Performance Assessment

In this performance assessment students are asked to use their

knowledge of physical and behavioral adaptations to complete three

separate assignments. Each assignment requires that students produce
a tangible product that can be assessed by the teacher. The assignments
are designed to build upon each other, so that by the end of the
assessment period students have gained an in-depth knowledge of the
content.

Physical and behavioral adaptations are essential content

knowledge for the 8th grade general science curriculum.

This document reflects my ability to offer learners a variety of ways
in which to demonstrate content knowledge. This is supported by the
InTASC Standard 6 (e).

Likewise

this

performance

assessment

demonstrates that I meet the requirements of the InTASC Standard 6 (r) to

take responsibility in aligning my assessments with content standards.
Through this performance assessment I seek to promote an in-depth
learning of content that is in direct correlation with Arizona State Science
Standards for 8th grade general science. This performance assessment
shows that I uphold InTASC Standard 7 (g), which requires that teachers
understand how the content standards can be organized within a
curriculum.

Rachel Ann MacAdam

24 May 2013

Performance Assessment
Grade: 8th grade
Subject: General Science
Unit: Physical and Behavioral Adaptations
Previous instruction: We have already studied the major types of behavioral and physical
adaptations that animal and plants are capable of undergoing. We have discussed the
concept of limiting factors within an ecosystem and how this leads to animal/plant
adaptations (e.g. adaptations due to water scarcity, competitive species, high chemical
concentrations, or elevation). Examples of common animals and plants in all terrestrial
and aquatic biomes have been studied along with their major adaptive traits. We have also
gone on a two day overnight field trip starting at the top of Mt. Lemmon and ending in the
Santa Cruz River Valley to study and see first-hand various behavioral and physical
adaptations plants and animals can have in a variety of habitats.
Arizona State Standards
http://www.azed.gov/standards-practices/science-standard/
Strand 4: Life Science
Concept 4: Diversity, Adaptation, and Behavior
Identify structural and behavioral adaptations.
o PO 1. Explain how an organisms behavior allows it to survive in an
environment.
o PO 2. Describe how an organism can maintain a stable internal
environment while living in a constantly changing external environment.
o PO 3. Determine characteristics of organisms that could change over
several generations.
o PO 4. Compare the symbiotic and competitive relationship in organisms
within an ecosystem (e.g. lichen, mistletoe/tree, clownfish/sea anemone,
native/non-native species).
o PO 5. Analyze the following behavioral cycles of organisms:
Hibernation
Migration
Dormancy (plants)
o PO 6. Describe the following factors that allow for the survival of living
organisms:
Protective coloration
Beak design
Seed dispersal
Pollination

Objectives
IO# Instructional Objective
Blooms Level
1
SWBAT distinguish between behavioral and
Analysis
physical adaptations.
2
SWBAT relate adaptive traits (i.e., symbiosis, Analysis
hibernation, protective coloration, nocturnal
behavior, sweating, etc.) to species survival.

Given a description of a habitat the student

will generate a new species with specific
behavioral and physical adaptive traits that
would allow it to survive in that environment.

Synthesis

SWBAT evaluate whether a particular species Evaluation

would survive given a description of an
environmental factor (e.g. increased drought,
introduction of a non-native species, chemical
changes, etc.).

Standards/POs
S4C4PO1,
S4C4PO3
S4C4PO1,
S4C4PO2,
S4C4PO4
S4C4PO5
S4C4PO6
S4C4PO1,
S4C4PO2,
S4C4PO3,
S4C4PO4
S4C4PO5,
S4C4PO6
S4C4PO1,
S4C4PO2,
S4C4PO3,
S4C4PO4
S4C4PO5,
S4C4PO6

General description of performance assessment:

Each student will be given a separate description of a habitat. With this description they
will do further research on the species in that habitat and the types of adaptations they
would need in order to compensate for the factors within the ecosystem. Each student will
then create a physical or visual model of a species that could survive in their ecosystem.
They will present their creation to the entire class. After all of the presentations the student
will be given one other factor to consider using their own created species. In a short essay
the student will evaluate whether their species could withstand the new factor in their
current state, and what further adaptations it would need in order to cope with the new
factor. This is a presentation and research performance assessment.

