delaware science assessment prototype: biology integrative ......biology integrative item cluster...
TRANSCRIPT
TeacherVersion
DelawareScienceAssessmentPrototype:
BiologyIntegrativeItemCluster
PreparedfortheDelawareDepartmentofEducationbyWestEd
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DelawareNGSSAssessmentPrototype
BiologyIntegrativeItemCluster
Background:
TheDelawareDepartmentofEducationengagedwithWestEdtodesignanddevelopsampletaskstomeasuretheNextGenerationScienceStandards(NGSS).ThesetaskswereadministeredtoDelawarestudentsaspartofaprocesstoevaluatethetasks’effectivenessatmeasuringallthreedimensionsoftheNGSS—ScienceandEngineeringPractices(SEPs),DisciplinaryCoreIdeas(DCIs),andCrosscuttingConcepts(CCC).Thesetaskswererevisedbasedonthedatacollectedduringtheresearchperiod,andarenowavailabletoDelawareeducatorsassampleNGSS-alignedassessmentsforuseintheirclassrooms.RecommendationsonhowtousetheIntegrativeItemClusterPrototype:
ThefollowingIntegrativeItemCluster(IIC)isdesignedtoelicitevidenceofastudent’sunderstandingandabilitytoapplyspecificscienceskillsinareal-worldcontext.EachIICisdesignedaroundacentralphenomenonandrequiresstudentstouseandapplyallthreedimensionstorespondtoquestionsassociatedwithacommonstimulus.Itisrecommended
thatthisIICbeadministeredfollowingtheinstructionofPerformanceExpectations(PEs)HS-
LS1-5,HS-LS1-7,andHS-LS2-5.ThisIICalsoassessesastudent’sabilitytoapplysciencepracticesthatarenotspecifictoPEsHS-LS1-5,HS-LS1-7,orHS-LS2-5.Forexample,inadditiontotheSEPofDevelopingandUsingModels(MOD)thatwasoriginallypartofallthreePEs,theIICalsorequiresstudentstoapplythepracticesofMathematicsandComputationalThinking,PlanningandCarryingOutInvestigations,AnalyzingandInterpretingData(DATA)andConstructingExplanationsandDesigningSolutions(E/S)aspartoftheassessment.Inthisway,theIICspreparestudentstointegrate,transfer,andapplyknowledgeandskillstonovelsituations,animportantexpectationofDelaware’sComprehensiveScienceAssessmentSystem.ThisIICprototypeisprovidedasaformativeassessmenttoolandisnotmeanttodemonstratetheexactmodeorcontentthatwillappearinDelaware’sfutureassessments(e.g.,someIICsmaybedeliveredonline).Rather,weinviteteacherstoexploretheuseofIICsintheirclassroomtobetterunderstandthenatureofNGSSassessment.Materials:
2StudentVersionPDF:ThisversionisavailabletodownloadandprintinordertoadministertheIICprototypedirectlytostudents.Allstudentresponsescanbecapturedonthishardcopy,ORasetofclasscopiescanbeprintedandstudentresponsescanbecapturedonaseparatepieceofpaper.TheIICisdesignedtobeself-explanatoryandshouldrequirelittleinstructiononthepartoftheteacherorproctor.ThesuggestedtimetocompletetheIICis20–25minutes.
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2TeacherVersionPDF:Inadditiontothecontentcontainedinthestudentversion,theteacherversionprovidesalignmentinformationingraymetadataboxes.Scoringinformation(thekey)isincludedinthemetadataorisprovidedasadetailedrubric/scoringinformationsectionbelowitemswhererelevant.Keysandrecommendedpointvaluesforeachquestionareprovidedinthemetadatatables(13pointstotalfortheIIC),butpointvaluescanbeadjustedbasedonoverallclassperformance.Theseresourcesareavailableforpublicuseandweencourageyoutosharethemfreely.Questionscanbesenttoapril.mccrae@doe.k12.de.us.
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StudentNote:Inthisassessment,youwillinvestigatehowtheflowofenergyandmatterintheNorthAtlanticOceanecosystemrelatestorightwhalemigration.Grade:BiologyPE/PEBundle:HS-LS1-5:Useamodeltoillustratehowphotosynthesistransformslightenergyintostoredchemicalenergy.HS-LS1-7:Useamodeltoillustratethatcellularrespirationisachemicalprocesswherebythebondsoffoodmoleculesandoxygenmoleculesarebrokenandthebondsinnewcompoundsareformedresultinginanettransferofenergy.HS-LS2-5:Developamodeltoillustratetheroleofphotosynthesisandcellularrespirationinthecyclingofcarboninthebiosphere,atmosphere,hydrosphere,andgeosphere.Dimensions:SEP:MOD,MCT,INV,DATA,E/S;DCI:LS1.C,LS2.B;CCC:E/M,SYSFocus:Energyandmatterinteractionsoccurateachlevelofnestedsystemcells>multicellularorganisms>ecosystems>planet.Phenomenon(ifapplicable):NorthAtlanticrightwhalesmigratepastthecoastofDelawareinanorthwarddirectioninthespringandinasouthwarddirectioninthefall.
