Use these targets, vocabulary, rubrics, examples, and score sheet with the instructor's approved lesson and procedure. This is an assessment companion, not a complete lesson or safety authorization.
Student lessons, data, and worked answers: Unit 07 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Sample soil horizons; compare plots under different management.
The student reads a soil profile as a record of land use (Page 4).
Sample sites, horizon readings, and conclusions kept distinct.
You are making a decision, not adding up points. For each criterion, decide whether the work is Developing, Proficient, or Mastery — the column language tells you which. A criterion counts as mastered only when the student can both sample the ground and defend a claim about how it is used and changing. Each student has three tokens per term; each token retries one rubric criterion. Approved accommodations, equipment failures, and approved absences are handled separately and do not consume these tokens.
Accept listed synonyms; use the distinction column to resolve near-matches.
| Canonical answer | Accepted synonyms | Common confusion / discriminator |
|---|---|---|
| Soil & farming | ||
| Soil horizon | soil layer (A, B, C) | A layer in the profile; reads as a record of formation |
| Weathering | rock breakdown | Breaks parent rock into mineral soil over time |
| Industrial agriculture | conventional / monoculture farming | High yield, high input; contrast with sustainable practice |
| Sustainable agriculture | regenerative farming | Protects soil health; trades some yield for durability |
| Land loss & waste | ||
| Deforestation | forest clearing | Removing forest cover; distinct from desertification’s drying |
| Desertification | land degradation to desert | Fertile land turning arid; often follows overuse |
| Waste hierarchy | reduce–reuse–recycle order | Ranks options; reduction beats disposal |
| Landfill vs incineration | burial vs burning | Two disposal routes with different cost and impact |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Soil formation and properties | Treats soil as uniform dirt. | Names horizons or texture. | Explains soil formation, texture and structure; interprets infiltration, density, porosity and water content without inferring contamination safety. |
| Agricultural resource tradeoffs | Ranks labels without quantities. | Compares only per-hectare inputs. | Compares equal-output farming/feed, Green Revolution responses and IPM thresholds; states land/water constraints and uncertainty. |
| Land-use mechanisms | Conflates deforestation and desertification. | Names a consequence. | Distinguishes forest loss/dryland degradation, mining/urbanization, fishery/aquaculture and footprint boundaries; requests site evidence. |
| Waste hierarchy and material balance | Counts all collection as recovery. | Lists routes without rejects. | Explains prevention/reuse/recycling/recovery/disposal and balances a material stream including rejected mass. |
| Soil and land-data technique | Omits protocol or source. | Records inconsistently. | Demonstrates approved observation/sampling or an approved alternative; records units, intervals and limits without unsafe handling. |
| Integration (cross-domain) | Makes no supported connection between the source and the science. | Uses the source but needs help connecting evidence, writing, or limitations to the science. | Independently connects History, Reading, and Writing using a cited source, appropriate evidence, a limitation, and a scientific explanation. |
Check the output denominator, return-flow caveat and rejected material. Reward justified tradeoffs, not a required farming or waste-policy preference.
Read these before you grade. They show what Mastery and Developing actually sound like, plus the edge cases where you should coach rather than decide on the spot.
Student: ______________________________________ Date: _______________ Guide: _________________________
Integration is reported separately and cannot lower the science grade or block a science demonstration pass. Science and practical criteria determine that pass.
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Soil formation and properties | Dev / Prof / Mast | |
| 2 | Agricultural resource tradeoffs | Dev / Prof / Mast | |
| 3 | Land-use mechanisms | Dev / Prof / Mast | |
| 4 | Waste hierarchy and material balance | Dev / Prof / Mast | |
| 5 | Soil and land-data technique | Dev / Prof / Mast | |
| 6 | Integration (cross-domain) | Dev / Prof / Mast |
☐ No ☐ Yes — for criterion: __________
Tokens left this term after this session (choose one): ☐ 3 ☐ 2 ☐ 1 ☐ None left
Dev = Developing · Prof = Proficient · Mast = Mastery · Unsure between two levels? Circle the lower one and note what a re-do would need.