Download 8th Grade Science, Standard 5.5

8th Grade Science, Standard 5.5
CPI Links Content Guide & Five Items Resource
Introduction
The following information should be used as a companion to the CPI Links. It provides
clarifications concerning the content and skills contained in the CPI Links.
Remember that instruction should be much richer than assessment and that the examples
contained herein do not represent the variety of instructional strategies and supports
necessary for meaningful teaching and learning of academic content. The information and
examples are intended to clarify the intentions of the CPI Links so that assessment
activities aligned to the links––and thus to the state standards––can be developed or
chosen appropriately for students who participate in the NJ APA.
For each standard, you will find that this resource includes
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
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The Test Specifications followed by the corresponding CPIs and Links
A Glossary of terms contained in the CPI Links
Further Clarifications concerning specific content, skills, language, and/or activity
development considerations
Five Items examples that show what constitutes five items for certain links where that
may not be clear as well as the semantic intent of the link language.
How to Use This Resource
1) Review the “Steps to Developing an Entry” in Modules IV and V of the Fall Training.
2) Remember to make your decisions regarding which CPI Link you will use to assess your
students based on the individual needs of your students. Just because a particular link may
be best for one student does not mean it is best for another, especially given the diverse
needs of the students who participate in the NJ APA.
3) Once you have selected a CPI Link, use the Glossary to look up the definitions of any/all
content vocabulary terms contained in the language of the link. This will ensure your
understanding of those terms is consistent with the understanding set forth by the NJ DOE
for the NJ APA.
4) Check the Further Clarifications section to see if there is additional information about
the CPI and/or CPI Link you have chosen that will be helpful as you choose or design the
activities you will use as the assessment evidence in your students’ APA portfolios.
5) If the CPI Link has an asterisk at the end of the link statement, you will find an example
of that link in the Five Items section to use as a guide/reference/model.
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.5
8th Grade Science Test Specifications and Links for Standard
5.5– Characteristics of Life (Portfolio Entry 1)
The following are the required CPIs for Standard 5.5: Characteristics of Life. Both CPIs are
from Strand B: Diversity and Biological Evolution. You must select a CPI Link from one of the
CPIs to develop an entry for the APA portfolio.
STRAND B: Diversity and Biological Evolution
You MUST CHOOSE only one of the following CPIs:
CPI 5.5.8B1 Compare and contrast kinds of organisms using their internal and external
characteristics
Essence of the CPI: Compare and contrast organisms using both internal and external
characteristics
Matched Link
Near Link
Far Link
 Using internal and external
 Classify various organisms
 Identify characteristics of
characteristics compare and
into two or more kingdoms of
plants and animals*
contrast two animals from
life using their internal and/or  Identify characteristics of
different classes of the animal
external characteristics*
protista and fungi
kingdom*
 Determine the appropriate
 Identify characteristics of
ecosystem for a given
 Using internal and external
monera and animalia
characteristics compare and
organism based on internal
contrast two or more organisms
and external characteristics*
between two kingdoms*
OR
CPI 5.5.8B3 Recognize that individual organisms with certain traits are more likely to survive
and have offspring.
Essence of the CPI: Understand the concept of natural selection in heredity
Matched Link
Near Link
 Explain how different organisms
 Identify inherited traits that
use their unique adaptations to
affect an organism’s ability to
survive and how that affects their
survive*
chances of reproducing
 Identify acquired traits that
affect an organism’s ability to
 Identify and explain why inherited
and acquired traits influence an
survive
individual organism’s survival rates  Given genetic characteristics of
and identify which of those traits
a living organism, complete a
would be passed down to the next
Punnett square and identify the
generation*
results*
Far Link
 Identify inherited
traits*
 Identify acquired
traits
Please note: Always consult the Glossary and Further Clarifications sections of this resource
when working with any of these Links. Additionally, an asterisk at the end of a Link statement
denotes there is an example for that specific Link in the Five Items section of this resource.