IntroductionRightwhalesarebaleenwhales1thatfeedbystraininglargeamountsofkrill,copepods2,andmicroscopicorganismssuchasphytoplankton3andzooplankton4fromtheocean.RightwhalesliveintheNorthAtlanticOceanalongtheeastcoastofNorthAmerica.Map1showsthelocationoftheNorthAtlanticOcean.
1Baleenwhales:Baleenarelongplatesthathanginarow(liketheteethofacomb)fromabaleenwhale’supperjaw.Baleenplatesaremadeofaproteinsimilartotheproteinfoundinhumanfingernails,makingthemstrongandflexible.Baleenplatesarebroadatthegumlineandtaperintoafringe,whichformsacurtainormatinsidethewhale’smouth.(http://www.afsc.noaa.gov/nmml/education/cetaceans/baleen1.php)2Krill,copepods:Tinycrustaceansthatformlargegroupsthroughouttheworld’soceans.Nearlyallspeciesofkrillandcopepodseatphytoplanktonand/orzooplankton.3Phytoplankton:microscopicproducers,suchassingle-celledalgae,thatusephotosynthesistomaketheirownfood.4Zooplankton:microscopicconsumersthatfeedonorganismssuchasphytoplankton.
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Map1.LocationoftheNorthAtlanticOcean
Eachyear,rightwhalesmigratenorthwardandsouthwardalongtheentireeastcoastofNorthAmerica.Duringeachmigration,thewhalestravelpastthecoastofDelaware.
Activity:AbsorptionofSolarEnergyandRightWhalesTEACHERNote:Handoutsarefoundattheendofthisdocument–PleasePrintthetwomaps
(pages15and16)inCOLOR.Mapsmaybelaminatedforfutureuse.
Yourhandoutmaterialscontaintwomaps.Analyzethehandoutmaterialsbyfollowingthesesteps:
1. EachmapshowstheaverageamountofsolarenergyabsorbedbyEarth’ssurface,inwattspersquaremeter(W/m2),attwodifferenttimesoftheyear.AnalyzethetwomapstodeterminehowtheamountofsolarenergyabsorbedintheNorthAtlanticOceanchangesseasonally.
2. Themapsalsoshowthemigrationroutesandseasonalhabitatsoftherightwhalesthroughouttheyear.Analyzeanyrelationshipsthatappearamongabsorbedsolarenergyandrightwhalemigrationindifferentseasons.
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Recordnotesfromyouranalysesinthespacebelow.
{responsespaceisprovidedinstudentversion}
LightIntensityandPhotosynthesisAstudentinvestigatestherelationshipbetweenlightintensityandtherateofphotosynthesisinalgae.ThepHofthewatercanbeusedtodeterminetherateofphotosynthesis.WaterwithalowerpHhasmorecarbondioxide,whilewaterwithahigherpHhaslesscarbondioxide.
Thestudentfollowsthesesteps:
• Placethesamemassofalgaeintosixdifferentbottles.• MeasuretheinitialpHofeachbottle.• Placeeachbottleadifferentdistancefromalampandrecordthelightintensity.• Placeacontrolbottleinadarkbox.• RecordthepHineachbottleat45minutesandagainat90minutes.
Table1showsthestudent’sdata.
Table1.Student’sDataBottle InitialpH LightIntensity
(W/m2)pHAfter
45MinutesFinalpHAfter90Minutes
A 7.6 238 8.8 9.0B 7.6 182 8.4 8.6C 7.6 126 8.2 8.4D 7.6 71 8.0 8.2E 7.6 16 7.7 7.8
Control 7.6 0 7.6 7.6
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Question1.PartAWhichclaimisbestsupportedbythedatainTable1?
A. ThechangeinpHovertimeindicatesthattheamountofcarbondioxideisloweratlowerlightintensities.
B. ThechangeinpHovertimeindicatesthattheamountofcarbondioxideisloweratgreaterlightintensities.*
C. ThechangeinpHovertimeishighestatthegreatestlightintensity,sotheamountofcarbondioxidemustbehigheratgreaterlightintensities.
D. ThechangeinpHovertimeislowestatthegreatestlightintensity,sotheamountofcarbondioxidemustbeloweratgreaterlightintensities.
PartBWhichclaimaboutratesofphotosynthesisissupportedbyboththedatainTable1andtheclaimyouidentifiedinPartA?
