They rarely understand the various applications of a principle. They are seldom able to make connections between classroom demonstrations and principles.
12E & F (Earth & Space Science)
Students engaged in the earth science standard will identify the key concepts that describe the diverse features of Earth. Students will apply these concepts to describe and explain the interactions of Earth’s processes and its place in the solar system.
Students who do not meet state standards will seldom understand large-scale dynamic forces, events, and processes of Earth’s systems (plate tectonics, weather, gravity).
They recognize objects in the solar system but do not make connections between them.
13A & B (Science, Technology, and Society)
Students engaged in the science, technology, and society standards will recognize the validity and replicability of results and the nature of science investigations. The students will identify and examine contributions of the science community. Students will identify and examine the effects of scientific discovery and technological applications on their individual lives and the global community.
Students who are below state standards are seldom aware of the political and economic impacts of science and technology on the larger community. They are seldom able to evaluate simple issues or make connections to the larger community. They can not explain why or how science and technology are related.
Academic Warning
11A & B (Inquiry)
Students engaging in the inquiry process are implementing scientific processes to conduct scientific experiments and to formulate and build technological design solutions to actual problems.
Students at the academic warning level rarely recognize the principles for scientific investigation. They are rarely able to formulate simple experiments and often require specific guidance to conduct experiments. They usually misinterpret and miscommunicate the results of their experiments. They are rarely able to interpret the data and apply it to other contexts. They often make predictions or draw conclusions that are not based on evidence. Students rarely understand the principles of scientific inquiry. They are rarely able to formulate and build a device designed to address a specific problem using established criteria. They rarely recognize errors and are unable to identify solutions.
12A & B (Life Science)
Students engaged in the biological standards will identify key biological concepts and compare and contrast forms and structures as they reflect an organism’s function. The students study the interdependence of the environmental system and the biotic and abiotic factors that comprise that system.
Students at the academic warning level rarely or inconsistently recognize the key components of biological and ecological systems. They are unable to integrate discreet facts into broader concepts, and they fail to understand these concepts as parts of an interdependent system. They do not extend their understanding beyond discreet or isolated concepts.
12C & D (Physical Science)
Students engaged in the physical science standards will identify the key physical concepts of matter and energy as well as force and motion. Students will relate and describe the interactions between key physical concepts and apply the principles that connect the physical world.
Students at the academic warning level do not grasp basic physical science concepts. They do not consistently demonstrate mastery of fundamental concepts. They are rarely able to make connections between classroom demonstrations/models and principles.
12E & F (Earth & Space Science)
Students engaged in the earth science standard will identify the key concepts that describe the diverse features of Earth. Students will apply these concepts to describe and explain the interactions of Earth’s processes and its place in the solar system.
Students at the academic warning level may understand isolated concepts but will rarely make connections between large scale dynamic forces, events, and processes that affect Earth. They rarely demonstrate mastery of fundamental processes (plate tectonics, El Niño, rock cycle). They seldom recognize objects in the solar system or their roles the universe.
13A & B (Science, Technology, and Society)
Students engaged in the science, technology, and society standards will recognize the validity and replicability of results and the nature of science investigations. The students will identify and examine contributions of the science community. Students will identify and examine the effects of scientific discovery and technological applications on their individual lives and the global community.
Students at the academic warning level are not aware of the political and economic impact of science and technology on the larger community. Their interpretations and decisions tend to be based on short-term concerns, and they rarely grasp the reciprocal relationships among science, technology, and society.
