TABLE 9-1 Sample Performance Expectations in the Life Sciences

LS1. C: ORGANIZATION FOR MATTER AND ENERGY FLOW IN ORGANISMS
By the End of Grade 2 By the End of Grade 5
Tasks Classify animals into two groups based on what they eat, and give three or more different examples of animals in each group. Explain how animals use food and provide examples and evidence that support each type of use.
Criteria Students should identify at least two of the three groups of animals (plant eaters, those that eat other animals, and those that eat both plants and other animals). The animals offered as examples should be correctly grouped.
Students should be asked to offer evidence that supports the claim that these animals belong in the groups they have placed them in and asked to also consider and include animals from classes they have neglected (e.g., birds or fish, if they interpret animal to mean mammal).
A full explanation should be supported by diagrams and argument from evidence. It should include and support the claims that food provides materials for building body tissue and that it is the fuel used to produce energy for driving life processes. An example of building materials should include reference to growth and repair. Evidence for growth and repair should include use of some of food’s weight in the process of adding body weight or tissue. An example of use of energy should include internal motion (e.g., heartbeat), external motion (self-propulsion, breathing), or maintenance of body temperature. Evidence for energy use should refer to the need for energy transfer in performing the activity. (At this level, detail is not expected on how food is actually used to provide energy.)


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