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.5
Glossary – 5.5
Glossary – 5.5
Acquired traits - characteristics that are acquired (learned) by an organism during its lifetime
Adaptation - the evolutionary process by which a species develops certain traits over time that
helps the species survive in its habitat (e.g., camels have developed broad feet, which helps them
walk on the soft sands of the deserts where they live)
Characteristics of organisms - may include internal and external features of an organism
Internal characteristics- includes cold blooded vs. warm blooded, reproduction via live birth vs.
reproduction by laying eggs, vertebrates vs. invertebrates, type of organs (gills vs. lungs, twochambered heart vs. four-chambered heart)
External characteristics- includes skin covering (scales, fur, feathers), wings, legs, ears, eyes,
nose, claws, size, etc; external characteristic do NOT include behaviors such as raising young,
building nests, hibernating, etc.
Compare - to examine (two or more objects, ideas, people, etc.) in order to note similarities and/or
differences
Contrast - to compare in order to show differences; to note the opposite natures, purposes, etc.
Ecosystem - all of the living organisms (biotic) in a particular area as well as the nonliving
components (abiotic) of that same environment
Habitat - the natural conditions and environment in which an organism lives
Inherited Traits - in genetics, characteristics that can be passed onto offspring are called inherited
traits (e.g., natural hair color, eye color, blood type)
Kingdom - the largest grouping in an organism classification
Animals: members of this kingdom are multi-cellular, heterotrophic eukaryotes that digest
food outside their cells and then absorb the digested nutrients; some examples of animal
classes include mammals, reptiles, amphibians, insects, fish, birds
Plants: members of this kingdom are multi-cellular, (mostly) autotrophic eukaryotes that
(usually) conduct photosynthesis (e.g., elm tree, poison ivy, cacti)
Fungi: multi-cellular, non-photosynthetic organisms that absorb food in solution directly
through their cell walls; many reproduce through spores (e.g., mushrooms, mildews, molds,
truffles, yeasts)
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8th Grade Science, Standard 5.5
Glossary – 5.5
(Kingdom continued)
Protists: composed of single-celled and multi-cellular eukaryotes without highly specialized
tissues; protists include all microscopic organisms that are not bacteria, not animals, not plants,
and not fungi (e.g., protozoa and some types of algae)
Archaebacteria: single-celled organisms that are found in extreme environments such as deep
ocean thermal vents (very hot water), oxygen-free environments, or highly acidic environments
Eubacteria: single-celled organisms that are found almost everywhere on Earth
The term “Monera” or “Monerans” applies to both Archaebacteria and Eubacteria since both are
comprised of single-celled (mono) organisms. The kingdom Monera was divided into
Archaebacteria and Eubacteria to differentiate the two, but it is acceptable to use the term
Monera/Monerans.
Natural Selection - The theory of evolution by natural selection forms a central part of modern
evolutionary theory. Typically there is a natural variation among individual organisms within a
reproducing population. These variations are genetic variations that may be passed onto offspring.
Examples of variations are (1) some individual organisms in a population may have thicker fur
than others; (2) some individual organisms may be smaller than others; (3) some individual
organisms may have longer legs than others. If the variation benefits the survival of that individual
organism, that individual organism is more likely to survive and reproduce than are individual
organisms who do not have the variation. Over time, more and more individual organisms in the
population will have the variation. This is called adaptation of a species.
Species - organisms that are able to interbreed and produce fertile offspring
Variation - natural genetic differences among individual organisms in a species
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.5
Glossary – 5.5
Punnett square – a diagram used to show the probable outcomes of a cross/breeding experiment;
a dominant allele (single form of a gene) is represented by a capital letter, and a recessive allele is
represented by a lowercase letter; together, alleles are paired to form a genotype (e.g., AA and Aa
both represent dominant genotypes whereas aa represents a recessive genotype)
Example:
In this Punnett Square, the male genotype (aa), written vertically to the left of the square, shows
that the male will produce gametes (sex cells) that express only the recessive trait. The female
genotype (Aa), written horizontally above the square, shows that the female will produce
gametes (sex cells) expressing both the dominant and recessive traits. Therefore, when
completing the cross, offspring will have a 50/50 chance of showing the dominant or the
recessive trait.
