CPI Links Content Guide & Five Items Resource

Transcription

1 CPI Links Content Guide & Five Items Resource Introduction The following information should be used as a companion to the CPI Links. It provides clarifications concerning the content and skills contained in the CPI Links. Remember that instruction should be much richer than assessment and that the examples contained herein do not represent the variety of instructional strategies and supports necessary for meaningful teaching and learning of academic content. The information and examples are intended to clarify the intentions of the CPI Links so that assessment activities aligned to the links and thus to the state standards can be developed or chosen appropriately for students who participate in the NJ APA. For each standard, you will find that this resource includes The Test Specifications followed by the corresponding CPIs and Links A Glossary of terms contained in the CPI Links Further Clarifications concerning specific content, skills, language, and/or activity development considerations Five Items examples that show what constitutes five items for certain links where that may not be clear as well as the semantic intent of the link language. How to Use This Resource 1) Review the Steps to Developing an Entry in Modules IV and V of the Fall Training. 2) Remember to make your decisions regarding which CPI Link you will use to assess your students based on the individual needs of your students. Just because a particular link may be best for one student does not mean it is best for another, especially given the diverse needs of the students who participate in the NJ APA. 3) Once you have selected a CPI Link, use the Glossary to look up the definitions of any/all content vocabulary terms contained in the language of the link. This will ensure your understanding of those terms is consistent with the understanding set forth by the NJ DOE for the NJ APA. 4) Check the Further Clarifications section to see if there is additional information about the CPI and/or CPI Link you have chosen that will be helpful as you choose or design the activities you will use as the assessment evidence in your students APA portfolios. 5) If the CPI Link has an asterisk at the end of the link statement, you will find an example of that link in the Five Items section to use as a guide/reference/model NJ APA Content Guide & Five Items Resource Page 1

2 8 th Grade Science Test Specifications and Links for Standard 5.5 Characteristics of Life (Portfolio Entry 1) The following are the required CPIs for Standard 5.5: Characteristics of Life. Both CPIs are from Strand B: Diversity and Biological Evolution. You must select a CPI Link from one of the CPIs to develop an entry for the APA portfolio. STRAND B: Diversity and Biological Evolution You MUST CHOOSE only one of the following CPIs: CPI 5.5.8B1 Compare and contrast kinds of organisms using their internal and external characteristics Essence of the CPI: Compare and contrast organisms using both internal and external characteristics Matched Link Near Link Far Link Using internal and external characteristics compare and contrast two animals from different classes of the animal kingdom* Using internal and external characteristics compare and contrast two or more organisms between two kingdoms* OR Classify various organisms into two or more kingdoms of life using their internal and/or external characteristics* Determine the appropriate ecosystem for a given organism based on internal and external characteristics* Identify characteristics of plants and animals* Identify characteristics of protista and fungi Identify characteristics of monera and animalia CPI 5.5.8B3 Recognize that individual organisms with certain traits are more likely to survive and have offspring. Essence of the CPI: Understand the concept of natural selection in heredity Matched Link Near Link Far Link Explain how different organisms use their unique adaptations to survive and how that affects their chances of reproducing Identify and explain why inherited and acquired traits influence an individual organism s survival rates and identify which of those traits would be passed down to the next generation* Identify inherited traits that affect an organism s ability to survive* Identify acquired traits that affect an organism s ability to survive Given genetic characteristics of a living organism, complete a Punnett square and identify the results* Identify inherited traits* Identify acquired traits Please note: Always consult the Glossary and Further Clarifications sections of this resource when working with any of these Links. Additionally, an asterisk at the end of a Link statement denotes there is an example for that specific Link in the Five Items section of this resource NJ APA Content Guide & Five Items Resource Page 2

