Explain how environmental conditions affect the population cycles of wetland organisms. In your explanation, be sure to include

• the relationship between the amount of precipitation and the number of trees
• the relationship between the amount of precipitation and the number of frogs

Write your answer in the space provided.

Precipitation and Trees

Precipitation and Frogs

Score for Sample Student Response #1: Rubric Score 0

Annotation, Using the Rubric: There is evidence in this response that the student has no understanding of the problem. The response is completely incorrect (Precipitation amounts go up. ... the number of trees will also increase; As precipitation grows the frog population decreases).

Score for Sample Student Response #2: Rubric Score 0

Annotation, Using the Rubric: There is evidence in this response that the student has no understanding of the problem. The response does not address the relationship between the amount of precipitation and the number of frogs or the number of trees and is therefore irrelevant (If the trees are cut down then the wetland organisms won’t get enough oxygen to survive; The precipitation helps keep the weather nice and normal for the organisms to grow).

Score for Sample Student Response #3: Rubric Score 1

Annotation, Using the Rubric: There is evidence in this response that the student has a minimal understanding of the problem. Supporting scientific evidence is minimal, as the student explains one correct relationship (when the number of rain is up the number of trees is down). The relationship described between the amount of precipitation and the number of frogs is incorrect (when the precip is up the amunt of frogs is down).

Score for Sample Student Response #4: Rubric Score 1

Annotation, Using the Rubric: There is evidence in this response that the student has a minimal understanding of the problem. The student explains the relationship between precipitation and trees (As precipitation goes up, the # of trees goes down), as well as precipitation and frogs (As precipitation goes up, the # of frogs goes up). More scientific evidence, such as data from the study, is needed to demonstrate a fuller understanding.

Score for Sample Student Response #5: Rubric Score 2

Annotation, Using the Rubric: There is evidence in this response that the student has a general understanding of the problem. The student explains the general relationship between precipitation, trees, and frogs (negative correlation between Tree’s & precipitation; Positive correlation between frogs & Precipitation), and demonstrates some synthesis of information in explaining how environmental conditions affect wetland organisms (because the precipitation is too much for the plants; the more water then the more eggs ... the more tadpoles that turn into frogs). The accurate use of scientific terminology is present in the response (negative correlation).

Score for Sample Student Response #6: Rubric Score 2

Annotation, Using the Rubric: There is evidence in this response that the student has a general understanding of the problem. Both relationships are described (precipitation ... amount of trees ... if one increase the other decreases; precipitation ... amount of frogs ... if one increases so does the other) and fully supported with evidence from the study (in the second year there was 82 in. of precipitation ... 70 trees ... fourth year ... 56 in. ... only 95 trees; second year 82 in. of precipitation and 135 frogs ... fourth year ... 56 in. ... 100 frogs). However, the response lacks a full integration of scientific concepts, never explaining how environmental conditions affect wetland organisms, as requested in the overarching question.

Score for Sample Student Response #7: Rubric Score 3

Annotation, Using the Rubric: This response demonstrates a full and complete understanding of the problem. The response reflects a complete synthesis of information, as the student answers the overarching question by explaining how environmental conditions affect wetland organisms (Rain is good ... just not to much ... roots; frogs rpobley reproduce in rainy areas). The student correctly explains the relationship between precipitation and trees, as well as the relationship between precipitation and frogs, providing supporting scientific evidence for this relationship with well-chosen data from the table (frog population is going up when there is jmore rain like the rain was at 56cm ... only 100 frogs ... rain is at 92cm the frogs were at 155 and I60).

Score for Sample Student Response #8: Rubric Score 3

Annotation, Using the Rubric: This response demonstrates a full and complete understanding of the problem. The student correctly explains the relationship between the amount of precipitation, trees, and frogs using supporting data from the table (too much rain, the less amount of trees ... in the tenth year there was 92 centimeters of rain ... small number of trees, 54). The response also demonstrates a complete synthesis of information in discussing the cause-and-effect relationship between environmental conditions and trees (if there is to much rain, such as in years like 0, 2, 10, the trees will flood and die).

Score 3

There is evidence in this response that the student has a full and complete understanding of the question or problem.

• The supporting scientific evidence is complete and demonstrates a full integration of scientific concepts, principles, and/or skills.
• The response reflects a complete synthesis of information, such as data, cause-effect relationships, or other collected evidence.
• The accurate use of scientific terminology strengthens the response.
• An effective application of the concept to a practical problem or real-world situation reveals a complete understanding of the scientific principles. ¹

Score 2

There is evidence in this response that the student has a general understanding of the question or problem.

• The supporting scientific evidence is generally complete with some integration of scientific concepts, principles, and/or skills.
• The response reflects some synthesis of information, such as data, cause-effect relationships, or other collected evidence.
• The accurate use of scientific terminology is present in the response.
• An application of the concept to a practical problem or real-world situation reveals a general understanding of the scientific principles. ¹

Score 1

There is evidence in this response that the student has minimal understanding of the question or problem.

• The supporting scientific evidence is minimal.
• The response provides little or no synthesis of information, such as data, cause-effect relationships, or other collected evidence.
• The accurate use of scientific terminology may not be present in the response.
• An application, if attempted, is minimal. ¹

Score 0

There is evidence that the student has no understanding of the question or problem.

• The response is completely incorrect or irrelevant or there is no response.^{1 2}

Note 1: On the Maryland School Assessment, the application of a concept to a practical problem or real-world situation will be scored when it is required in the response and requested in the item stem.

Rubric Document Date: January 2008