Each student was asked to research an animal species using a variety of
reference sources, including accessing information on a CD-ROM, and to prepare
a brief written report about the animal. The reports were then used collectively
to help teams of students create murals that depicted animals representing
the major biomes.
| This sample of student work was produced under the following
conditions: |
| alone |
in a group |
| in class |
as homework |
| with teacher feedback |
with peer feedback |
| timed |
opportunity for revision |
|
| |
This work sample
illustrates a standard-setting performance for the following
parts of the standards: |
 a |
Life Sciences Concepts: Characteristics
of organisms. |
 a |
Scientific Tools and Technologies: Acquire
information from multiple sources. |
 a |
Scientific Communication: Represent data
and results in multiple ways. |
|
|
a
Life Sciences Concepts: The
student produces evidence that demonstrates understanding of characteristics
of organisms, such as…the relationship between structure and
function.
 
The students clearly describe the functions of specific structures.
a
Life Sciences Concepts:
The student produces evidence that demonstrates understanding of organisms
and environments, such as the interdependence of animals and plants
in an ecosystem….
 
 
The students provide specific examples of interdependence of species.
a
Scientific Tools and Technologies:
The student acquires information from multiple sources, such as experimentation
and print and non-print sources.
|
 |
 
It is evident from the description of the task and the tone of the
writing that the students used print and software resources. In a
further revision, however, students should be asked to include a bibliography
with the written piece.
a
Scientific Communication:
The student represents data and results in multiple ways, such as…drawings,
diagrams, and artwork; and technical and creative writing.
 The students presented
data in narrative form and in artwork. |
 |
 |
 |
 |
|
