Title
Emerging Progressing
LDC Argumentation 9-12
LDC Argumentation 9-12
LDC Argumentation 9-12
C2: Patterns - Students observe patterns
in systems at different scales and cite
patterns as empirical evidence for
causality in supporting their explanations
of phenomena
C2: Patterns - Students observe patterns
in systems at different scales and cite
patterns as empirical evidence for
causality in supporting their explanations
of phenomena
C3: Cause and Effect - Students
understand that empirical evidence is
required to differentiate between cause
and correlation and to make claims about
specific causes and effects.
C3: Cause and Effect - Students
understand that empirical evidence is
required to differentiate between cause
and correlation and to make claims about
specific causes and effects.
Comments:
Controlling Idea
Selection & Citation of Evidence
Development / Explanation of
Sources
C2b.The student can analyze
and interpret patterns of
performance of designed
systems to reengineer and
improve the system.
C2c.The student can use
mathematical representations
and empirical evidence to identify The student can recall the
and explain patterns.
**Empirical evidence =
experimental evidence**
C3b.The student can suggest
cause and effect relationships to
explain and predict behaviors in
complex, natural, and designed
systems.
C3c.The student can design or
change a system to cause
varying effects.
Student Name:
Meets Exemplary
Makes a general claim with an unclear Establishes aclearclaimthat addresses
focus. the prompt, with anunevenfocus.
Includes minimal details from sources.
Sources are used without citation.
Explanation of ideas and source
material is irrelevant, incomplete, or
inaccurate.
The student can state the patterns of
performance of designed systems.
mathematical representation used to
explain a pattern.
The student can identify cause and
effect relationships in complex, natural, relationships to explain behaviors in
and designed systems. .
The student can list possible changes
to a system.
Includesdetails, examples, and/or
quotationsfrom sources that arerelevant thatsupportthe claimand supporting
to the claim.
Inconsistentlycites sources.
Explains ideas and source materialto
support the argument, withsome
incomplete reasoning or explanations.
The student can interpret patterns of
performance of designed systems. The
student can predict problems in the
system that may need improvement.
The student can predict the correct
mathematical representation that
demonstrates the patterns.
The student can use cause and effect
complex, natural, and designed system.
The student can anticipate the effects
of a changed system.
Establishes and maintains aprecise,
Establishesand maintainsaclear, substantiveclaim that addresses all
specific, and credibleclaim that aspects of the prompt.
addressesall aspectsof the prompt. Acknowledges limitations and/or the
complexity of the issue or topic.
Includes details, examples, and/or Includeswell-chosendetails,
quotations from sources examples, and/or quotations from
sources thatfully supportthe claim
ideas. and supporting ideas.
Consistentlycites sourceswith minor Consistently cites sourcesusing
formatting errors. appropriate format.
Thoroughlyand accurately explains
Accuratelyexplains ideas and source
ideas and source material,using
material andhow they supportthe
logical reasoningto supportand
argument.
developthe argument.
The student can analyze and
interpret patterns of performance
The student can analyze and
and apply it to a reengineered
interpret patterns of performance of
system. The student can critique
designed systems to reengineer and
their reengineered system and
improve the system.
provide argument or justification for
the application of the new system.
The student can use mathematical The student can generate and apply
representations and empirical mathematical representations and
evidence to identify and explain empirical evidence to identify and
patterns. explain patterns.
The student can suggest cause and The student can connect cause and
effect relationships to explain and effect relationships to relate
predict behaviors in complex, behaviors in complex, natural, and
natural, and designed systems. designed systems.
The student can critique a design or
The student can design or change a
change to a system and explain its
system to cause varying effects.
varying effects.