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 08 learning pathway.
The student demonstrates the following:
Use the five science criteria and selected learning level.
Label supplied data separately from actually observed, approved skills.
Use a changed dataset or assumption, not recitation of the answer key.
Report source-linked writing separately; it cannot block a science pass.
Judge each criterion Developing, Proficient or Mastery from its stated evidence. A supplied-data result does not certify an unobserved practical skill. 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 |
|---|---|---|
| Stock | defined biological population/assessment unit | A quantity at a time, not annual catch. |
| Catch | removals over a period | Depends on effort and fishing decisions. |
| Catch per unit effort | CPUE | Catch divided by specified effort units. |
| Catchability | q in CPUE = q×abundance model | Can change with gear, targeting or environment. |
| Survey index | standardized relative abundance evidence | Not automatically a stock size in tonnes. |
| Overfishing / overfished | excess fishing rate / depleted biomass status | Require assessment reference points. |
| Ocean acidification | CO2-linked pH decrease | Water may still be alkaline. |
| Carbonate / bicarbonate | CO3^2− / HCO3− | Hydrogen ions shift carbonate toward bicarbonate. |
| Calcification | calcium-carbonate structure formation | Species and life stages differ in response. |
| Hypoxia | low oxygen relative to biological needs | Not measured by a chlorophyll image alone. |
| Connectivity | exchange among populations/habitats | Larvae and adults can cross management boundaries. |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Fisheries, stocks & effort | Equates catch with population size. | Divides by effort but assumes constant catchability. | Distinguishes catch, stock and CPUE; quantifies trends with effort, survey context, recruitment and catchability limits. |
| Pollution & oxygen stress | Treats pollution only as visible litter. | Names pathways without a biological mechanism. | Traces plastics, oil and nutrient runoff to mechanisms including microbial oxygen demand; separates exposure indicators from demonstrated harm. |
| Climate & carbonate chemistry | Confuses acidification with acid rain or bleaching. | Describes pH change but not carbonate or logarithmic scale. | Explains CO2/bicarbonate/carbonate mechanisms, calculates pH and response comparisons, and distinguishes warming, bleaching and mortality. |
| Conservation & evidence | Promises recovery from any protected area. | Names a tool without its target or limits. | Matches protection, restoration and policy to pressures; considers connectivity, compliance and uncertainty without promising sustainable yield. |
| Lab technique (data case study) | Uses headlines or invented observations. | Plots data without effort, units or limitations. | Defends calculations, source provenance and sensitivity from supplied records; does not label a synthetic case a validated stock assessment. |
| 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 let the data lead: a student who reads the trend and only claims what the numbers support has it. Ask “what does the dataset actually show?”
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.
After a regulation change, catch halves and effort halves while the standardized survey index stays similar. Does the catch decline alone demonstrate a halving of the stock?
No. CPUE is unchanged, effort changed and the independent index is similar. Detection, catchability, discards and biology still need checking before a stock conclusion.
Use a fresh variant for assessment. Integration is reported separately and cannot lower the science grade or block a science demonstration pass. Science and practical criteria determine that pass.
Student: ______________________________________ Date: _______________ Guide: _________________________
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Fisheries, stocks & effort | Dev / Prof / Mast | |
| 2 | Pollution & oxygen stress | Dev / Prof / Mast | |
| 3 | Climate & carbonate chemistry | Dev / Prof / Mast | |
| 4 | Conservation & evidence | Dev / Prof / Mast | |
| 5 | Lab technique (data case study) | 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.