Use these targets, vocabulary, rubrics, examples, and score sheet with the instructor's approved lesson and procedure. This is an assessment companion, not a complete lesson or safety authorization.
Student lessons, data, and worked answers: Unit 04 learning pathway.
The student demonstrates the following:
Use the five science criteria and selected learning level.
Label supplied data separately from actually observed, approved skills.
Use a changed dataset or assumption, not recitation of the answer key.
Report source-linked writing separately; it cannot block a science pass.
Judge each criterion Developing, Proficient or Mastery from its stated evidence. A supplied-data result does not certify an unobserved practical skill. Each student has three tokens per term; each token retries one rubric criterion. Approved accommodations, equipment failures, and approved absences are handled separately and do not consume these tokens.
Accept listed synonyms; use the distinction column to resolve near-matches.
| Canonical answer | Accepted synonyms | Common confusion / discriminator |
|---|---|---|
| Porifera | sponges | Pores/collar cells; many adults asymmetric. |
| Cnidaria / cnidocyte | cnidarians / stinging cell | Coral polyps are animals. |
| Mollusca / mantle | molluscs / tissue over visceral mass | A shell alone is not a complete key. |
| Arthropoda | jointed appendages and exoskeleton | Not every invertebrate is an arthropod. |
| Echinodermata | water-vascular system | Adult pentaradial, larva bilateral. |
| Planktotrophic / lecithotrophic | feeding / yolk-supported larvae | Larval strategies differ among species. |
| Competence | ability to settle/metamorphose | Arrival alone does not establish competence. |
| Settlement | attachment/benthic transition | Not survival to a later checkpoint. |
| Recruitment | entry at a defined stage or age | Here: survival to day 30 after settlement. |
| Conditional survival | next stage/previous stage | Not each stage divided by initial eggs. |
| Local retention | origin settlers/released competent larvae here | Different from origin share among settlers. |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Major phyla & defining traits | Groups all invertebrates together. | Names phyla but confuses diagnostic evidence. | Keys Porifera, Cnidaria, Mollusca, Arthropoda and Echinodermata with defining traits and stated key limits. |
| Body plans & life stages | Assigns adult symmetry to every stage. | Recognizes radial/bilateral forms without life-history links. | Relates body plan, feeding and larval development; distinguishes adult pentaradial from larval bilateral echinoderms. |
| Adaptations, dispersal & recruitment | Equates eggs, larvae and recruits. | Describes dispersal without survival denominators. | Explains feeding adaptations and computes conditional survival, retention and recruitment with an operational checkpoint. |
| Coral as an animal | Calls coral a plant or rock. | Names symbiosis but equates bleaching with death. | Explains coral feeding, symbionts, reproduction and juvenile survival; distinguishes bleaching, calcification and mortality. |
| Lab technique (invertebrate evidence) | Invents traits or field histories. | Uses a key but skips evidence or life-stage context. | Records supported anatomical/key decisions and cohort calculations; separates inland data/image work from any observed approved preserved-specimen technique. |
| Integration (cross-domain) | Makes no supported connection between the source and the science. | Uses the source but needs help connecting evidence, writing, or limitations to the science. | Independently connects History, Reading, and Writing using a cited source, appropriate evidence, a limitation, and a scientific explanation. |
The split between Proficient and Mastery is the trait behind the call: not just naming a phylum, but pointing to the feature that puts the animal there. Ask “what told you it was an arthropod?”
Read these before you grade. They show what Mastery and Developing actually sound like, plus the edge cases where you should coach rather than decide on the spot.
A survey counts 150 day-30 juveniles but has no origin tags or egg count. Can it infer 0.15% local egg-to-recruit survival?
No. Immigration, unobserved mortality, detection and the starting cohort are unknown. Our probability came from a tracked synthetic cohort, not a juvenile count alone.
Use a fresh variant for assessment. Integration is reported separately and cannot lower the science grade or block a science demonstration pass. Science and practical criteria determine that pass.
Student: ______________________________________ Date: _______________ Guide: _________________________
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Major phyla & defining traits | Dev / Prof / Mast | |
| 2 | Body plans & life stages | Dev / Prof / Mast | |
| 3 | Adaptations, dispersal & recruitment | Dev / Prof / Mast | |
| 4 | Coral as an animal | Dev / Prof / Mast | |
| 5 | Lab technique (invertebrate evidence) | Dev / Prof / Mast | |
| 6 | Integration (cross-domain) | Dev / Prof / Mast |
☐ No ☐ Yes — for criterion: __________
Tokens left this term after this session (choose one): ☐ 3 ☐ 2 ☐ 1 ☐ None left
Dev = Developing · Prof = Proficient · Mast = Mastery · Unsure between two levels? Circle the lower one and note what a re-do would need.