Curriculum Based Assessment

CI 3400: Policies and Practices in Educational Assessment

Tiffany Carter
Seth Moody
Appalachian State University

Part 1: Selection of Curricular Standard and/or Objectives

Directions: Paste your Curricular Standard here:
(Include denotation numbers).
6.L.2 Understand the flow of energy through ecosystems and the responses of
populations to the biotic and abiotic factors in their environment.

From what grade and subject is this Curricular

Standard?

6th Grade Science

Classify The Standard

(Put an x but your choice)

Knowledge _X_

Provide a brief rationale for why you chose the

classification above.
(i.e. Why do you think this is a Knowledge,
Reasoning, Skill, or Product target?)

This is a knowledge standard because it requires students to have an understanding of the

interconnectivity of an ecosystem and how all populations differ. This is necessary for
students to have a developed foundation for future learning about nature.

Reasoning ____

Skill ____

Product ____

Part 2: Analysis of Essential Content

Table of Specifications adapted from Guskey (2005) to align with Chappuis et al. (2012)
Directions: Look at the curricular standard you chose. Fill out as much information as you can think of about what knowledge students will need
to know and what reasoning they will need to be able to have about the knowledge. If you have skills or products students will need to do or
create, fill those in too. You can make a brief list in each column.
Try to only think of content that they would need to obtain in one academic year .
Its ok if you dont have something for each column.
Knowledge
Factual
Procedu Conceptual
Inference
Information
ral
Understandin
Knowle
g
dge
Explain the
Make
Students will
difference
inferences
need to
between
about a
know
abiotic and
population.
terminology
biotic factors.
associated
with
Explain how
ecosystems.
an organism
gains or
requires
energy.

Analysis

Examining the
parts of an
ecosystem
such as
decomposers,
consumers,
and producers.

Reasoning
Comparison

Compare
abiotic and
biotic
factors.

Classification

Eval
uatio
n

Synth
esis

Skill
Skill(s) they
will need to
demonstrat
e

Product
Product(s
) they
need to
create.

Sorting
different
organisms and
environments
in an
ecosystem.

Part 3: Deconstruction of Standards into Clear Learning Targets & Assessment Blueprint
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Directions

After reading Chapter 3, think about writing clear learning targets from your standard/objectives. Type or
paste your content standard and objectives in the first box. Then, decide whether you think the standard
is: Knowledge, Reasoning, Skill, or Product.
Next, write as many learning targets in student-friendly language as you need to cover that standard.
Remember the age of your potential students. You may add rows to the table at the bottom of this page
as needed. After writing the targets, try to classify them as: Knowledge, Reasoning, Skill, or Product. (you
can put an x in the column).
Then, choose the type of assessment method that would be the best match for your target (use the chart
on page 94).

6.L.2 Understand the flow of energy through ecosystems and the responses of populations to the biotic
and abiotic factors in their environment.

Target Type
K

1
2
3
4
5
6
7

Students will be able to explain the difference between biotic and abiotic factors in an ecosystem.
Students will understand what the meaning of an ecosystem.
Students will explain how energy is transferred through an ecosystem.
Students will be able to classify organisms as consumers, decomposers, or producers.
Students will be able to construct a model of an ecosystem.
Students will be able to explain and interpret the relationship between two or more organisms in an
ecosystem.
Students will understand how an ecosystem affects the size of a population.

X
X

Assessment
Method
R S P SR WR PC PA
X
X
X
X
X
X
X
X
X
X
X

Part 4: Creation of the Assessment for Knowledge and Reasoning

1. Is this assessment formative or summative? Summative
2. Write a short explanation of how you will use this assessment with your future students.
Be explicit about when you will give this to them, how it will work in your class, and
what you expect.
We decided to use this assessment as an end of unit summative test. Also, we
expect our students to have mastered 80% of the material. For those that dont
we will allow test corrections as a form of re-teaching. Students will be
responsible for choosing or giving the correct answer and two reasons in
complete sentences why they chose the correct answer. They can achieve up to
half of what they lost in points.

3. Copy and paste your Assessment of Knowledge and Reasoning on the next page (or
pages). Be sure to include:
a. the learning targets you are assessing,
b. the point value for each item (if you are grading this), and
c. the answers for all items.

