Performance I can I can form a logical I can support my I can identify descriptors: recognize a prediction of how prediction with multiple limitations in the pattern in species abundance pieces of evidence from information that I changes in might change over patterns in species used to form my species time based on abundance that I have predictions and pose abundance information that I observed and/or from my additional questions over time or have gathered and research and represent that I want to explain why I represent my my prediction accurately investigate in order don’t see a prediction on a line on a line graph. to be more confident pattern. graph. in my prediction. Elements of All of 1 and… All of 1 and 2 and… All of 1, 2, and 3 each level and… of - Pattern - Clear 5-year - Multiple pieces of - explanation of proficiency: identified prediction formed evidence identified limitations in data (or - Prediction is - Relevance of evidence include identification explanation of supported by evidence is supported by logical of gaps in data or why one from investigation reasoning (ie patterns in variability of data cannot be and/or independent data or knowledge of - questions are identified) research species interactions) researchable - Prediction considers - Line graph is accurate - questions will relationships between including: produce information organisms and/or -title that will lead to a abiotic components of -labeled x and y axes more accurate the ecosystem -clear units prediction - Prediction is -consistent intervals represented on a line -comparison of initial graph and following predictions -labels to identify initial and following predictions APPENDIX D SAMPLE RUBRIC: Long-Term Monitoring Plan Standards: NGSS Practice 3: Planning and Carrying out Investigations CCSS.MATH.CONTENT.7.SP.A.1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid references. Level 1 Level 2 Level 3 Level 4
Performance descriptors: I can recognize a pattern in changes in species abundance over time or explain why I don’t see a pattern. I can form a logical prediction of how species abundance might change over time based on information that I have gathered and represent my prediction on a line graph. I can support my prediction with multiple pieces of evidence from patterns in species abundance that I have observed and/or from my research and represent my prediction accurately on a line graph. I can identify limitations in the information that I used to form my predictions and pose additional questions that I want to investigate in order to be more confident in my prediction. Elements of each level of proficiency: - Pattern identified (or explanation of why one cannot be identified) All of 1 and… - Clear 5-year prediction formed - Prediction is supported by evidence from investigation and/or independent research - Prediction considers relationships between organisms and/or abiotic components of the ecosystem - Prediction is represented on a line graph All of 1 and 2 and… - Multiple pieces of evidence identified - Relevance of evidence is supported by logical reasoning (ie patterns in data or knowledge of species interactions) - Line graph is accurate including: -title -labeled x and y axes -clear units -consistent intervals -comparison of initial and following predictions -labels to identify initial and following predictions All of 1, 2, and 3 and… - explanation of limitations in data include identification of gaps in data or variability of data - questions are researchable - questions will produce information that will lead to a more accurate prediction APPENDIX D SAMPLE RUBRIC: Long-Term Monitoring Plan Standards: NGSS Practice 3: Planning and Carrying out Investigations CCSS.MATH.CONTENT.7.SP.A.1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid references. Level 1 Level 2 Level 3 Level 4