A. Ratesofphotosynthesisincreaseaslightintensityincreasesandaslengthofexposuretolightincreases.*
B. Ratesofphotosynthesisincreaseaslightintensityincreasesandareunchangedbylengthofexposuretolight.
C. Ratesofphotosynthesisincreaseaslightintensityincreasesanddecreaseaslengthofexposuretolightincreases.
D. Ratesofphotosynthesisdecreaseaslightintensityincreasesandaslengthofexposuretolightincreases.
Item:1 ItemFormat:MC,MCGrade:Biology PE/PEBundle:HS-LS1-5 TotalPoints:2Dimensions:DCI:LS1.CSEP:MCT,DATACCC:E/M Key(s):PartA:B;
PartB:AFocus:Photosynthesisratesvarywithlightenergy.
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Graph1belowshowshowthetotalamountofincomingsolar(light)energychangesbymonthatthreedifferentlatitudesintheNorthernHemisphere.Eachlatitudeisshownontheglobebesidethegraph.
Question2.BasedontheevidencefromTable1andGraph1,whichstatementexplainshowtheratesofphotosynthesisintheNorthAtlanticOceanwillmostlikelychangefromwinter(January)tosummer(July)?
A. Thetotalamountofincomingsolarenergydecreasesslightlyinsummer,soratesofphotosynthesiswilldecreaseslightlyduringthesummermonths.
B. Thetotalamountofincomingsolarenergyisaboutequalinsummerandinwinter,butratesofphotosynthesiswilldecreaseinwinterbecausethelengthoflightexposureislessinwinterthaninsummer.
C. Thetotalamountofincomingsolarenergyincreasesastheseasonschangefromwintertosummer,sotheratesofphotosynthesiswillincreaseduringthesummer.*
D. Thetotalamountofincomingsolarenergyismoreinsummer,buttheratesofphotosynthesisincreaseonlyslightlyinsummerbecausethelengthoflightexposureislessinsummerthaninwinter.
Item:2 ItemFormat:MCGrade:Biology PE/PEBundle:HS-LS1-5,HS-LS1-7 TotalPoints:1Dimensions:DCI:LS1.C,LS2.BSEP:INV,DATACCC:E/M Key(s):CFocus:PhotosynthesisproductivityatagivenlatitudeonEarthvariesbyseason,duetotheangleoflightincidence.
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CarbonandEnergyTransferYouhaveanalyzedseasonalchangesintheNorthAtlanticOcean.Now,youwillanalyzehowthesechangesaffectchangesinmatter,energytransfer,andrightwhalemigration,intheNorthAtlanticOceanecosystem.
Question3.Theprocessesofphotosynthesisandcellularrespirationaremodeledbelow.
Explainwhybothprocessesarerequiredforthemovementofmatter(intheformofcarbon)andthetransferofenergywithinanecosystem.Inyourexplanation,describehowthetwoprocessesdependoneachotherandhowcarbonismovedbyeachprocess.
{responsespaceisprovidedinstudentversion}
ScoringforQuestion3Threepointstotal:
• Onepointforexplaininghowthetwoprocessesdependononeanother• Onepointforexplaininghowenergyandmatter(carbon)ismovedbyphotosynthesis• Onepointforexplaininghowenergyandmatter(carbon)ismovedbycellular
respirationSampleStudentResponse:Duringphotosynthesis,lightenergyiscapturedandconvertedtochemicalenergythatisstoredinthebondsofglucose.Carbonfromtheenvironment(ascarbondioxide)isrearrangedintoglucose(C6H12O6)duringphotosynthesis.Duringcellularrespiration,theglucosemoleculesthatwereproducedduringphotosynthesisarebrokendown,releasingenergythatcanbeusedbyanorganismforcellularfunction,andthecarbonatoms(matter)arerearrangedbackintocarbondioxidethatarereleasedtotheenvironment.Carboncyclesamongthetwoprocesses,andtheproductsofoneprocessarethereactantsoftheother.
Item:3 ItemFormat:CRGrade:Biology PE/PEBundle:HS-LS1-5,HS-LS1-7,HS-LS2-5 TotalPoints:3Dimensions:DCI:LS1.C,LS2.BSEP:E/SCCC:E/M Key(s):SeeScoringbelowFocus:CarbonandenergytransferintheNorthAtlanticecosystem.
Photosynthesis:CO2+H2O+lightenergyàO2+H2O+C6H12O6
CellularRespiration:O2+C6H12O6àCO2+H2O+energy
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Question4.CompletethemodelbelowtoshowtheflowofenergyandthecyclingofcarbonintheNorthAtlanticOceanecosystembyfollowingthesesteps:Step1.Lookattheorangearrowsinthemodel.Eachorangearrowrepresentsthedirectionof
energyflowamongthefourorganismsthatareshowntotherightofthemodel.
Step2.Writethenameoftheorganism(fromtherightofthemodel)thatbelongsineachwhiteboxbasedonthedirectionsoftheorangearrows.
