The following 8 Anchor Papers represent a range of score points and are used in conjunction with the rubric to assess student responses.

Score for Anchor Paper #1: Rubric Score 1

Annotation: This response contains evidence of some understanding of the question. The student describes how the first trophic level obtains energy (from the sun; make photosynthesis). While a vague reference is made as to the reason the available energy changes (the amount of energy consumed by the organisms is less), the roles of the organisms are not addressed, and the reason the amount of mass differs is vague (different amounts … more plants in a wet land).

Score for Anchor Paper #2: Rubric Score 1

Annotation: This response contains evidence of some understanding of the question. Although the student provides some correct information when referring to the exchange of energy (the organisms are getting less energy from the organisms they eat because those organisms are using some of the energy before they eat them) the descriptions of the organisms' role at each trophic level are reversed. The supporting details are minimally effective.

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response contains evidence of a basic understanding of the question. The supporting details are adequate. The student describes the roles and how the energy is obtained (producers gain energy from sunlight; consumers eat producers). The amount of energy available at each trophic level is given (90% of all energy is lost at each level, the amount of available energy decreases), along with a vague reference to the reason for the difference in biomass (Since lv.3 consumers eat lv.2 and lv. 1 organisms, the amount of those organisms decreases). Some scientific terminology is present (producers; consumers).

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response contains evidence of a basic understanding of the question. The student uses accurate scientific terminology to discuss the organisms' roles (producers, or autotrophs; herbivores; carnivores), explains how each trophic level obtains energy (Trophic level 2 … eat only plants; 3^rd level … eat meat), and includes the sun as the energy source for organisms in trophic level 1. A general reason for the change in energy, the 10% Rule, is given. Although the reason for the difference in biomass within the trophic levels is omitted, the supporting details are adequate.

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response shows a basic understanding of the question. Although no reference to the sun is given, the student describes the trophic levels and the roles of the organisms (Trophic Level 1 are the primary producers; Trophic Level 2 are the primary consumers … they feed on the primary producers; trophic level 3 are the top level consumers … they feed on the consumers). A trend in the amount of available energy is stated (energy decreases as it goes up the trophic level), and a vague reason for the difference in biomass is provided (lower levels have a higher biomass because of the abundance needed of those organisms to provide the rest of the habitat with ample energy). These supporting details are adequate and scientific terminology is present (consumers; producers; herbivores; carnivores).

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response demonstrates a good understanding of the question. Generally complete supporting details are used to describe the roles of the organisms and sources of energy (the lowest trophic level … producers … use sunlight or chemicals and convert them into energy; the second level obtains its energy from eating the producers; the third trophic level gets its energy from eating he organisms in the second trophic level). Some synthesis of information occurs in the discussion of the available energy and the amount of biomass (some parts are not digestable such as claws, hooves and bones. The amount of mass differs at each level). The student clearly states the reason for a change in energy (some energy is lost as heat; not all of the prey's energy can be transferred) and makes a direct reference to the reason for the difference in biomass (There are a fewer number at the top because there isn't enough energy to support many organisms).

Score for Anchor Paper #7: Rubric Score 4

Annotation: This response demonstrates a good understanding of the question. Detailed descriptions of the roles of the organisms and how each trophic level obtains energy are given (Trophic level 1 is made up of producers … which are autotrophs; Trophic level 2 is primary consumers … herbivores which consume plants; Trophic level 3 is secondary consumers … carnivores that eat both primary consumers and other secondary consumers); however, the idea (producers create their own energy) is not accurate, and the sun is not referenced as a source of energy. Although the discussion about available energy changes is limited (90% lost as heat), some synthesis is provided when the student recognizes the importance of the first trophic level (largest because of who it needs to support.) The explanation of why biomass differs at different trophic levels is vague. Supporting details are generally complete and the use of scientific terminology strengthens the response (producers; autotrophs; primary consumers; herbivores; secondary consumers; carnivores).

Score for Anchor Paper #8: Rubric Score 4

Annotation: This response represents a full and complete understanding of the question. The student's discussion about the relationship between trophic levels and biomass exhibits a synthesis of information (only 10% of an organism's energy is passed on; other 90% is used to live and is given off in the form of body heat; a large amount of grass is necessary to sustain a small population of deer and an even smaller population of cougars; mass differs because the available energy changes at each level.) Pertinent and complete supporting details demonstrate an integration of ideas throughout the response and the use of accurate scientific terminology (autotrophs; photosynthesis; producers; herbivores; first-level consumer; second-level consumer; prey) enhances this response.

Additional Scored Student Responses