Understanding the Water Cycle: Modeling and Analysis
NGSS Performance Task
Shared by Nimisha · Free to use as a template on AssessmentWiz.
Rubric
Name: Developing and Using Models
Advanced: Student's revised model meets all proficient criteria AND explicitly models a feedback relationship within the water cycle (e.g., annotating that increased evaporation leads to more water vapor available for condensation, creating a self-reinforcing cycle). The model includes a labeled boundary distinguishing the physical model from the real Earth system, with a written notation of at least one component present in Earth's water cycle that the physical model omits (e.g., transpiration, groundwater infiltration, ocean currents). In the Step 6 extension, the student uses the revised model diagram itself — not just written text — to illustrate the predicted effect of a 2°C temperature increase on evaporation rates, adding a new annotated arrow or annotation to the model.
Beginning: Student produces an initial model diagram that shows water moving between locations (e.g., soil to air to lid) but arrows are unlabeled or labeled only with descriptions of what happens ('water goes up') with no reference to a cause. The revised model in Step 4 repeats the same structure as the initial model without incorporating data from the investigation, and no legend distinguishing liquid water, water vapor, and energy is present. The written model revision note is missing or states only 'we added more arrows.'
Dimension: SEP
Developing: Student produces an initial model with labeled arrows that name at least one process (e.g., 'evaporation,' 'condensation') but do not identify what causes those processes. The revised model adds a legend and marks at least one star (*) where data changed their thinking, but the cause annotations on arrows reference only the process name rather than the mechanism (e.g., 'heat causes evaporation' is written but not connected to the specific temperature data collected). The model revision note identifies one change but does not explain why the data justified that change.
Proficient: Student's revised model diagram includes: labeled arrows for evaporation, condensation, precipitation, and runoff/collection; cause annotations on each arrow that reference energy or temperature as the driver (e.g., 'solar energy heats water surface → molecules escape as vapor'); a legend distinguishing liquid water, water vapor, and energy inputs; and at least two star markings with corresponding model revision note sentences that cite specific data values (e.g., 'We changed the evaporation arrow to show heat as the cause because the warm bin produced 3.2 mL vs. 0.8 mL in the cold bin'). The model accurately represents the Earth systems water cycle mechanism supported by their investigation data.
Procedure
Phenomenon
Task Scenario
Teacher Notes
Ngss Alignment
Driving Question
Preview shown. The full assessment (all questions, answer key, and teacher notes) loads with the page.