This document outlines assessment objectives and criteria for evaluating student work on the history of human civilization as energy users. The objectives are to create a timeline of energy uses for a civilization and describe how the development of civilizations was influenced by available energy. The criteria describe achievement levels from 0 to 8 for applying scientific language, discussing implications of science applications, and documenting sources. A formative assessment assignment asks students to write a timeline and explanation of how available energy influenced a civilization's development, with an introduction, body, and conclusion citing at least three sources.

1. Assessment Objectives:
 Create a timeline for different energy uses for a particular civilization.
 Describe to what extent was the development of civilizations is influenced by the kinds of
energy they had available to use.
Criterion D: Reflecting on the Impacts of Science
Maximum: 8
At the end of Grade 7 and 8, students should be able to:
i. describe the ways in which science is applied and used to address a specific problem or
issue
ii. discuss and analyze the various implications of using science and its application in
solving a specific problem or issue
iii. apply scientific language effectively
iv. document the work of others and sources of information used.
Student Name: CN 1st
Term SY 2018 - 2019
Level: Grade 8 Date: Parent’s Signature
Subject: Science Teacher: Armand Anthony L. Galicia
Formative Assessment – Content and Graphic Organizer Unit/Topic: The History of Humanity as Energy Users
Achievement
level
Level descriptor
0 The student does not reach a standard indicated by any of the descriptors below.
1–2
The student is able to:
i. state the ways in which science is used to address a specificproblemor issue
ii. state the implications of the use of science to solve a specific problemor issue,
interacting with a factor
iii. apply scientificlanguage to communicate understanding but does so with limited
success
iv. document sources, with limited success.
3–4
The student is able to:
i. outline the ways in which science is used to addressa specific problemor issue
ii. outline the implications of using science to solve a specific problemor issue,
interacting with a factor
iii. sometimes apply scientific language to communicate understanding
iv. sometimes document sources correctly.
5–6
The student is able to:
i. summarize the ways in which science is applied and used to address a specific
problem or issue
ii. describe the implications of using science and its application to solve a specific
problem or issue, interacting with a factor
iii. usually apply scientificlanguage to communicate understanding clearly and
precisely
iv. usually document sources correctly.
7–8
The student is able to:
i. describe the waysin which science is applied and used to address a specific
problem or issue
ii. discuss and analyze the implications of using science and its application to solve
a specific problem or issue, interacting with a factor
iii. consistently apply scientificlanguage to communicate understanding clearly and
precisely
iv. document sources completely.

2. Introduction: You will have studied the history of different civilizations in different parts of the world. This
activity will allow you to enrich your scientific understanding to consider questions from a historical perspective:
 What is the timeline for different energy uses for a particular civilization?
 To what extent was the development of civilizations influenced by the kinds of energy they had available
to use?
Direction: Write your answer on the space provided.
TIMELINE[You may use another leaf if necessary]
Introduction [Introduce the idea and give the main point of view.]
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Body [Explain the main idea. Give examples of how the kinds of energy available influenced the
development of the civilization.]
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Conclusion [Summary of the main idea.]
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References [Document at least three sources in MLA format.]
1.
2.
3.