A)
1
2
3
4
5
6
7

Students will be able to explain the difference between biotic and abiotic factors in an
ecosystem.
Students will understand what the meaning of an ecosystem.
Students will explain how energy is transferred through an ecosystem.
Students will be able to classify organisms as consumers, decomposers, or producers.
Students will be able to construct a model of an ecosystem.
Students will be able to explain and interpret the relationship between two or more
organisms in an ecosystem.
Students will understand how an ecosystem affects the size of a population.

B) Each Question is worth 5 points. The long answer question will be worth 5
extra points as well.
C) (After the assessment)

Short Answer: Answer each question using 1 to 3 complete sentences.

1. Give the definition of Scavenger in your own words and provide an example.

2. Identify the following term: A biome composed of large communities covered with grasses
and similar small plants.

3. What is a canopy? Give a type of organism that can be found here.

4. Trees produce new seeds in a variety of forms. What kind of trees produces their seeds in
cones and has leaves shaped like needles?

5. An omnivore can be classified by which behavior(s)?

Matching: Match the term or definition in bold with a letter from the list below.

1.
2.
3.
4.
5.

Organism that obtains energy by eating only plants. ____

The falling to Earth of any form of water (rain, snow, hail, sleet or mist) ____
Energy Pyramid ____
Carnivore____
Biogeography ____

a) A diagram that shows the amount of energy that moves from one feeding level
to another in a food web.
b) Herbivore
c) The geographic distribution of species.
d) Organism that obtains energy by eating animals.
e)Precipitation

Multiple Choice: Choose the Best answer to the following questions.

The picture below shows one possible food web for a Great Lakes ecosystem. Based on your
understanding of ecosystem interactions, answer the following questions.

SC08016RL5064500B
____ 1. How is the relationship between the small fish and the invertebrates in the diagram above best
described?
a. Predator-prey
b. Producer-predator
c. Consumer-parasite
d. Decomposer-consumer
____ 2. Which of the organisms in the web above gets its food energy by decomposing organic
material?
a. Small fish
b. Vegetation
c. Invertebrates
d. Bacteria and fungi
____ 3. An increase in salmon and trout fishing by humans will result in which of the following?
a. Greater plant productivity.
b. A reduced food supply for eagles.
c. Reduced tourism on the Great Lakes
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d. An increase in the life expectancy of ducks.

____ 4. Which of the following is an example of how plankton are beneficial to humans?
a. Plankton are a food source for humans
b. Plankton clear out dead animals
c. Plankton provide food for fish which humans can eat
d. Plankton are parasites that take out unwanted bacteria
____ 5. Which item in the diagram above is a biotic part of this ecosystem?
a. Light
b. Snail
c. Sand
d. Water
Use the following information for the following question(s)
The great horned owl is a large, powerful bird. They are night hunters and they eat rodents,
squirrels, rabbits, skunks, raccoons, ducks, chickens (and other birds), snakes, toads, fish and
occasionally road-killed animals. They have even been known to eat cats and small dogs.
____ 6. Suppose all of the raccoons disappeared from the great horned owls food web. What effect
would this most likely have on the great horned owl?
a. It would become extinct
b. There would be little effect on its population.
c. Its population would move to a new habitat.
d. Its population would decrease and then reach a natural balance.
____ 7. The increasing human population has caused which of the following?
a. Climate change
b. Decreased pollution
c. Fewer species becoming extinct
d. More abundant natural resources
____ 8. Rabbits introduced into Australia over 100 years ago have few effective predators. Which of
the following describes the possible impact of this new species on the environment?
a. Native plant eaters were displaced
b. Plant species became more diverse
c. The food chain became more balanced
d. Completing animal populations increased

____ 9. What would happen to garbage put into a compost pile if all of the decomposers were
destroyed?
a. It would rot.
b. It would turn to soil.
c. It would start to grow.
d. It would stay the same.
8

The Percula clownfish can often be seen hiding in the tentacles of the poisonous Carpet
anemone. The clownfish are covered with a slime layer that protects them from the
poisonous tentacles of the Carpet anemone. These tentacles keep the clownfish safe from
predators. Bits of food from the clownfishs meals provide the Carpet anemone with food.