Note that in Punnett squares, the dominant allele is always written first (i.e., Aa instead of aA).
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.5
Further Clarifications – 5.5
Further Clarifications – 5.5
Internal characteristics and external characteristics:
Notice that both Matched links and both Near Links for this CPI are specific to “internal”
and “external” characteristics.
 Examples of Internal Characteristics - cold blooded vs. warm blooded, reproduction
by laying invertebrates
 Examples of External Characteristics - Scales, fur, feathers, wings
CPI
Link
5.5.8B3 Near Bullet 1
Identify inherited traits that affect
an organism’s ability to survive*
Far Bullet 1
Identify inherited traits*
Clarification
Inherited traits that contribute to the
survival of the organism are required for the
Near Link, but the Far Link does not require
traits that contribute to survival.
Far Bullet 2
Identify acquired traits
Acquired traits may include anything that is
learned (e.g., humans walking, humans
riding a bicycle, etc.) or modifications (e.g.,
pierced ears, dyed hair, broken bones, etc.)
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.5
Five Items Examples – 5.5
Five Items Examples
The Five Items examples are samples of activities that may be used
as models when choosing or developing activities for the APA.
They include specific considerations and guidelines that if not
followed will likely result in unscorable codes.
However, they do not show the required markings for
performance (+/-) or independence (I, V, G, M, P),
nor do they include student names and collection dates.
They are sample activities, not sample evidence.
Evidence must include all of the requirements of the
Universal Scoring Rules.
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.5
Five Items Examples
CPI: 5.5.8B1 Compare and contrast kinds of organisms using their internal and external
characteristics
Essence of the CPI: Compare and contrast organisms using both internal and external
characteristics
Matched Link, Bullet 1: “Using internal and external characteristics compare
and contrast two animals from different classes of the animal kingdom*”
Important Considerations for this Link:
 This CPI is specific to both internal characteristics (cold blooded vs. warm blooded,
reproduction by laying invertebrates) and external characteristics (scales, fur, feathers,
wings).
 The two animals being compared/contrasted must be from different classes, as specified by
the link.
 Requiring the student to identify the class each animal is from would be assessing more
than the link. However, when choosing or designing assessment activities for this link,
remember that the two animals must be from different classes. Notice how in the example
below the directions to the student identify the bear as a mammal and the alligator as a
reptile.
Directions to the student: In the Animal Kingdom, a bear is a member of the Mammal Class, and the
alligator is a member of the Reptile Class. Use the provided word bank of internal and external
characteristics to compare and contrast these two animals.
Bear
Characteristics
Characteristics
similar to both
Alligator
Characteristics
Warm-blooded
Backbone
Cold-blooded
Fur
Breathe air with
lungs
Large bumpy scales
Give birth to fully formed
young
Four legs/feet
Lay eggs
Short tail
Two eyes
Long tail
Produce milk to feed to
young
Heart
No milk glands
This example constitutes 15 items.
Each characteristic identified is an item. In this case, the student identified five
characteristics of the bear, five characteristics of the alligator, and five shared
characteristics for a total of fifteen items. Across the items, both internal and external
characteristics were identified.
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.5
Five Items Examples
CPI: 5.5.8B1 Compare and contrast kinds of organisms using their internal and external
characteristics
Essence of the CPI: Compare and contrast organisms using both internal and external characteristics
Matched Link, Bullet 2: “Using internal and external characteristics compare and
contrast two or more organisms between two kingdoms *”
Important Considerations for this Link:
 This CPI is specific to both internal characteristics (cold blooded vs. warm blooded,
reproduction by laying invertebrates) and external characteristics (scales, fur, feathers,
wings).
