Students were asked to design and conduct an experiment to determine how
snails react to changes in their environment. The task included writing
a report that describes the procedure, the outcome, and students’
conclusions.
| 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 |
|
|
 |
 c
Life Sciences Concepts: The
student produces evidence that demonstrates understanding of regulation
and behavior, such as senses and behavior, and response to environmental
stimuli.
 
The student demonstrates an understanding of a response to an environmental
stimulus by describing several observations of snail locomotion in
response to a light source; and by making inferences based on those
observations. While the inferences include some incorrect terminology
(e.g., “tentacles”), it is clear that the student understands
that the snail’s actions were responses to the light.
 a
Scientific Connections and Applications: The
student produces evidence that demonstrates understanding of big ideas
and unifying concepts, such as…cause and effect.
 The conclusion
uses the concept of cause and effect to explain why the snails in
the experiment moved towards the light and away from the darkness.
|
 |
 |
 f
Scientific Thinking:
The student works individually and in teams to collect and share information
and ideas.
 Throughout the
report, use of the plural “we” indicates that the student
worked within a team to collect data and share information and ideas.
 e
Scientific Communication:
The student communicates in a form suited to the purpose and audience,
such as by writing instructions that others can follow.
The student’s written procedure indicates the ability to communicate
the experimental design in detail.
The written procedure is supported by a diagram that clarifies the
construction of the apparatus. |
 |
|