____ 10. What best describes the relationship between the clownfish and anemone in the diagram
above?
a. Parasitic
b. Competitive
c. Predator-prey
d. Mutually beneficial
____ 11. Which of the following would cause the cattail population in a wetland to change?
a. A summer rainstorm
b. Humans kayaking and canoeing
c. The migration of ducks as the seasons change
d. The introduction of a competitive invasive species
____ 12. Based on how it gets its food energy, how is the great horned owl classified?
a. Prey
b. Producer
c. Consumer
d. Decomposer

Extra Credit:
Long Answer Question: Answer the following in 3 to 5 complete sentences.
1. Based on the activity we did in class; choose one abiotic factor and one biotic
factor from your ecosystem. Imagine they were removed. How would your
ecosystem change?

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5 Short-Answer Questions
1. Scavenger
ANSWER: A carnivore that feeds on the bodies of dead organisms.
2. Biome composed of large communities covered with grasses and similar small plants.
ANSWER: Grassland
3. Dense covering formed by the leafy tops of tall rain forest trees.
ANSWER: Canopy
4. Trees that produce their seeds in cones and have leaves shaped like needles.
ANSWER: Coniferous Tree
5. Omnivore
ANSWER: Organism that obtains energy by eating both plants and animals.

5 Matching Questions
1. Organism that obtains energy by eating only plants.
ANSWER: b- Herbivore
2. The falling to Earth of any form of water (rain, snow, hail, sleet or mist).
ANSWER: e- Precipitation
3. Energy Pyramid
ANSWER: a- A diagram that shows the amount of energy that moves from one feeding
level to another in a food web.
4. Carnivore
ANSWER: d-Organism that obtains energy by eating animals.
5. Biogeography
ANSWER: c- The geographic distribution of species.

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12 Multiple Choice Questions Answers

1. A
2. D
3. B
4. C
5. B
6. B
7. A
8. A
9. D
10. D
11. D
12. C
EC Answer: Answers will vary depending on what students choose.

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Part 5: Creation of the Assessment of Skill and or Product Creation

6TH Grade Biomes and Ecosystems Project
6. L.2 Understand the flow of energy through ecosystems and the responses of populations to
the biotic and abiotic factors in their environment.
Purpose: Students will produce an artifact that will display their level of understanding
concerning ecosystems and biomes. Through the creation of their product they will identify the
fundamental structures and functions that occur within an ecosystem. The instructor will be
available for questions, but students are otherwise working on this assignment solely with their
partner. This project will be used as a summative assessment to determine each students level
of understanding.
Learning Targets:
Students will understand the meaning of an ecosystem.
Students will explain how energy is transferred through an ecosystem.
Students will be able to classify organisms as consumers, decomposers, or producers.
Students will be able to construct a model of an ecosystem.
Project Description
Last month the sixth grade science department received an education grant from Appalachian
State University; to be used towards a student designed trip to study different ecosystems
across the globe. With a partner you will have a month to design a diorama of one of the
ecosystems listed below. After selecting an ecosystem it will be time to get to work! Your
diorama should be visually appealing and labeled with the different terms that we have
discussed in class. Along with your ecosystem diorama, both partners will be required to turn in
a one page written report describing the ecosystem and why we should travel there. You can
use the internet, books, magazines and academic articles to do research on your selected
ecosystem. The only website that is not appropriate is Wikipedia, the information on that site is
not always reliable. If you would like me to review your project and paper before the deadline I
will be more than happy to do so. Happy Designing!
Ecosystems
Please choose one of the following ecosystems below for your diorama and paper.
Forest (rainforest, coastal forest, deciduous forest, or coniferous forest)
Desert (hot or cold)
Water (ocean, freshwater, or saltwater)
Grasslands

