Rock 'n' Roll: Exploring Earth's Perils!

Category	Standard	Beginning (1)	Developing (2)	Proficient (3)	Exceeding (4)
Massachusetts	NM.2.c - Ask highly predictable, formulaic questions.	I can ask clear and straightforward questions to local farmers and geoscientists to understand basic soil health issues and drought challenges, using these interactions to build my confidence and curiosity in developing sustainable land management practices	I can ask basic, predictable questions about soil health and drought patterns during discussions with local farmers and experts, using feedback to improve my understanding and communication skills	I can ask specific, predictable questions during discussions with local farmers and geoscientists about soil degradation, using these interactions to deepen my understanding and refine my approach to solving the challenge	I can confidently ask clear, purposeful questions that show my understanding of soil degradation and sustainable land management, demonstrating my ability to engage with experts and peers in meaningful conversations
Massachusetts	IM.8.b - Become lifelong learners by: Setting goals for growth in these areas and reflecting upon progress.; Explaining language education requirements for careers of interest.; Interacting on a regular basis with speakers/signers of the target language to build diverse relationships.; Using languages for enjoyment and enrichment and accessing and evaluating further opportunities for doing so.	I can begin to set goals for improving my understanding of soil degradation and sustainable land management by asking simple questions to local farmers and geoscientists, and reflecting on how these interactions help me grow as a lifelong learner	I can set a clear goal to understand soil degradation and sustainable land management practices, and I can reflect on my progress by discussing what I've learned with my peers and mentors I can explain how these practices connect to real-world issues and my own growth as a learner, while actively seeking opportunities to engage with local farmers and geoscientists to deepen my understanding and contribute to the community	I can set and reflect on personal learning goals by engaging with local farmers and geoscientists to understand soil degradation, using feedback to refine my approach, and actively participating in discussions to explore diverse perspectives and solutions	I can effectively collaborate with local farmers and geoscientists, using my language skills to build strong relationships and enhance our project work I set personal growth goals, regularly reflect on my progress, and apply my learning to develop innovative solutions for soil health, demonstrating my commitment to lifelong learning and community impact
Massachusetts	7.MS-ETS3-1(MA) - Explain the function of a communication system and the role of its components, including a source, encoder, transmitter, receiver, decoder, and storage.	I can identify and describe the components of a communication system by explaining how local farmers and geoscientists collaborate to address soil degradation I use feedback from peers and experts to improve my understanding of these components and share my findings clearly with others	I can explain the basic components of a communication system by identifying and describing their roles in a simple model I can use feedback to improve my understanding and communicate my ideas clearly to my peers during group discussions	I can clearly explain the function of a communication system related to soil health management by identifying and describing the role of its components, such as the source, encoder, transmitter, receiver, decoder, and storage, through my interactions and presentations with local farmers and university experts	I can expertly explain how each component of a communication system functions by using real-world examples from my project on soil health I effectively demonstrate how the source, encoder, transmitter, receiver, decoder, and storage components work together in our land management strategy I confidently share my understanding and solutions with peers and community members, using clear and empathetic communication to illustrate the importance of sustainable practices
Massachusetts	S.1.b - Evaluate the main message or story, its supporting details, and its underlying, and even subtle features and nuances.	I can identify the main message of the soil degradation challenge and its supporting details by listening to local farmers and geoscientists, asking questions to clarify my understanding, and reflecting on how these insights connect to my personal goals in environmental science	I can identify the main message and key details of soil degradation issues after hands-on activities with local farmers, using teacher and peer feedback to improve my understanding and contribute innovative ideas to our discussions	I can evaluate the main message and supporting details of soil degradation and drought resilience, considering subtle features by engaging with local farmers and geoscientists I use feedback and self-reflection to refine my understanding and share insights with my peers and community, demonstrating effective communication and critical thinking	I can thoroughly evaluate the main message of our soil management project by independently identifying key details and subtle nuances, and I can articulate these insights clearly to others I apply feedback from my peers and teachers to deepen my understanding and refine my approach, demonstrating a strong sense of ownership and self-direction in my learning
Massachusetts	RI.7.10 - Independently and proficiently read and comprehend literary nonfiction representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 7.	I can recognize and describe the main ideas and details in a variety of nonfiction texts related to soil degradation and drought, using feedback and self-reflection to improve my understanding and connect these ideas to real-world challenges	I can identify key details and themes in literary nonfiction texts about soil degradation and drought resilience, using teacher and peer feedback to improve my understanding and analysis, while beginning to connect these insights to real-world challenges faced by local farmers	I can effectively read and understand complex nonfiction texts about soil health and drought patterns, using this information to engage in discussions with farmers and geoscientists, and apply it to develop innovative land management strategies I use feedback from peers and experts to refine my understanding and communicate my ideas clearly in presentations	I can independently read and understand complex nonfiction texts about soil degradation and drought resilience, critically evaluating the information to develop innovative solutions I can effectively communicate my findings and strategies to peers and community members, demonstrating a strong academic mindset and content expertise

Massachusetts

NM.2.c - Ask highly predictable, formulaic questions.

