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 06 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Sort real specimens; build and test a key that works.
The student defends each yes/no choice aloud (Page 4).
The key's steps, the specimens, and the identifications 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 make the identification and defend the traits behind it. 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 |
|---|---|---|
| Sorting & naming | ||
| Classification | grouping, sorting | Grouping living things by the traits they share — not by size alone |
| Trait | characteristic, feature | An observable feature used to sort — like leaf edge or number of legs |
| Species | one kind of organism | A group whose members can breed and produce offspring like themselves |
| Scientific name | two-part name | Genus + species, written the same way worldwide so everyone agrees |
| Keys & kingdoms | ||
| Dichotomous key | yes/no identification key | Splits a group with paired yes/no questions until one organism is left |
| Kingdom | major group of life | One of the big groups scientists sort all living things into |
| Domain | broadest group | The widest sorting level, above kingdoms (survey level) |
| Genus | first name in the pair | The larger group a species belongs to; the first, capitalized word in the name |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Sorting by shared traits | Groups organisms by one surface clue, like color. | Groups by traits but relies on just one at a time. | Sorts living things into groups using several shared, observable traits. |
| The kingdoms of life | Thinks living things are just plants and animals. | Names a few kingdoms but not what sets them apart. | Names the main kingdoms of life and gives a key trait for each at a survey level. |
| Species & scientific names | Doesn’t know living things have scientific names. | Knows names exist but writes them incorrectly. | Explains what a species is and reads a two-part scientific name correctly. |
| Reading a dichotomous key | Can’t follow a key’s yes/no steps. | Follows familiar branches but guesses when a required trait is missing. | Records each supported key decision and leaves cases outside the reference set or missing traits unresolved. |
| Lab technique (building & using a dichotomous key) | Writes key steps that are vague or don’t split the group. | Builds a key but the questions overlap or leave gaps. | Builds and tests a complete closed-set key on approved images or specimens, explaining its limits on species identification. |
| 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. |
The split between Proficient and Mastery is the key actually works: a real key sends every specimen down exactly one branch. Ask “do your yes/no questions leave any organism with no path, or two paths?”
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 | Sorting by shared traits | Dev / Prof / Mast | |
| 2 | The kingdoms of life | Dev / Prof / Mast | |
| 3 | Species & scientific names | Dev / Prof / Mast | |
| 4 | Reading a dichotomous key | Dev / Prof / Mast | |
| 5 | Lab technique (building & using a dichotomous key) | 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.