 The two organisms must be from different kingdoms, as specified by the link.
 Requiring the student to identify the kingdoms to which each organism belongs would be
assessing more than the link. However, when choosing or designing assessment activities,
remember that the two organisms must be from different kingdoms. Notice how in this
example, the activity itself tells the student that the mushroom belongs to the Fungi Kingdom
whereas the berry bush belongs to the Plant Kingdom.
Directions to the student: Place the provided labels in the correct columns to compare and contrast a
mushroom and a berry bush.
This example constitutes five items.
Each characteristic identified is an item. In this case, the student identified two
characteristics of the mushroom, two characteristics of the berry bush, and one
shared characteristic for a total of five items. Across the items, both internal and
external characteristics were identified.
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.5
Five Items Examples
CPI: 5.5.8B1 Compare and contrast kinds of organisms using their internal and external
characteristics
Essence of the CPI: Compare and contrast organisms using both internal and external characteristics
Near Link, Bullet 1: “Classify various organisms into two or more kingdoms of life
using their internal and/or external characteristics *”
Important Considerations for this Link:
 This CPI is specific to both internal characteristics (cold blooded vs. warm blooded,
reproduction by laying invertebrates) and external characteristics (scales, fur, feathers,
wings).
Directions to the student: Read the descriptions of each organism’s internal or external
characteristics. Paste the organism into the correct kingdom: Animalia or Plantae.
This example constitutes five items.
Each organism classified is an item. In this case, the student classified
three organisms as animals and two organisms as plants. As well, across
the items both internal and external characteristics were used.
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.5
Five Items Examples
CPI: 5.5.8B1 Compare and contrast kinds of organisms using their internal and external
characteristics
Essence of the CPI: Compare and contrast organisms using both internal and external characteristics
Near Link, Bullet 2: “Determine the appropriate ecosystem for a given organism
based on internal and external characteristics *”
Important Considerations for this Link:
 This CPI is specific to both internal characteristics (cold blooded vs. warm blooded,
reproduction by laying invertebrates) and external characteristics (scales, fur, feathers,
wings).
Directions to the student: I am going to read some descriptions of various organisms. I will describe
each organism’s internal and external characteristics. I want you to decide the appropriate ecosystem
for each organism based on its description. Paste your answers on the organism.
This example
constitutes five items.
The student was
provided five
descriptions of specific
organisms and identified
the appropriate
ecosystem for each based
on the descriptions. The
descriptions included
information about the
organisms’ internal and
external characteristics.
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.5
Five Items Examples
CPI: 5.5.8B1 Compare and contrast kinds of organisms using their internal and external
characteristics
Essence of the CPI: Compare and contrast organisms using both internal and external characteristics
Far Link, Bullet 1: “Identify characteristics of plants and animals*”
Important Considerations for this Link:

Across the five items, both plants and animals must be addressed. In the example below, the
student answered three questions about plants and two questions about animals. It would
also be acceptable to answer three questions about animals and two questions about plants.
Directions to the student: Circle the correct answer to each question.
1. Which of the following is a characteristic of plants?
A. They are autotrophic (use photosynthesis to make their own energy).
B. They are single-celled (only has one cell).
2. Which of the following is another characteristic of plants?
A. They are always cone-bearing (produce a seed covered by a cone).
B. They can’t move themselves from place to place.
3. Which of the following is another characteristic of plants?
A. They typically die after one growing season.
B. They are multi-cellular (have many cells) and typically continue to grow their entire lives.
4. Which of the following is a characteristic of animals?
A. They are multi-cellular (have many cells) and typically stop growing when they reach
adulthood.
B. They are usually not able to move on their own.
5. Which of the following is another characteristic of animals?
A. They are heterotrophic (eat other things to get their energy).
B. They cannot survive (live) in water.
This example constitutes five items.
Each question is an item. Across the items, both plants and animals were
addressed. The student answered three questions about the characteristics of
plants and two questions about the characteristics of animals.