Step3.Drawarrowsbetweenthewhiteboxestoshowthemovementofcarbonamongtheorganismsinthemodel.
Step4.Drawarrowstoshowhowcarboncyclesamongthelivingandnonlivingpartsoftheecosystem.
Item:4 ItemFormat:ModelingGrade:Biology PE/PEBundle:HS-LS1-5,HS-LS1-7,HS-LS2-5 TotalPoints:3Dimensions:DCI:LS1.C,LS2.BSEP:MODCCC:E/M Key(s):SeeScoringbelowFocus:CarbonandenergytransferintheNorthAtlanticecosystem.
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ScoringforQuestion4Threepointstotal:
• Onepointforcorrectplacementofeachorganism• Onepointforcorrectarrowstoshowcarbonflowamongorganisms(showningreen)• Onepointforcorrectarrowstoshowmovementofmatterbetweenlivingandnonliving
partsoftheecosystem(showningreen)
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GlobalConnection
Question5.Themodelyoucompletedshowssomeofthewaysinwhichmatter,intheformofcarbon,movesthroughdifferenttrophiclevels(producersandconsumers)intheNorthAtlanticOceanecosystem.Whichclaimisbestsupportedbyevidencefromthemodel?
A. Carbonistransferredintodifferenttrophiclevelsbywayofcellularrespiration,andistransferredamongorganismsasorganismsconsumeoneanother.
B. Carbonisfixedintheoceanicfoodwebduringphotosynthesis,andsomeofthatcarbonisreleasedasheatenergyduringcellularrespirationbyorganismsineverytrophiclevel.
C. Somecarbonmovesfromtheoceansintolivingorganismsateverytrophiclevelduringphotosynthesis,andsomecarbonistransferredamongorganismsduringcellularrespiration.
D. Somecarbonmovesfromlivingorganismsateachtrophiclevelintotheoceansduringcellularrespiration,andsomecarbonmovesamongorganismsasorganismsconsumeoneanother.*
Question6.ExplainhowthedifferencebetweentheamountofmatterandenergyinwinterandsummerintheNorthAtlanticOceanecosystemispartofalargerglobalsystemofEarth’soceans.Inyourexplanation,
• describehowthedifferenceinenergyandmatteraffecthowrightwhalesobtainthematterandenergytheyneedtosurvive,grow,andreproduce;
• useevidencefromanyofthetables,graphs,andmapsprovidedtosupportyouranswer.
{responsespaceisprovidedinstudentversion}
Item:5 ItemFormat:MCGrade:Biology PE/PEBundle:HS-LS1-5,HS-LS1-7,HS-LS2-5 TotalPoints:1Dimensions:DCI:LS1.C,LS2.BSEP:E/SCCC:E/M Key(s):DFocus:CarbonandenergytransferintheNorthAtlanticecosystem.
Item:6 ItemFormat:CRGrade:HS PE/PEBundle:HS-LS1-5,HS-LS1-7,HS-LS2-5 TotalPoints:3Dimensions:DCI:LS1.C,LS2.BSEP:E/SCCC:E/M Key(s):seeScoringbelowFocus:CarbonandenergytransferintheNorthAtlanticecosystem.
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ScoringforQuestion6Threepointstotal:
• Onepointforexplaininghowthedifferencesbetweentheenergyandmatterinwinterandsummerispartofalargerglobalsystem.
• Onepointfordescribinghowseasonaldifferencesaffecthowrightwhalesgettheenergytheyneedtosurvive.
• Onepointforusingevidencefromtables,graphs,andmapstosupporttheanswer.SampleStudentResponse:SunlightthatreachestheoceanwaterprovidesenergythatdrivesthecyclingofcarbonandwaterthroughtheorganismsintheNorthAtlanticOceanecosystem.Whensunlighthitstheoceanwater,someoftheenergyisabsorbedbyphytoplankton.Thephytoplanktongetthematterforphotosynthesis—waterandcarbondioxide—fromtheocean.Graph1showsmorelightenergyreachesphytoplanktoninsummer,allowingphytoplanktontotakeupmorewaterandcarbondioxidemoleculesfromtheoceanandcombinethemtoformglucose.Glucosemovesthroughthefoodchainaszooplanktoneatphytoplanktonandwhaleseatzooplankton.Therightwhalesmigratetoplaceswheregreaterinputofenergyfromsunlightmaintainshigherpopulationlevelsofphytoplanktonandzooplankton.Asthewhalesmigrate,theycarrycarbonandenergythatisstoredintheirbodies.Thewhalesandzooplanktonreleasesomeofthecarbonandwaterbackintotheoceanduringcellularrespirationandwhentheydie.ThecyclingofcarbonandwaterthroughlivingandnonlivingpartsoftheNorthAtlanticecosystemispartoftheglobalcarbonandwatercycles.
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