Proficiency Assessment
7.2E.2 Atmosphere
Standard: Describe the composition of Earth’s atmosphere, how it has changed over time and implications for
the future.
Title
Atmosphere Pyramid Exam
Standard
Introduction Background
skills,
knowledge,
standards,
experiences
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I can describe the composition of Earth’s atmosphere.
I can describe changes in Earth’s atmosphere over time.
I can describe how these changes may affect future life on Earth.
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Take the Assessment Probe: Wet Jeans in Keeley. Volume One
Review states of matter and changes in state.
Compare and contrast models of the water cycle.
Practice in cooperative learning or group skills.
Review the water cycle.
Draw the Oregon profile and discuss weather patterns.
Introduce the essential vocabulary.
Draw atmospheric layers and label.
Provide demonstration of density using models of barometers or the
candle experiment.
Read and discuss sections of to Book I, Chapters 1 and 4.

Essential
Vocabulary
Assessment
Overview
Greenhouse effect, acid rain, global warming, ozone depletion, stratosphere,
troposphere, mesosphere, exosphere, thermosphere, ionosphere, climate
change, ozone layer, continental drift, carbon dioxide.
A pyramid exam is an assessment that is comprised of two separate but identical
tests. The first exam provides a summative assessment measuring an
individual’s level of achievement and the second exam, typically administered
on the same testing day or the next class period, is a formative exam that is a
collaborative product. The use of pyramid testing allows for several positive
outcomes that differ in comparison to the traditional summative exam only.
Pyramid Exams advantages
 Student centered approach.
 Increased peer feedback reducing the possibility of exiting the
assessment with misconceptions in place.
 Reduced testing anxiety through the understanding that the testing is
not in isolation.
 Increased student achievement.
Curriculum, Instruction, and Assessment
September 4, 2012
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Time
Reduced post-exam discussions and increased instructional time.
One to two class periods
Materials
Paper, pencil, and scoring guides.
Directions
1) Prepare students for pyramid testing to ensure that group work will be
productive and positive. Educate students on the pyramid testing technique
including how the assessments will be graded.
2) Identify groups of students who will work well together for the second part of
the test.
3) Split the testing time in half to allow for individual summative assessments
and group formative assessments to have similar times.
4) Write standards on board and ask students to use as much essential
vocabulary as possible in showing their understanding.
Encourage writing at least one five-sentence paragraph for each standard.
Labeled diagrams or illustrations can replace some of the writing if it clarifies
their understanding.
5) Conclude individual testing, collect all essays, and initiate group testing after
25 minutes.
5) Walk among the groups and ensure that all students are participating the
group assessment.
Student
Work
See Sample below
Curriculum, Instruction, and Assessment
September 4, 2012
Scoring Guide
7.2E.2 Atmosphere
Standard: Describe the composition of Earth’s atmosphere, how it has changed over time and implications for
the future.
Score
4.0
Exceeds
Description of Understanding

I can differentiate Earth’s atmospheric layers on the basis of temperature, pressure,
or chemical composition.
Sample: “The Earth’s atmosphere is made of layers that differ in altitude, pressure,
temperature, or composition. The exosphere is the highest layer of the atmosphere and is
less dense than the layers below. The troposphere is the lowest layer of the atmosphere.
All weather occurs in this layer and its chemical composition is mostly oxygen and
nitrogen.”

Given historical data, I can predict changes in Earth’s atmosphere and suggest
implications for the future of life on Earth.
Sample: “I know that the atmosphere has changed over time and that this change in
composition has accompanied changes in the temperature on the surface of the Earth.
Changes in Earth’s surface temperature can lead to changes in species density and
diversity within regions.”
3.5
3.0
Meets
Can complete level 3.0 and can partially complete level 4.0.

I can describe the composition of Earth’s atmosphere.
Sample: “The Earth’s atmosphere is comprised of several layers: exosphere, ionosphere,
mesosphere, stratosphere, and troposphere. The ozone layer exists within the
stratosphere. The Troposphere is the layer of the atmosphere where all weather occurs
because it is the most dense and differences in air pressure influence winds and cloud
formation.”
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I can describe changes in Earth’s atmosphere over time.
Sample: “Over the history of the Earth, the climate has gradually changed for various
reasons. These reasons include the position of the Earth and the sun, the energy coming
from the sun, volcanic activity, and continental drift.”
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I can describe how these changes may affect future life on Earth.
Curriculum, Instruction, and Assessment
September 4, 2012
Sample: “Some gradual changes to the Earth’s climate are natural and they include the
position of the Earth related to the sun, the energy coming from the sun, volcanic activity,
and continental drift. Human caused changes to the atmosphere, like ozone depletion and
increases in carbon dioxide could be long-term and harmful for life. Ozone depletion can
allow harmful UV radiation to reach the surface of the Earth and cause cancer to humans
and other forms of life. Increases in carbon dioxide can lead to increases in trapped solar
energy in the Earth’s atmosphere which can lead to increased global temperatures. “
2.5
2.0
Nearly meets
Can complete level 2.0 and can partially complete level 3.0 or 4.0

I can identify layers in Earth’s atmosphere.
Sample: “The Earth’s atmosphere is comprised of several layers: exosphere, ionosphere,
mesosphere, stratosphere, and troposphere.”
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I can describe Earth’s ancient atmosphere.
Sample: “Earth’s atmosphere has changed over time in amount of oxygen, methane, and
carbon dioxide. The temperature of the Earth may have been warmer millions of years
ago.”
 I can state that present and future changes in Earth’s atmosphere will affect
climate and that climate change will affect life on Earth.
Sample: “The changes to the atmosphere can hurt life. The Earth’s atmosphere has
changed in the past and will continue to change.”
1.5
1.0
Beginning
0.5
0.0
Has no
understanding
of
Can complete level 1.0 and can partially complete level 2.0, 3.0, or 4.0.

With prompting, I can state that the atmosphere has layers and that the properties
of those layers have changed over time and continue to change.
Can produce some evidence of basic knowledge, with help.
Cannot provide any evidence of knowledge or understanding, even with help.
Curriculum, Instruction, and Assessment
September 4, 2012
Scoring Guide
7.2E.2 Atmosphere
Standard: Describe the composition of Earth’s atmosphere, how it has changed over time and implications for
the future.
Score
4.0
Exceeds
Description of Understanding


3.5
3.0
Meets
2.5
2.0
Nearly meets
1.5
1.0
Beginnning
0.5
0.0
Has no understanding of
I can differentiate Earth’s atmospheric layers on the basis of temperature,
pressure and chemical composition.
Given historical data, I can predict changes in Earth’s atmosphere and
suggest implications for the future of life on Earth.
Can complete level 3.0 and can partially complete level 4.0.



I can describe the composition of Earth’s atmosphere.
I can describe changes in Earth’s atmosphere over time.
I can describe how these changes may affect future life on Earth.
Can complete level 2.0 and can partially complete level 3.0 or 4.0



I can identify layers in Earth’s atmosphere.
I can describe Earth’s ancient atmosphere.
I can state that present and future changes in Earth’s atmosphere will affect
climate and that climate change will affect life on Earth.
Can complete level 1.0 and can partially complete level 2.0, 3.0, or 4.0.

With prompting, I can state that the atmosphere has layers and that the
properties of those layers have changed over time and continue to change.
Can produce some evidence of basic knowledge, with help.
Cannot provide any evidence of knowledge or understanding, even with help.
Curriculum, Instruction, and Assessment
September 4, 2012