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 problem. The process that caused the change in the rice population (natural selection) is correctly identified. A difference between the plants that survived and the plants that died (plants that lived had a gene that made them immune to the virus) is provided. The supporting details are minimally effective.

Score for Anchor Paper #2: Rubric Score 1

Annotation: This response demonstrates some understanding of the problem. Although the process (mutation) is not identified correctly, mutation does play a role in the process of natural selection as it results in differences within one population. A difference between the plants that survived and the plants that died (plants that died obviously did not have the virus resistant gene; the plants that lived had the virus Resistant gene) is provided. The supporting details are minimally effective.

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response demonstrates a basic understanding of the problem. The difference between the plants that survived and the plants that died (genetic variation; rice plants which were affected by the virus were slightly genetically different than the plants that survived) is explained. The reason the surviving plants were able to grow and continue to reproduce (the virus only affected that one type which allowed the other rice plants to live; Those plants then reproduced and eventually there would be a large amount of rice plants are resistant to the virus) is described. Although the process is not identified, the supporting details are adequate.

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response demonstrates a basic understanding of the problem. The process is identified (natural selection) and defined (where an organism best suited to the environment, survives to produce offspring). A difference between the plants that survived and those that died (plants that survived had a mutation that caused them to be resistant to the virus; plants that died did not have this mutation) is provided. The reason the surviving plants were able to grow and continue to reproduce (plants best suited to the environment [the ones resistant to the virus] survived to produce offspring resistant to the virus) is described. Overall, the supporting details are adequate.

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response demonstrates a good understanding of the problem. The student identifies the process and applies the principles of natural selection to explain how it caused a change in the rice plant population (Natural selection left the fittest plants, and killed off those less adapted; population of rice plants changed because only plants that remained to reproduce were resistant to the virus). A difference between the plants that survived and the plants that died (those who survived were resistant to the virus, and those that did not were not) is described. Synthesis is used to define natural selection within the description of the reason the surviving plants were able to grow and continue to reproduce (those organisms best adapted to their environments survive long enough to reproduce and create lots of offspring). The supporting details are generally complete.

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response demonstrates a good understanding of the problem. The process is identified and defined (natural selection; organism most adapted to its environment has the greatest chance of living to reproduce successfully). Synthesis is used to describe a difference that exists within the plant population (plants that died … did not have the immunity that the plants that survived did; immunity could have come from a genetic mutation; allowed the plants to survive and reproduce) and explain how this difference resulted in a change in the rice population (Because the plants with the immunity survived to reproduce, the next generation … had the immunity; created a greater fitness in the plant species in the next generation because more of the plants were more adapted to their environment). The use of accurate scientific terminology (genetic mutation; reproduce successfully; fitness) strengthens the response and the supporting details are generally complete.

Score for Anchor Paper #7: Rubric Score 4

Annotation: This response demonstrates a full and complete understanding of the problem. The process is identified and described with full and pertinent details (natural selection; those with certain traits are better adapt for its environment; Those organisms with good traits are more likely to survive and reproduce; pass these positive traits to the next generation). Synthesis is used to describe how genetic diversity results in a specific difference between the plants that survived and the plants that died (genetic diversity within the rice population causing some plants to be immune to the virus; only these stronger rice plants could survive). The student continues to integrate the concept of genetic diversity within the explanation for the ability of the surviving plants to grow (because of this genetic advantage, and passed their stronger genes to their offspring, allowing the new plants to survive the virus as well). The use of accurate scientific terminology (genetic diversity; traits; genetic advantage) enhances the response.

Score for Anchor Paper #8: Rubric Score 4

Annotation: This response demonstrates a full and complete understanding of the problem. The process is identified and clearly described (natural selection; traits that are better suited to their environments are more likely to survive and produce offspring, while those organisms with traits less suited to their environment have a significantly lower chance of survival; more suited traits reproduce, and pass on those traits to their offspring). The response reflects a full synthesis of information, as the student integrates an explanation of genetic variation into the discussion of how a new generation of plants was not affected by the virus (because of a genetic variation in their genetic code that made them resistant, or immune, to the virus; the surviving plants were able to grow and reproduce because of the genetic variation they carried; Their offspring would also carry this trait, and be resistant to the virus). The use of accurate scientific terminology (trait; genetic variation; genetic code) enhances the response.