I can ask clear and straightforward questions to local farmers and geoscientists to understand basic soil health issues and drought challenges, using these interactions to build my confidence and curiosity in developing sustainable land management practices

I can ask basic, predictable questions about soil health and drought patterns during discussions with local farmers and experts, using feedback to improve my understanding and communication skills

I can ask specific, predictable questions during discussions with local farmers and geoscientists about soil degradation, using these interactions to deepen my understanding and refine my approach to solving the challenge

I can confidently ask clear, purposeful questions that show my understanding of soil degradation and sustainable land management, demonstrating my ability to engage with experts and peers in meaningful conversations

Massachusetts

IM.8.b - Become lifelong learners by: Setting goals for growth in these areas and reflecting upon progress.; Explaining language education requirements for careers of interest.; Interacting on a regular basis with speakers/signers of the target language to build diverse relationships.; Using languages for enjoyment and enrichment and accessing and evaluating further opportunities for doing so.

I can begin to set goals for improving my understanding of soil degradation and sustainable land management by asking simple questions to local farmers and geoscientists, and reflecting on how these interactions help me grow as a lifelong learner

I can set a clear goal to understand soil degradation and sustainable land management practices, and I can reflect on my progress by discussing what I've learned with my peers and mentors
I can explain how these practices connect to real-world issues and my own growth as a learner, while actively seeking opportunities to engage with local farmers and geoscientists to deepen my understanding and contribute to the community

I can set and reflect on personal learning goals by engaging with local farmers and geoscientists to understand soil degradation, using feedback to refine my approach, and actively participating in discussions to explore diverse perspectives and solutions

I can effectively collaborate with local farmers and geoscientists, using my language skills to build strong relationships and enhance our project work
I set personal growth goals, regularly reflect on my progress, and apply my learning to develop innovative solutions for soil health, demonstrating my commitment to lifelong learning and community impact

Massachusetts

7.MS-ETS3-1(MA) - Explain the function of a communication system and the role of its components, including a source, encoder, transmitter, receiver, decoder, and storage.

I can identify and describe the components of a communication system by explaining how local farmers and geoscientists collaborate to address soil degradation
I use feedback from peers and experts to improve my understanding of these components and share my findings clearly with others

I can explain the basic components of a communication system by identifying and describing their roles in a simple model
I can use feedback to improve my understanding and communicate my ideas clearly to my peers during group discussions

I can clearly explain the function of a communication system related to soil health management by identifying and describing the role of its components, such as the source, encoder, transmitter, receiver, decoder, and storage, through my interactions and presentations with local farmers and university experts

I can expertly explain how each component of a communication system functions by using real-world examples from my project on soil health
I effectively demonstrate how the source, encoder, transmitter, receiver, decoder, and storage components work together in our land management strategy
I confidently share my understanding and solutions with peers and community members, using clear and empathetic communication to illustrate the importance of sustainable practices

Massachusetts

S.1.b - Evaluate the main message or story, its supporting details, and its underlying, and even subtle features and nuances.

I can identify the main message of the soil degradation challenge and its supporting details by listening to local farmers and geoscientists, asking questions to clarify my understanding, and reflecting on how these insights connect to my personal goals in environmental science

I can identify the main message and key details of soil degradation issues after hands-on activities with local farmers, using teacher and peer feedback to improve my understanding and contribute innovative ideas to our discussions

I can evaluate the main message and supporting details of soil degradation and drought resilience, considering subtle features by engaging with local farmers and geoscientists
I use feedback and self-reflection to refine my understanding and share insights with my peers and community, demonstrating effective communication and critical thinking

I can thoroughly evaluate the main message of our soil management project by independently identifying key details and subtle nuances, and I can articulate these insights clearly to others
I apply feedback from my peers and teachers to deepen my understanding and refine my approach, demonstrating a strong sense of ownership and self-direction in my learning

Massachusetts

RI.7.10 - Independently and proficiently read and comprehend literary nonfiction representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 7.

I can recognize and describe the main ideas and details in a variety of nonfiction texts related to soil degradation and drought, using feedback and self-reflection to improve my understanding and connect these ideas to real-world challenges

I can identify key details and themes in literary nonfiction texts about soil degradation and drought resilience, using teacher and peer feedback to improve my understanding and analysis, while beginning to connect these insights to real-world challenges faced by local farmers

I can effectively read and understand complex nonfiction texts about soil health and drought patterns, using this information to engage in discussions with farmers and geoscientists, and apply it to develop innovative land management strategies
I use feedback from peers and experts to refine my understanding and communicate my ideas clearly in presentations

I can independently read and understand complex nonfiction texts about soil degradation and drought resilience, critically evaluating the information to develop innovative solutions
I can effectively communicate my findings and strategies to peers and community members, demonstrating a strong academic mindset and content expertise