The following 4 Sample Student Responses represent a range of score points.

Score for Sample Student Response #1: Rubric Score 2

Annotation: This response demonstrates a basic understanding of the question. The student provides adequate supporting details in identifying and describing the transport systems in the blue jay (circulatory system; veins; arteries; to move along fluids in the body) and the pine tree (tubelike structures that transport fluids all throughout the tree). While several dissolved substances are correctly listed for the blue jay (takes in oxygen; water; gets rid of carbon dioxide) and the pine tree (takes in carbon dioxide; water; releases oxygen as its waste product), others are mentioned in only general terms (food; sunlight; other waste products). Although the response to the final part of the question is vague (they are both very different living things with different needs), overall the supporting details are adequate.

Score for Sample Student Response #2: Rubric Score 3

Annotation: This response shows a good understanding of the question. The student names the transport system in the blue jay (circulatory) then uses scientific terminology to describe the transport system in the pine tree (xylem transports water up the tree from the roots; phloem transports other materials up and down). Several dissolved materials are listed for both systems (minerals; oxygen; carbon dioxide; glucose; salts; amino acids). The supporting details in the explanation of why the pine tree and blue jay need specialized transport systems add synthesis (no way to get substances from one part of a body to another). The details in the last part of the response are general (doesn't have a heart to pump its blood; doesn't have the special parts that a tree does). Overall supporting details are generally complete. (Compare to this Level 3 anchor paper.)

Score for Sample Student Response #3: Rubric Score 1

Annotation: This response shows some understanding of the question. The transport system for the pine tree (vascular system) is identified, and a few materials are listed (food and water). The response to the last part of the question is vague (because of their shape and the way they are constructed). Supporting details are minimally effective. (Compare to this Level 1 anchor paper.)

Score for Sample Student Response #4: Rubric Score 4

Annotation: This response demonstrates a full and complete understanding of the question. Transport systems in the pine tree (a system of conduets called the xylem and the phloem that transport all the nutrients around its whole structure) and the blue jay (cardiovascular system doesn't work by itself, it is a very complex compound of systems that interconnect with one another) are described. The student integrates a description of dissolved materials with the need for a specialized transport system in the pine tree (roots absorb all the nutrients…[H₂O, salts] and are transported by the xylem to the leaves; CO₂ is taken from the air and mixed with H₂O and the salts to produce food for the pine tree; the phloem takes this synthesized food to every part of the pine tree). Synthesis is shown in the description of how dissolved materials are transported through the blue jay (the digestive, respiratory, endocrine…systems release nutrients, oxygen, and hormones into the cardiovascular system that takes them to all the cells in the body and takes away the waste that is taken to the excretory system to get rid of them). The use of scientific terminology enhances the response (xylem; phloem; synthesized food; homotherm organism).

Anchor Papers used in scoring