delaware science assessment prototype: biology integrative ......biology integrative item cluster...

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.

Biology Integrative Item Cluster

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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.


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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• 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.


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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• Onepointforexplaininghowthedifferencesbetweentheenergyandmatterinwinterandsummerispartofalargerglobalsystem.

• Onepointfordescribinghowseasonaldifferencesaffecthowrightwhalesgettheenergytheyneedtosurvive.

• Onepointforusingevidencefromtables,graphs,andmapstosupporttheanswer.SampleStudentResponse:SunlightthatreachestheoceanwaterprovidesenergythatdrivesthecyclingofcarbonandwaterthroughtheorganismsintheNorthAtlanticOceanecosystem.Whensunlighthitstheoceanwater,someoftheenergyisabsorbedbyphytoplankton.Thephytoplanktongetthematterforphotosynthesis—waterandcarbondioxide—fromtheocean.Graph1showsmorelightenergyreachesphytoplanktoninsummer,allowingphytoplanktontotakeupmorewaterandcarbondioxidemoleculesfromtheoceanandcombinethemtoformglucose.Glucosemovesthroughthefoodchainaszooplanktoneatphytoplanktonandwhaleseatzooplankton.Therightwhalesmigratetoplaceswheregreaterinputofenergyfromsunlightmaintainshigherpopulationlevelsofphytoplanktonandzooplankton.Asthewhalesmigrate,theycarrycarbonandenergythatisstoredintheirbodies.Thewhalesandzooplanktonreleasesomeofthecarbonandwaterbackintotheoceanduringcellularrespirationandwhentheydie.ThecyclingofcarbonandwaterthroughlivingandnonlivingpartsoftheNorthAtlanticecosystemispartoftheglobalcarbonandwatercycles.


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delaware science assessment prototype: biology integrative ......biology integrative item cluster...

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