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8th Grade Science, Standard 5.5
Five Items Examples
CPI: 5.5.8B3 Recognize that individual organisms with certain traits are more likely to survive and
have offspring
Essence of the CPI: Understand the concept of natural selection in heredity
Matched Link, Bullet 2: “Identify and explain why inherited and acquired traits
influence an individual organism’s survival rates and identify which of those traits
would be passed down to the next generation*”
Important Considerations for this Link:



In this link, there are three skills: 1) identify inherited and acquired traits, 2) explain why they
influence an individual organism’s survival rates, and 3) identify which traits would be passed
down to the next generation.
Inherited traits that contribute to the survival of the organism are required for this Link.
In the example below, the student was directed to choose an organism. That was done so that
the proceeding questions would be specific to that particular organism. However, choosing the
organism is not an item. It would not be graded as correct/incorrect nor would it include a
marking for independence. Its purpose is only to provide a context for the questions.
Directions to the student: Choose an organism and answer the following questions.
This example
constitutes five
items.
The student identified
an inherited trait and
an acquired trait,
explained why they
influence the
organism’s survival
rate, and identified
which traits would be
passed to the next
generation.
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8th Grade Science, Standard 5.5
Five Items Examples
CPI: 5.5.8B3 Recognize that individual organisms with certain traits are more likely to survive and
have offspring
Essence of the CPI: Understand the concept of natural selection in heredity
Near Link, Bullet 1: “Identify inherited traits that affect an organism’s ability to
survive*”
Important Considerations for this Link:



It is acceptable to identify five (or more) inherited traits of one organism. It is also acceptable
to identify one (or more) traits of multiple organisms.
Inherited traits that contribute to the survival of the organism are required for this Link.
The student was directed to use the bank at the bottom of the page to cut out the traits that
help a duck survive in the wetlands and paste them in the box. As such, the remaining traits in
the answer bank are the ones the student did not select—the distractors. Six distractors were
provided so that there is a balance of correct and incorrect answer choices.
Directions to the student: Using the answer bank at the bottom of the page, cut out the traits that
help a duck survive in the wetlands and past them in the box.
This example
constitutes six items.
The student identified
six inherited traits that
affect the duck’s ability
to survive.
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.5
Five Items Examples
CPI: 5.5.8B3 Recognize that individual organisms with certain traits are more likely to survive and
have offspring
Essence of the CPI: Understand the concept of natural selection in heredity
Near Link, Bullet 3: “Given genetic characteristics of a living organism, complete a
Punnett square and identify the results*”
Important Considerations for this Link:

When working with Punnett squares, the dominant allele is always written first (e.g., Hh
instead of hH).
Directions to the student: This Punnett square represents the cross between two tall pea plants. The
male genotype is (Hh) and the female genotype is (Hh). Use the labels provided to complete the
square to show the possibilities for the height of the offspring of these two pea plants. Then circle the
result of each cross to indicate the traits that would be shown by the offspring.
This example constitutes eight items.
The student completed each of the four sections of the Punnett square (four
items) and then identified the trait that would be shown by the offspring of each
cross (four items) for a total of eight items.
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.5
Five Items Examples
CPI: 5.5.8B3 Recognize that individual organisms with certain traits are more likely to survive and
have offspring
Essence of the CPI: Understand the concept of natural selection in heredity
Far Link, Bullet 1: “Identify inherited traits*”
Important Considerations for this Link:


The traits do not have to be limited to human traits.
In the example below, the student was presented with five correct answer choices as well as
five distractors. This was done so that there is a balance between correct answers choices and
distractors to prevent artificially inflating or deflating the student’s score in the event the
student choose to daub everything on the page or cross out everything on the page.
Directions to the student: Use your Bingo dauber to mark the five inherited traits in the list below.
Cross out the other items.
This example constitutes five items.
The student identified five inherited traits by daubing them.
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