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Atmosphere Performance Task Individual Assessment
Atmosphere Performance Task Individual Assessment
Atmosphere Performance Task Individual Assessment
Atmosphere Performance Task Individual Assessment
Atmosphere Performance Task Individual Assessment
Atmosphere Performance Task Individual Assessment
Atmosphere Performance Task Individual Assessment
Atmosphere Performance Task Individual Assessment
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Description

This individual assessment is intended to be used along with the Group Atmosphere Performance Assessment Task also in my shop.

Use this assessment as a way to individually assess each member of the group on their understanding of disciplinary core ideas surrounding atmospheric circulation and human impact on the environment through explanation of previously created models. Students will need to refer back to the task, use content specific vocabulary, recreate necessary conceptual models, and complete an ungraded peer and self evaluation.

Includes rubric.

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Atmosphere Performance Task Individual Assessment

Elle Zwierzynski
7 Followers
$1.00

Highlights

Digital downloads
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Grades
6th - 8th
Standards icon
Standards
Answer Key
Rubric only
Teaching Duration
30 minutes

Description

This individual assessment is intended to be used along with the Group Atmosphere Performance Assessment Task also in my shop.

Use this assessment as a way to individually assess each member of the group on their understanding of disciplinary core ideas surrounding atmospheric circulation and human impact on the environment through explanation of previously created models. Students will need to refer back to the task, use content specific vocabulary, recreate necessary conceptual models, and complete an ungraded peer and self evaluation.

Includes rubric.

Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

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Questions & Answers

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Standards

to see state-specific standards (only available in the US).
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
NGSSMS-ESS2-6
Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations. Assessment does not include the dynamics of the Coriolis effect.
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