Performance Assessment (4 points total)- Model= average of all 4 categories found below
​Proficient is GOOD​! That’s what you are aiming for.
Advanced- 4
Development Student independently develops
of the model and designs model; goes above
and beyond model requirements
in terms of complexity (has
obviously incorporated research
pertaining to items we have not
directly discussed in class).
Components Extensive details are present in
of the Model the model to explain
unobservable mechanisms, show
inputs and outputs of processes,
and to increase clarity of
information.
Relationships Student accurately uses model to
1 describe the exchange of carbon
between organisms and the
environment.
Student makes connections,
applies a wide range of
vocabulary fluently & accurately,
and/or uses detailed, relevant
facts to show understanding at a
high level.
Relationships Student accurately uses model to
2 describe the role of storing
carbon in organisms as part of
the carbon cycle.
Student makes connections,
applies a wide range of
vocabulary fluently & accurately,
and/or uses detailed, relevant
facts to show understanding at a
high level.
Proficient- 3
Student independently designs
and develops
model/explanations to meet
model requirements.
Sufficient details are present in
the model to explain
unobservable mechanisms,
show inputs and outputs of
processes, and to increase
clarity of information.
Student accurately uses model
to describe the ​exchange of
carbon​ between organisms
and the environment.
Is able to summarize core
ideas and understand content
without additional support.
Student accurately uses model
to describe the role of ​storing
carbon​ in organisms as part of
the carbon cycle.
Is able to summarize core
ideas and understand content
without additional support.
Total ____/4
Approaching- 2
With some support, the
student designs and
develops the model.
Some details are present
in the model, but some
required components are
missing. Student is able to
discuss them with
prompting and minimal
support.
Student attempts to use
the use model to describe
the exchange of carbon
between organisms and
the environment.
Is able to summarize core
ideas and understand
content with some
support.
Student attempts to use
model to describe the role
of storing carbon in
organisms as part of the
carbon cycle but needs
some support.
OR
If this is absent from the
model, the student does
this with prompting (but
answers on own).
Emerging- 1
With significant support, the
student designs and develops
the model.
Some required components
are missing. Student is able
to discuss them with
prompting and a lot of
support.
Student attempts to use the
use model to describe the
exchange of carbon between
organisms and the
environment, but is unable to
summarize core ideas and
understand content without
extensive support.
Student attempts to use
model to describe the role of
storing carbon in organisms
as part of the carbon cycle
but needs extensive support.
OR
If this is absent from the
model, the student does this
with extensive prompting and
support.