Directions/Handout to students: [given to students as a written document without

the bracketed information or the assignments]

Behavioral and Physical Adaptation Performance Assignment

Up until now we have spent many hours talking about, observing, and otherwise becoming
familiar with the vast and exciting world of adaptations! We dont want to let all of this
great knowledge go to waste do we? Knowing what limiting factors exist in an ecosystem
and the resulting adaptations is an important tool to have when studying the natural world.
A scientist would need to know this information in order to make accurate inferences about
the living and non-living factors within an ecosystem and how they work together. With
all that you know I am sure each one of you has what it takes to put your ideas into action!
Throughout this week you will be given three assignments, one group and two individual,
that will build on each other.
Day 1 (Mon. 10/7): Today you have been given a description of a habitat with specific
factors that will affect the creatures that live in that habitat. We will spend the rest of class
today working on Assignment #1. This will be due at the end of class tomorrow.
[See Assignment #1 on page 5. This and a habitat description will be given to
students as a separate written document.]
Day 2 (Tues. 10/8): Finish Assignment #1 & turn in at the end of class. Once turned in
you will receive a description of Assignment #2. For homework please write a list of the
equipment you will need to complete your project. We will discuss this further tomorrow.
[See Assignment #2 on page 6. This will be given to students as a separate written
document.]
Day 3-4 (Wed. 10/9-Thurs. 10/10): In class we will work on Assignment #2. Spend
today (Wed.) conducting research and gathering the equipment and/or supplies you will
need to complete your assignment. You will not have class time tomorrow to work on this.
For homework tonight and tomorrow you will finish your assignment. You will be
presenting on Friday 10/11.

Day 5 (Fri. 10/11): Present your project using a clear and confident voice. At the end of
class you will be given a description of Assignment #3. This will be due at the beginning
of class on Monday 10/14.
[See Assignment #3 on page 7. This and a description of a factor will be given to
students as a separate written document.]
Day 6 (Mon. 10/14): Turn in Assignment #3 at the beginning of class.

Rubric [given to students with the directions, minus the bracketed information]
90 Points Possible
12 points: Assignment #1-In-class group assignment: All students must participate in
completing the assignment. All answers must be legible, grammatically correct, cite
resources used, and contain accurate information in regards to your ecosystem. All
members will receive the same grade unless there is evidence that a member(s) failed to
contribute. [Cognitive Skills: knowledge, research, evaluation; Affective Skills: prioritization,
self-awareness; Social Skills: collaboration, leadership, potential conflict resolution]

35 points: Assignment #2-Individual presentation: Presentation must be 3-5 minutes in

length, be clear, audible, and understandable, contain all of the criteria listed in the
assignment, and contain accurate information regarding ecosystem, limiting factors, and
adaptive traits. [Cognitive Skills: knowledge, research, evaluation; Affective Skills:
prioritization, organization, self-awareness; Performance Skills: presenting, speaking]

28 points: Assignment #3-Evaluative essay: Essay must contain all of the criteria listed
in the assignment, be written clearly and accurately, cite any resources used, and properly
support or deny your hypothesis.
[Cognitive Skills: evaluation, research, knowledge; Affective Skills: organization, self-awareness,
and prioritization]

Assignment #1 Habitat to Ecosystem

Description:
The purpose of this assignment is to gather information that you will use for Assignment #2. You
will conduct research as a group on the plants and animals that exist in your habitat. This
information combined with your habitat description will help you to map out the limiting factors
of your ecosystem.
Directions:
Find the other members in class with the same habitat description as you. Look over the content
below as a group and decide what topics you already know and what topics you may need to
research more. Decide who will be the one writing the assignment on the paper to be turned in.
In order to use your time wisely you may consider assigning one or two people to certain research
topics.

