Work Sample & Commentary: Bio Box
The task
After a study of the interactions that occur within ecosystems, students were asked to design a bio-box showing a pond ecosystem. Using pictures and models made from construction paper or clay, students were asked to depict both the living organisms and the non-living physical factors in a pond ecosystem. Students in groups of two to three met in a planning session to discuss a design for the ecosystem, using the diagram “Needs and Activities of Living Things” as a guide. Students gathered materials (e.g., glue, scissors, construction paper, tape, markers, colored pencils and a ruler) and made items to contribute to the bio-box which could be constructed in a shoe box, milk carton, or a 2L soda bottle cut lengthwise. In the second session, students constructed the bio-box. In the third session, students used the bio-box and their knowledge of interdependence to answer questions on the worksheet. Though the questions were answered by the entire group, the last section of the written component asked each student to list his or her individual contribution to the project, and the conclusions they drew about interactions in a pond ecosystem.

Circumstances of performance
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:
d Life Sciences Concepts: Populations and ecosystems.
a Scientific Connections and Applications: Big ideas and unifying concepts.
b Scientific Thinking: Use concepts from Science Standards 1–4.
f Scientific Thinking: Work individually and in teams.



What the work shows
d Life Sciences Concepts: The student produces evidence that demonstrates understanding of populations and ecosystems, such as the roles of producers, consumers, and decomposers in a food web; and the effects of resources and energy transfer on populations.
The students demonstrate knowledge of the role of producer when they state “…carbon dioxide & water taken in [and] used by plants to make food.” To meet this standard, students need to use the concept accurately to explain observations and make predictions and by representing the concept in other ways.
The students explain flow of resources within a system by explaining the dynamics of a food chain. Although their use of the term “food web” is erroneous, it is clear that they have a basic understanding of the functions of trophic levels.

a Scientific Connections and Applications: The student produces evidence that demonstrates understanding of big ideas and unifying concepts, such as order and organization;…change and constancy; and cause and effect.
The students demonstrate understanding of order and organization.
Some evidence of basic understanding of change and constancy is indicated in the students’ statement concerning ecological balance.
The graphs showing the effect resources have on population size indicate some evidence of an understanding of cause and effect.

b Scientific Thinking: The student uses concepts from Science Standards 1–4 to explain a variety of explorations and phenomena.
The students draw conclusions based on their knowledge of the roles of producers and consumers, and application of Science Standard d.

f Scientific Thinking: The student works individually and in teams to collect and share information and ideas.

The use of the plural “we” indicates that each student participated as a member of a team and contributed to the collective results.