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 demonstrates some understanding of the question. Supporting details are minimally effective throughout the response. The student explains in general terms why pine trees and blue jays need specialized transport systems (transfer fluids containing dissolved materials to different parts of their structures). The transport system in the blue jay is identified correctly (circulatory), and a few dissolved materials are listed (sugars, minerals, vitamins). However, the transport system in the pine tree is incorrect (chloroplast), and the last part of the response is vague (because they have different structures and ways to get around their structures).

Score for Anchor Paper #2: Rubric Score 1

Annotation: This response demonstrates some understanding of transport systems, but the student fails to identify the system in the blue jay or in the pine tree. The response to the last part of the question is vague (because they both transport different things). The student specifically and correctly lists a few dissolved materials in the blue jay (oxygen it has inhaled; carbon dioxide), as well as others in general terms (other waste products; energy). Supporting details are minimally effective throughout.

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows a basic understanding of the question by providing adequate supporting details. The student correctly identifies the transport systems in the pine tree and the blue jay (vascular tissue; circulatory) and lists a few dissolved substances for both (water and glucose; oxygen). The explanation for why specialized transport systems are needed for the pine tree and the blue jay is adequate (transported through the tree; require different amount of energy in different places).

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response demonstrates a basic understanding of the question. Although the student does not identify the transport systems, a component of the system is provided for both the pine tree (roots to transport fluids through it's tissues) and the blue jay (veins), and several specific materials are listed (water; sugar; proteins; fats; vitamins; minerals). An adequate explanation for why specialized transport systems are needed for the pine tree and the blue jay is provided (get water and nutrients to it's branches and leaves; transport all the materials to it's legs, wings, and all through it's body). Overall, supporting details are adequate.

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response demonstrates a good understanding of the question. Components of the transport systems in the pine tree (tubes; roots) and blue jay (blood vessels; arteries; veins; heart) are identified. The description of the dissolved materials includes generally complete details for both organisms (sugars; minerals; waste products) and shows synthesis (cellulose produced to make cell wall; energy in the form of fat, protein, carbohydrates and sugar). The last part of the response (each has a different type of cell structure…so the system must change to suit the needs) is a general explanation of why specialized transport systems are needed. Scientific terminology (cellulose; carbohydrates; waste products) strengthens the response, and overall, details are generally complete.

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response demonstrates a good understanding of the question. The transport systems in the pine tree (vascular) and the blue jay (circulatory; blood vessels) are identified. The student then lists a few gases and describes their role in biological processes (blue jay intakes oxygen and produces CO₂; pine tree uses CO₂ and produces oxygen as a waste product). The explanation of the need for specialized transport systems is generally complete (pine tree needs a system that can carry materials to the very top of the tree; heart, the "pump" for its transport system). Scientific terminology (xylem; phloem; biological needs; waste product) strengthens the response. Additional supporting details are needed for a higher score.

Score for Anchor Paper #7: Rubric Score 4

Annotation: The accurate use of scientific terminology (xylem; product of photosynthesis; promote growth; exhaled; metabolic) enhances this response, which demonstrates a full and complete understanding of the question. Transport systems in the blue jay (circulatory) and pine tree (vascular) are described (xylem transports water; phloem, food; cardiovascular system transports O₂ to cells, and takes back CO₂ to be exhaled), and several materials are listed (water; food; CO₂; O₂; nutrients; minerals). The student integrates all elements of the response by explaining the need for specialized transport systems in both organisms throughout the response (transport nutrients to all areas on the tree; the bird gets water and minerals through ingesting food, which gets broken down and transported to cell's; to meet its high metabolic needs).

Score for Anchor Paper #8: Rubric Score 4

Annotation: This response demonstrates a full and complete understanding of the question. Transport systems in the blue jay (circulatory) and pine tree (vascular) are described (xylem and phloem — little hollow tubes that conduct water, sugar, and nutrients; system of valved blood vessels and a muscular pump - the heart). The student integrates the description of dissolved materials with the need for specialized transport systems in the pine tree (takes in CO₂, vents O₂; sugar is carried down to the rest of the tree, while water and nutrients from the roots are carried up; designed for an inanimate organism many feet tall) and the blue jay (oxygen is taken from the lungs to the cells, while CO₂ goes from the cells to the lungs; food goes from the intestines to the cells; an animal that flies + has high energy needs, its cells need a lot of food and oxygen quickly). The use of accurate scientific terminology enhances the response (xylem and phloem; capilary action; muscular pump).

Additional Scored Student Responses