3 Glossary 5.5 Glossary 5.5 Acquired traits - characteristics that are acquired (learned) by an organism during its lifetime Adaptation - the evolutionary process by which a species develops certain traits over time that helps the species survive in its habitat (e.g., camels have developed broad feet, which helps them walk on the soft sands of the deserts where they live) Characteristics of organisms - may include internal and external features of an organism Internal characteristics- includes cold blooded vs. warm blooded, reproduction via live birth vs. reproduction by laying eggs, vertebrates vs. invertebrates, type of organs (gills vs. lungs, twochambered heart vs. four-chambered heart) External characteristics- includes skin covering (scales, fur, feathers), wings, legs, ears, eyes, nose, claws, size, etc; external characteristic do NOT include behaviors such as raising young, building nests, hibernating, etc. Compare - to examine (two or more objects, ideas, people, etc.) in order to note similarities and/or differences Contrast - to compare in order to show differences; to note the opposite natures, purposes, etc. Ecosystem - all of the living organisms (biotic) in a particular area as well as the nonliving components (abiotic) of that same environment Habitat - the natural conditions and environment in which an organism lives Inherited Traits - in genetics, characteristics that can be passed onto offspring are called inherited traits (e.g., natural hair color, eye color, blood type) Kingdom - the largest grouping in an organism classification Animals: members of this kingdom are multi-cellular, heterotrophic eukaryotes that digest food outside their cells and then absorb the digested nutrients; some examples of animal classes include mammals, reptiles, amphibians, insects, fish, birds Plants: members of this kingdom are multi-cellular, (mostly) autotrophic eukaryotes that (usually) conduct photosynthesis (e.g., elm tree, poison ivy, cacti) Fungi: multi-cellular, non-photosynthetic organisms that absorb food in solution directly through their cell walls; many reproduce through spores (e.g., mushrooms, mildews, molds, truffles, yeasts) NJ APA Content Guide & Five Items Resource Page 3

4 Glossary 5.5 (Kingdom continued) Protists: composed of single-celled and multi-cellular eukaryotes without highly specialized tissues; protists include all microscopic organisms that are not bacteria, not animals, not plants, and not fungi (e.g., protozoa and some types of algae) Archaebacteria: single-celled organisms that are found in extreme environments such as deep ocean thermal vents (very hot water), oxygen-free environments, or highly acidic environments Eubacteria: single-celled organisms that are found almost everywhere on Earth The term Monera or Monerans applies to both Archaebacteria and Eubacteria since both are comprised of single-celled (mono) organisms. The kingdom Monera was divided into Archaebacteria and Eubacteria to differentiate the two, but it is acceptable to use the term Monera/Monerans. Natural Selection - The theory of evolution by natural selection forms a central part of modern evolutionary theory. Typically there is a natural variation among individual organisms within a reproducing population. These variations are genetic variations that may be passed onto offspring. Examples of variations are (1) some individual organisms in a population may have thicker fur than others; (2) some individual organisms may be smaller than others; (3) some individual organisms may have longer legs than others. If the variation benefits the survival of that individual organism, that individual organism is more likely to survive and reproduce than are individual organisms who do not have the variation. Over time, more and more individual organisms in the population will have the variation. This is called adaptation of a species. Species - organisms that are able to interbreed and produce fertile offspring Variation - natural genetic differences among individual organisms in a species NJ APA Content Guide & Five Items Resource Page 4

5 Glossary 5.5 Punnett square a diagram used to show the probable outcomes of a cross/breeding experiment; a dominant allele (single form of a gene) is represented by a capital letter, and a recessive allele is represented by a lowercase letter; together, alleles are paired to form a genotype (e.g., AA and Aa both represent dominant genotypes whereas aa represents a recessive genotype) Example: In this Punnett Square, the male genotype (aa), written vertically to the left of the square, shows that the male will produce gametes (sex cells) that express only the recessive trait. The female genotype (Aa), written horizontally above the square, shows that the female will produce gametes (sex cells) expressing both the dominant and recessive traits. Therefore, when completing the cross, offspring will have a 50/50 chance of showing the dominant or the recessive trait. Note that in Punnett squares, the dominant allele is always written first (i.e., Aa instead of aa) NJ APA Content Guide & Five Items Resource Page 5

6 Further Clarifications 5.5 Further Clarifications 5.5 Internal characteristics and external characteristics: Notice that both Matched links and both Near Links for this CPI are specific to internal and external characteristics. Examples of Internal Characteristics - cold blooded vs. warm blooded, reproduction by laying invertebrates Examples of External Characteristics - Scales, fur, feathers, wings CPI Link Clarification 5.5.8B3 Near Bullet 1 Identify inherited traits that affect Inherited traits that contribute to the survival of the organism are required for the an organism s ability to survive* Near Link, but the Far Link does not require Far Bullet 1 traits that contribute to survival. Identify inherited traits* Far Bullet 2 Identify acquired traits Acquired traits may include anything that is learned (e.g., humans walking, humans riding a bicycle, etc.) or modifications (e.g., pierced ears, dyed hair, broken bones, etc.) NJ APA Content Guide & Five Items Resource Page 6

7 5.5 The Five Items examples are samples of activities that may be used as models when choosing or developing activities for the APA. They include specific considerations and guidelines that if not followed will likely result in unscorable codes. However, they do not show the required markings for performance (+/-) or independence (I, V, G, M, P), nor do they include student names and collection dates. They are sample activities, not sample evidence. Evidence must include all of the requirements of the Universal Scoring Rules NJ APA Content Guide & Five Items Resource Page 7