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Diorama Requirements:
- At least 12 animals common to the biome should be present in your diorama. You must
include at least one insect, one bird, one reptile, and one mammal. The remaining eight
animals can be your choice. Make sure each animal is pictured and labeled.
- At least 6 plants common to the biome. Make sure each plant is pictured and labeled. Also,
specify where in the ecosystem some of the plants can be found. This will make trip planning
much easier.
- Choose three animals from your list: describe the adaptations each animal has and how those
adaptations allow the animal to survive in its biome. This can be included on the diorama or
within the paper, it is up to you.
- Find at least three different decomposers found in your biome. Include the type of organisms
each breaks down and a picture of each decomposer (if possible).
- Give one example of organisms in each of the following relationships/interactions:
(mutualism, commensalism, parasitism, competition, predation)
- Create a food web of plants and animals found in your biome. (Feel free to use the same
plants and animals in from the list you have already collected.)
*The following link contains a video of students creating their diorama. This may help to
provide ideas and some insight on how to begin.
http://www.youtube.com/watch?v=WUGTWSIjQ2M
Paper Requirements:
-Your paper should be one page in length.
-It should include your name, class period, and date in the far right corner.
-It should be double spaced in 12 point font.
-In your written report include where your biome is located. You can also print off a map and
circle where your biome can be found and attach it to your report.
- In your report, describe the basic characteristics of your biome. You must include information
about the average temperature (summer/winter) and the average precipitation per year. Also
include any interesting facts about your biome.
- Label the specific abiotic factors found and needed in your biome. Also explain how these
abiotic factors are used or needed by the biotic factors in the biome.
-Lastly, make a reference page. You can simply type the name of all the websites, books, and
other sources you used to gather information.
Grading
This project will count as a test and will be graded out of 100 possible points. The diorama is
worth 80 points and the paper is worth 20 total points. The paper will solely be based off
completion; in your paper I am looking to see if you understood the project through a brief
discussion of the organisms present and their contribution to the overall sustainability of their
ecosystem. As long is the paper is one whole page and answers the few questions required you
will earn all possible points. The diorama will be graded using the attached rubric. Please refer
to the rubric during the making of your diorama.

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Category
Appearance of the Project
-Worth 5 points

Content Facts
-Worth 35 points

Images & Models

-Worth 15 points

Style & Organization

-Worth 10 points

Creativity & Appearance

-Worth 15 points

Diorama Rubric
4
3
The project's
The project's
appearance is
appearance is quite
professional and
professional and
polished without
polished few
distractive elements. distractive elements.
The project content The project content
is exemplary and
is good and suggests
suggests the student the student has
has discovered the
discovered most of
important ideas of
the important facts
his/her topic.
of his/her topic.
All images or models All images or models
are effective.
are effective, but
there appear to be
too few or too many.
Display is interesting Display is interesting
and attractive.
and attractive.
Materials are
Materials are
complete and
complete and well
organized to present organized.
the ideas well.
Presentation has
sequence and plan
evident.
Project is excellently Good creative effort.
presented reflecting Project is neat and
creativity and a lot
shows evidence of
of thought.
time spent on it.

2
The project's
appearance is
somewhat poor.
Some distractive
elements.
The project content
is fair/poor and
suggests the student
has not discovered
most of the
important facts.
Some images or
models are effective.

Some parts of the

display are
interesting, not try..
Some materials are
complete organized.
Presentation has
some sequence and
plan evident.
Some attempt made
to add color and
originality. Project is
neat.

1
The project's
appearance is quite
poor. Many
distractive elements.
The project content
poor and suggests
the student has not
done sufficient
research.
Too few images or
models are used to
be an effective
presentation.
Display is
uninteresting, not
tidy. Materials are
incomplete and not
organized.
Presentation has no
sequence or plan
evident.
Little attempt to add
color or originality.
Project has sloppy
appearance.

Total Grade (Diorama grade and paper grade combined): ___________________

Teacher Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________Resources Used: Mensaforkids.org, MFKLessons-Ecosystemsall.pdf

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References
Optional: If you use any external resources be sure to include them on this page.
Mensaforkids.org,
MFKLessons-Ecosystems-all.pdf,
http://quizlet.com/4416196/6th-grade-ecosystems-and-biomes-flash-cards/
(Oakland Schools science assessment packet unit 1 grade 6)
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved
=0CCkQFjAA&url=http%3A%2F%2Fweb.wmisd.org%2Fge%2Fsc%2F6th%2520Grade%2520%252
0Unit%25202%2FUnit%25202%2520-%2520Ecosystems%2520%2520Assessment%2520Packet.doc&ei=LVM0VJfHB5O6ggTf7YGwDg&usg=AFQjCNHpZfBLrfKhk
-AM0XVqqRbERAZeYw&bvm=bv.76943099,d.eXY

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