Criteria:
1. All answers must be legible, grammatically correct, and contain accurate information in
regards to your habitat.
2. All members must participate.
3. Please cite at least three resources (cite all resources that you use).
4. List the role that each person has taken in your project.

e.g., Kelly-Secretary, Max & Nina plant research, Kelly & Sean limiting factors

Content:
Please complete all of the following on a separate piece of paper. You are allowed to write in
paragraph form and/or make lists as long as they are legible, and grammatically correct.
1.) What animals and plants would you expect to see in this habitat?
a. Please list at least one producer, primary consumer, and secondary consumer.
2.) What are the limiting factors in this ecosystem?
3.) Choose one animal and one plant and list at least 1 of their adaptive traits.
4.) Describe how this applies to the limiting factors of this habitat.
*You are allowed to use the resources available in class including computers, text books, other written
information I have provided, and your class notes.

[Cognitive Skills: knowledge, research, Affective Skills: prioritization, self-control, organization, Social
Skills: collaboration, leadership]

Assignment #2 Ecosystem to Adaptive Species

Description: The purpose of this assignment is use the knowledge that you have gained over
this unit and Assignment #1 to create your own species. With this information you will design a
short presentation.

Directions: Using the information you have gathered in Assignment #1 create a new species on
your own (not in your previous group) with specific behavioral and physical adaptive traits that
would allow it to survive in that environment. Your species must be one that you have made up,
not one that you have researched. You will be expected to verbally present this information. It
will not be enough to simply show the class what you have done. Your presentation should be
clear, audible and address all points in the following criteria. You will present your project in class
on Friday the 11th.
Criteria & Content - Your presentation must include:
A well-written and spoken description of:
Your habitat
The limiting factors of your ecosystem
A general description of your species
Is it a mammal, plant, bird, etc.?
Is it a producer, primary consumer, or secondary consumer?
What is its name?
Your species adaptive traits-these must be plausible and based on your knowledge of
physical and behavioral adaptations:
Must have at least 3 adaptive traits
Indicate whether these are physical or behavioral adaptations
A description of why you chose those particular traits
Please clearly list your name, period number, date
Please accurately list all citations you used for this assignment
A 3D model, graphic design, multi-media design, or drawing of your species:
What you create must be well-constructed, and properly match its description.
You are not being graded on artistic ability, but I encourage you to have fun with this,

and use your strengths and interests to your advantage. It will not be enough to just
draw a stick figure or make a rough representation out of clay.

Not all of the adaptive traits may be visible on the surface of your model/design/drawing
but should be included in your description.
Art supplies, and construction material will be available in class. Computers will be also
available to use in class and in the library. In addition you may use any other materials you
happen to gather on your own.
[Cognitive Skills: knowledge, research, evaluation; Affective Skills: prioritization, self-awareness,
organization; Performance Skills: presenting, vocalization]

Assignment #3 Adaptive Species to Catastrophe?

Description: The purpose of this assignment is to use the knowledge that you have gained over
this entire unit and your past two assignments to evaluate your own species. We live in a rapidly
changing world. Many ecosystems are already experiencing more limiting factors that affect their
survival. Will your species survive given the added pressure of this new factor you have been
given? What adaptations could your species undergo in order to cope or survive this change?
Directions: You have been given a description of one more factor that could affect your species
survival. With this description you will write a one to two page essay answering the following
questions. This essay will be due at the beginning of class on Monday the 14th.
1.) Would my species survive in its current state given this factor?
a. Why or why not?
2.) What adaptations could my species undergo to cope with this new factor?
a. Please explain why you believe this to be true based on what you know about
limiting factors.
Essay Criteria:
1.) List Name, Date, Class Period, Title
2.) Must contain at least four well-written paragraphs (1-2 pages) answering the questions
above.
a. Please include:
i. an introductory paragraph with a hypothesis
ii. two or more body paragraphs arguing/evaluating your points
iii. a conclusion paragraph with a statement supporting or denying your
hypothesis
3.) Your arguments must be based on facts that we have talked about in class and/or your
own research.
4.) Clarity, spelling, and grammar will be a factor in grading
5.) Format: typed, double spaced, Times New Roman, character size 12.
6.) If you use resources please cite these in parentheses at the end of the sentence cited.
[Cognitive Skills: evaluation, research, knowledge; Affective Skills: organization, self-awareness, and prioritization]