8 CPI: 5.5.8B1 Compare and contrast kinds of organisms using their internal and external characteristics Essence of the CPI: Compare and contrast organisms using both internal and external characteristics Matched Link, Bullet 1: Using internal and external characteristics compare and contrast two animals from different classes of the animal kingdom* This CPI is specific to both internal characteristics (cold blooded vs. warm blooded, reproduction by laying invertebrates) and external characteristics (scales, fur, feathers, wings). The two animals being compared/contrasted must be from different classes, as specified by the link. Requiring the student to identify the class each animal is from would be assessing more than the link. However, when choosing or designing assessment activities for this link, remember that the two animals must be from different classes. Notice how in the example below the directions to the student identify the bear as a mammal and the alligator as a reptile. Directions to the student: In the Animal Kingdom, a bear is a member of the Mammal Class, and the alligator is a member of the Reptile Class. Use the provided word bank of internal and external characteristics to compare and contrast these two animals. Bear Characteristics Characteristics similar to both Alligator Characteristics Warm-blooded Backbone Cold-blooded Fur Give birth to fully formed young Breathe air with lungs Four legs/feet Large bumpy scales Lay eggs Short tail Two eyes Long tail Produce milk to feed to young Heart This example constitutes 15 items. No milk glands Each characteristic identified is an item. In this case, the student identified five characteristics of the bear, five characteristics of the alligator, and five shared characteristics for a total of fifteen items. Across the items, both internal and external characteristics were identified NJ APA Content Guide & Five Items Resource Page 8

9 CPI: 5.5.8B1 Compare and contrast kinds of organisms using their internal and external characteristics Essence of the CPI: Compare and contrast organisms using both internal and external characteristics Matched Link, Bullet 2: Using internal and external characteristics compare and contrast two or more organisms between two kingdoms * This CPI is specific to both internal characteristics (cold blooded vs. warm blooded, reproduction by laying invertebrates) and external characteristics (scales, fur, feathers, wings). The two organisms must be from different kingdoms, as specified by the link. Requiring the student to identify the kingdoms to which each organism belongs would be assessing more than the link. However, when choosing or designing assessment activities, remember that the two organisms must be from different kingdoms. Notice how in this example, the activity itself tells the student that the mushroom belongs to the Fungi Kingdom whereas the berry bush belongs to the Plant Kingdom. Directions to the student: Place the provided labels in the correct columns to compare and contrast a mushroom and a berry bush. This example constitutes five items. Each characteristic identified is an item. In this case, the student identified two characteristics of the mushroom, two characteristics of the berry bush, and one shared characteristic for a total of five items. Across the items, both internal and external characteristics were identified NJ APA Content Guide & Five Items Resource Page 9

10 CPI: 5.5.8B1 Compare and contrast kinds of organisms using their internal and external characteristics Essence of the CPI: Compare and contrast organisms using both internal and external characteristics Near Link, Bullet 1: Classify various organisms into two or more kingdoms of life using their internal and/or external characteristics * This CPI is specific to both internal characteristics (cold blooded vs. warm blooded, reproduction by laying invertebrates) and external characteristics (scales, fur, feathers, wings). Directions to the student: Read the descriptions of each organism s internal or external characteristics. Paste the organism into the correct kingdom: Animalia or Plantae. This example constitutes five items. Each organism classified is an item. In this case, the student classified three organisms as animals and two organisms as plants. As well, across the items both internal and external characteristics were used NJ APA Content Guide & Five Items Resource Page 10

11 CPI: 5.5.8B1 Compare and contrast kinds of organisms using their internal and external characteristics Essence of the CPI: Compare and contrast organisms using both internal and external characteristics Near Link, Bullet 2: Determine the appropriate ecosystem for a given organism based on internal and external characteristics * This CPI is specific to both internal characteristics (cold blooded vs. warm blooded, reproduction by laying invertebrates) and external characteristics (scales, fur, feathers, wings). Directions to the student: I am going to read some descriptions of various organisms. I will describe each organism s internal and external characteristics. I want you to decide the appropriate ecosystem for each organism based on its description. Paste your answers on the organism. This example constitutes five items. The student was provided five descriptions of specific organisms and identified the appropriate ecosystem for each based on the descriptions. The descriptions included information about the organisms internal and external characteristics NJ APA Content Guide & Five Items Resource Page 11

