1. The deer in the pictures are numbered. Put the number next to the name that identifies each deer.

Transcription

1 Look at the pictures of deer below. 1. The deer in the pictures are numbered. Put the number next to the name that identifies each deer. Male deer (buck) Female deer (doe) Young deer (fawn) Look at picture 2. Name one feature about the deer's body that helps it to survive. Tell how the feature helps it to survive. Look at picture 3. Name one different feature about the deer's body that helps it to survive.

2 Tell how the feature helps it to survive.

3 Question 1 Scoring Guide Solution: The identification exists as three parts, the features and reasons for the two deer count as four parts, for a sum total of seven parts. Score & Description Complete The student can recognize the male, female, and young of a deer and name one thing about each of two of the deer that helps them survive, answering all parts of the questions successfully as outlined below. Identification: 2 = buck; 1 = doe; 3 = fawn Credited features-reasons include: a. Deer 2: The buck has antlers-to use for defense b. Deer 3: The fawn has spots-to camouflage and hide from predators c. Deer 2 or 3: The deer has long legs-to run away from predators d. Deer 2 or 3: The deer has a good nose-to smell enemies approaching e. Deer 2 or 3: The deer has large ears-to hear enemies approaching f. Deer 2 or 3: The deer's coat-to keep it warm g. Deer 2 or 3: The deer's eyes can see over a wide area-to see danger more easily Essential Student identifies 3 deer and 3 parts of the features/reasons OR 1-2 deer and 4 features/reasons Adequate Student identifies 3 deer and 2 parts of the features/reasons OR 1-2 deer and 3 features/reasons. OR 0 deer and 4 features/reasons Partial Student identifies 1-3 deer and 0-1 parts of the features/reasons OR 0-2 deer and 1 or 2 features/reasons OR 0 deer and 3 features/reasons. Unsatisfactory/Incorrect Student response incorrectly identifies the male, female, and young of the species and does not name anything that can help the deer survive.

4 Complete - Student Response Scorer Comments: Student response addresses all seven parts of the question correctly: identification of all three deer, features of the buck (antlers), and features of the fawn (ears), with explanations of how those features help them to survive. The buck has antlers to keep away predatory animals; the fawn has ears to detect approaching enemies.

5 Student response addresses all seven parts of the question correctly: identification of all three deer, features of the buck (antlers), and features of the fawn (feet), with explanations of how those features help them to survive. The buck has antlers to defend itself; the fawn has feet to run from danger, presumably from predators. Essential - Student Response

6 Student response addresses five parts of the question correctly: identification of one deer (buck), features of the buck (antlers), and features of the fawn (spots), with explanations of how those features help them to survive. The buck has antlers to defend itself from enemies; the fawn has spots to camouflage itself while being hunted.

7 Student response addresses six parts of the question correctly: identification of all three deer, feature of the buck (antlers) with explanation of how that feature helps it to survive, and feature of the fawn (legs). The buck has antlers that it can use to defend itself in case of an attack. The fawn can run fast with its legs. For an acceptable explanation of how the legs help the fawn survive, the student response needs to state why the fawn needs to run fast, such as for running away from predators. Adequate - Student Response

8 Student response addresses five parts of the question correctly: identification of all three deer, features of the buck (antlers), and features of the fawn (feet). The response simply describes the features without explaining how those features help the deer to survive.

9 Student response addresses four parts of the question correctly: identification of one deer (buck), feature of the buck (horns), and feature of the fawn (spots), with explanation of how that feature helps it to survive. The explanation of the buck s horns is inadequate because it refers to killing another animal, not to killing a predator. The fawn has spots to camouflage itself. Partial - Student Response

10 Student response addresses four parts of the question correctly: identification of all three deer and a feature of the buck (horn). The explanation of the buck's feature does not match the feature itself because it refers to running. The response does not provide a feature of the fawn; it only mentions running and hiding.

11 Student response addresses four parts of the question correctly: identification of all three deer and a feature of the fawn (dots). The response does not provide a feature for the buck; it only mentions staying out of meadows and leaping. The explanation of the fawn's feature (dots) does not match the feature itself because it refers to running. Unsatisfactory/Incorrect - Student Response

12 Student response does not identify the deer correctly, and provides survival techniques without relating them to specific features of the deer's body.

13 Student response does not identify the deer correctly, and provides a survival technique without relating it to specific features of the deer's body.

14 2000 National Performance Results Score Unsatisfac/incorrect 1% Percentage of Students Partial 28% Adequate 21% Essential 17% Complete 31% Omitted 1% Off task 0% Note: These results are for public and nonpublic school students. Percentages may not add to 100 due to rounding. The Fields of Science: Life Sciences (Sub content classification: Change and Evolution) Knowing and Doing Science : Conceptual Understanding The Fields of Science Life Sciences This question measures basic knowledge and understanding of the following: Knowing and Doing Science Conceptual Understanding Conceptual understanding includes the body of scientific knowledge that students draw upon when conducting a scientific investigation or engaging in practical reasoning. Essential scientific concepts involve a variety of information, including facts and events the student learns from both science instruction and experiences with natural environment; and scientific concepts, principles, laws, and theories that scientists use to explain and predict observations of the natural world.