Grading [not given to students until graded]

Assignment #1: Group Assignment Checklist (all points are all or none)

Animals and plants listed

______/1

Producer/Consumer indicated

______/1

Limiting factors listed

______/1

Adaptive traits listed

______/1

Description of how this applies provided

______/1

Items accurate

______/3

Participation

______/2

Roles listed

______/0.5

Document legible

______/0.5

Grammatically correct

______/0.5

Contains 3 citations

______/0.5

Total

______/12

[Cognitive Skills: knowledge, research, evaluation; Affective Skills: prioritization, self-awareness;

Social Skills: collaboration, leadership, potential conflict resolution]

Assignment #2: Individual Presentation Rubric

3
2
Presentation
Clear, & audible Somewhat clear,
voice
& audible
Citations, name
Listed clearly
date, period are
and accurately
listed
Description
Present and
Visual Aid
legible
Species Visual
Present,
Missing one
Aid
accurate, and
element
well-constructed *please work on:

1
Slightly clear, &
audible
Listed but not
clearly or
accurately
Present and
legible
Missing two
elements
*please work on:

0
Not clear, nor
audible
Not listed

Not present
Not present

Description of
habitat

Addressed, well
described, and
accurate

Missing one
Missing two
Not addressed
element
elements
*please work on: *please work on:

Description of
limiting factors

Addressed, well
described, and
accurate

Missing one
Missing two
Not addressed
element
elements
*please work on: *please work on:

Description of
your species

States animal
type, level, and
name

Missing one
Missing two
Missing all
element
elements
elements
*please work on: *please work on:

Description of
adaptive traits

All traits are

plausible

Traits are
Traits are
slightly plausible implausible

Adaptive traits

Contains 3 or
more
Accurately
identifies all
traits
Reasons are
plausible

Traits are
somewhat
plausible
Contains 2

Contains 1

Contains none

Somewhat
accurately
identifies traits
Reasons are
somewhat
plausible
Species is
somewhat
original

Somewhat
inaccurately
identifies traits
Reasons are
slightly plausible

Inaccurately
identifies traits

Species is
slightly original

Species is
unoriginal

3-5 minutes in
length

shorter or longer
than 3-5 minutes
_____/35

Distinguishes
behavioral and
Adaptive traits
Description of
why traits were
chosen
Species
originality
Presentation
Length
Total

Species is
completely
original

Reasons are
implausible

Assignment #3: Evaluative Essay Rating Scale

Format
Essay is 1-2 pages, includes 4 or more paragraphs with introduction,
body, and conclusion
Format is typed, double spaced, Times New Roman, size 12.
Contains name, date, class period, title, & citations

Essay is written clearly with correct grammar, and spelling

Content
hypothesis is clear and
presents an argument
essay addresses both
questions
paragraphs are well
written and argue the
points made in the
introductory paragraph
properly concludes
arguments made in the
essay
Arguments made in the
essay are based on
accurate information
Total

Done

Not
Done
Not
Done

Done

Done

Not
Done

5
4
Excellent Good

3
Fair

2
1
Marginal Poor

0
Not
Done
Not
Done
Not
Done

Excellent Good

Fair

Marginal Poor

Excellent Good

Fair

Marginal Poor

Excellent Good

Fair

Marginal Poor

Not
Done

Excellent Good

Fair

Marginal Poor

Not
Done

____/28