12 CPI: 5.5.8B1 Compare and contrast kinds of organisms using their internal and external characteristics Essence of the CPI: Compare and contrast organisms using both internal and external characteristics Far Link, Bullet 1: Identify characteristics of plants and animals* Across the five items, both plants and animals must be addressed. In the example below, the student answered three questions about plants and two questions about animals. It would also be acceptable to answer three questions about animals and two questions about plants. Directions to the student: Circle the correct answer to each question. 1. Which of the following is a characteristic of plants? A. They are autotrophic (use photosynthesis to make their own energy). B. They are single-celled (only has one cell). 2. Which of the following is another characteristic of plants? A. They are always cone-bearing (produce a seed covered by a cone). B. They can t move themselves from place to place. 3. Which of the following is another characteristic of plants? A. They typically die after one growing season. B. They are multi-cellular (have many cells) and typically continue to grow their entire lives. 4. Which of the following is a characteristic of animals? A. They are multi-cellular (have many cells) and typically stop growing when they reach adulthood. B. They are usually not able to move on their own. 5. Which of the following is another characteristic of animals? A. They are heterotrophic (eat other things to get their energy). B. They cannot survive (live) in water. This example constitutes five items. Each question is an item. Across the items, both plants and animals were addressed. The student answered three questions about the characteristics of plants and two questions about the characteristics of animals NJ APA Content Guide & Five Items Resource Page 12

13 CPI: 5.5.8B3 Recognize that individual organisms with certain traits are more likely to survive and have offspring Essence of the CPI: Understand the concept of natural selection in heredity Matched Link, Bullet 2: Identify and explain why inherited and acquired traits influence an individual organism s survival rates and identify which of those traits would be passed down to the next generation* In this link, there are three skills: 1) identify inherited and acquired traits, 2) explain why they influence an individual organism s survival rates, and 3) identify which traits would be passed down to the next generation. Inherited traits that contribute to the survival of the organism are required for this Link. In the example below, the student was directed to choose an organism. That was done so that the proceeding questions would be specific to that particular organism. However, choosing the organism is not an item. It would not be graded as correct/incorrect nor would it include a marking for independence. Its purpose is only to provide a context for the questions. Directions to the student: Choose an organism and answer the following questions. This example constitutes five items. The student identified an inherited trait and an acquired trait, explained why they influence the organism s survival rate, and identified which traits would be passed to the next generation NJ APA Content Guide & Five Items Resource Page 13

14 CPI: 5.5.8B3 Recognize that individual organisms with certain traits are more likely to survive and have offspring Essence of the CPI: Understand the concept of natural selection in heredity Near Link, Bullet 1: Identify inherited traits that affect an organism s ability to survive* It is acceptable to identify five (or more) inherited traits of one organism. It is also acceptable to identify one (or more) traits of multiple organisms. Inherited traits that contribute to the survival of the organism are required for this Link. The student was directed to use the bank at the bottom of the page to cut out the traits that help a duck survive in the wetlands and paste them in the box. As such, the remaining traits in the answer bank are the ones the student did not select the distractors. Six distractors were provided so that there is a balance of correct and incorrect answer choices. Directions to the student: Using the answer bank at the bottom of the page, cut out the traits that help a duck survive in the wetlands and past them in the box. This example constitutes six items. The student identified six inherited traits that affect the duck s ability to survive NJ APA Content Guide & Five Items Resource Page 14

15 CPI: 5.5.8B3 Recognize that individual organisms with certain traits are more likely to survive and have offspring Essence of the CPI: Understand the concept of natural selection in heredity Near Link, Bullet 3: Given genetic characteristics of a living organism, complete a Punnett square and identify the results* When working with Punnett squares, the dominant allele is always written first (e.g., Hh instead of hh). Directions to the student: This Punnett square represents the cross between two tall pea plants. The male genotype is (Hh) and the female genotype is (Hh). Use the labels provided to complete the square to show the possibilities for the height of the offspring of these two pea plants. Then circle the result of each cross to indicate the traits that would be shown by the offspring. This example constitutes eight items. The student completed each of the four sections of the Punnett square (four items) and then identified the trait that would be shown by the offspring of each cross (four items) for a total of eight items NJ APA Content Guide & Five Items Resource Page 15

16 CPI: 5.5.8B3 Recognize that individual organisms with certain traits are more likely to survive and have offspring Essence of the CPI: Understand the concept of natural selection in heredity Far Link, Bullet 1: Identify inherited traits* The traits do not have to be limited to human traits. In the example below, the student was presented with five correct answer choices as well as five distractors. This was done so that there is a balance between correct answers choices and distractors to prevent artificially inflating or deflating the student s score in the event the student choose to daub everything on the page or cross out everything on the page. Directions to the student: Use your Bingo dauber to mark the five inherited traits in the list below. Cross out the other items. This example constitutes five items. The student identified five inherited traits by daubing them NJ APA Content Guide & Five Items Resource Page 16