Milestones - Environmental Science FA 2025

For the remainder of the class, I will be assessing your learning based on what you can show that you know, rather than what you have done. I’m not expecting you to show that you know everything in the class, but I do expect that you will begin to understand the things that you don’t yet understand, and that you will gain insight about the things that you do. 

We will assess your progress as we go, and at the end of the class your Cycle 4 grades will be determined by the quality of your progress. 

The things you are meant to learn in this class are written out for you as milestones. These take the form of “I Can” statements. They are each assessed as follows:

1. Just Starting: Little to no understanding has been shown of the concepts and procedures. Errors in reasoning are apparent. Explanations are incomplete or unrelated to the topic at hand.
2. Not There Yet: Partial, incomplete understanding has been shown of the concepts and procedures. The work is neat and most steps in reasoning can be shown. Some important information is missing
3. I’ve Got It!: Complete understanding of the concepts and procedures is shown with all work being neat, complete, and mostly correct. Explanations are coherent and organized.
4. I Can Teach Others: Deep and rich understanding of the concepts and procedures is shown with all work being neat, complete, and almost all factually correct. All steps in reasoning are explained in a way that is neat and well-organized.

In order to be assessed for progress in these milestones, you must show work that 1) shows the skill or concept in the milestone and 2) exhibits the quality of thought and reasoning describing  a  more advanced assessment score. An overall grade will be given at the end of the semester based on the quality of your progress. It is not the average of your milestones, or the number of milestones completed. It is most closely related to the number of milestones that you have made progress on, although some milestones are more or less challenging to master for different people.  

In Powerschool, you will see the broad categories of milestones, which mostly represent underlying assessments for the milestones which are included in the category. Supplemental Milestones are assessed by Phil.


An assessment takes two forms and may be taken as many times as needed.:

1. Conversation: A student shows their work to their teacher, who asks questions of the work and the reasoning behind it. These may be group or individual.
2. Test: A student takes a written assessment which requires that they provide descriptions of the concepts to be assessed.

Project Vs Supplemental Milestones:
Most milestones are assessed by looking at the work evidence that students provide. There are also supplemental milestones that are a combination of observations by the teacher and evidence that students provide. 




The Milestones

Project Milestones: 

1. I can use evidence to show factors that  affect biodiversity and population at different scales by using a mathematical representation (graph, diagram, etc) 
   1. I can define and give an example of biodiversity from my own experience 
   2. I can define and give an example of ecosystems from my own experience 
   3. I can explain what evidence says about factors that affect biodiversity and or populations. 
   4. I can support an explanation of factors affecting biodiversity and population by using a mathematical representation.

 

1. I can use mathematical representations to support claims for the cycling of matter and energy flow among organisms in an ecosystem.
   1. I can define and give an example of graphical, physical, and conceptual models. 
   2. I can define and give an example of the concept of matter cycling from my own experience. 
   3. I can define and give an example of the concept of energy flow among organisms from my own experience. 
   4. I can describe and give an example of the matter and energy flow among organisms in an ecosystem.

 

1. I can evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
   1. I can draft and create a model illustrating a scientific concept. 
   2. I can identify claims, evidence, and reasoning in a scientific text. 
   3. I can evaluate the claims, evidence, and reasoning in a scientific text. 
   4. I can read a scientific article and create an outline of its parts

 

1. I can design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
   1. I can design, evaluate, and refine a solution for a problem. 
   2. I can identify and analyze the impact of human activities on the environment and biodiversity. 

 

1. I can create a multi layered block printed image of interacting organisms
   1. I can identify many adaptations on my organisms which make them uniquely adapted to their environment
   2. I can define and give examples of evolution and adaptation from my own experience
   3. I can explain how my organisms developed their specific adaptations to their environment through the process of evolution.
   4. I can separate an image into 2 or more layers for block printing, using Illustrator or by hand. 
   5. I can carve an image into a block or MDF with detail and accuracy so that it is abundantly recognizable.
   6. I can print my motif in two colors with accurate registration

Supplemental Milestones

1. I can use, clean, and store class materials appropriately without being reminded.
2. I can be on time and stay in class for the whole period.
3. I can store my phone, earbuds, and other electronic devices completely away (not in pockets) and not use them for the entire class period.
4. I can ensure that I am always having conversations that are on topic and about our learning while in class.
5. I can discuss my project and how it illustrates my learning, including what I am working to improve right now.