ESSENTIAL UNIT 5 (E05)
(Plants and Animals)
Suggested Rubric
The following rubric may be used by the teacher to distinguish between ‘A’-level and ‘B’-level work in
E05. TSW’s which do not lend themselves to ‘A’-level work do not have suggestions.
Statement
TSW 1
Plant
characteristics
TSW 2
Plant groups
TSW 3
Vascular tissue
TSW 4
Plant life-cycle
‘A’-level
Student can distinguish among the three plant
groups regarding differences in structure,
habitat and reproductive strategies using
scientific terms from the text.
Student can describe vascular tissue as
bundles of tube-like vessels and distinguish
between xylem and phloem function.
Student can create a diagram from memory of
each group’s life cycle and use both words
and a chart to evaluate differences in
sporophyte and gametophyte stages of the
plant groups.
TSW 5
Animals
TSW 6
TSW 7
Animal structure
and organization
TSW 8
Invertebrates
TSW 9
Chordates
TSW 10
Body
temperature
TSW 11
Vertebrate phyla
TSW 12
Scientific
inquiry
Student can describe the different levels of
organization of an animal and state the
relationship between symmetry and body
structure, noting the advantages of bilateral
symmetry over radial symmetry.
Student can define an invertebrate and
recognize more than one similarity and one
difference between each of the six major
phyla of invertebrates.
Student can explain using three or more
examples how vertebrates control body
temperature to maintain homeostasis (both
ectotherms and endotherms.)
Student can compare and contrast the five
major vertebrate groups with respect to body
temperature, body structure, reproduction,
water retention.
‘B’-level
Student can name the characteristics of
the plant kingdom and their requirements
for living successfully on land.
Student can distinguish among the three
plant groups regarding differences in
structure, habitat and reproductive
strategies.
Student can describe vascular tissue as
tube-like structures that move water and
materials up and down plant.
Student can create a diagram of each plant
group’s life cycle and state the differences
in sporophyte and gametophyte stages of
the three groups.*(see below)
Student can identify the characteristics
that define the animal kingdom and state
the functions of animals.
Student can state that animals are
subdivided into groups by similarities in
body structure, DNA and means of
development.
Student can state the different levels of
organization of an animal and state the
relationship between symmetry and body
structure.
Student can define an invertebrate and
recognize at least one similarity and one
difference between each of the six major
phyla of invertebrates.
Student can name the defining
characteristics of a chordate.
Student can explain how vertebrates
control body temperature to maintain
homeostasis (both ectotherms and
endotherms.)
Student can name the distinguishing
characteristics of each of the five
vertebrate groups.
Student will complete a laboratory project
provided in LabZone® or provided by the
teacher and complete a lab report. (see lab
report format in appendix.)
Note that the following information is not clearly delineated in Pearson’s text and should be taught in
order to make this clear to the students and demonstrate the increasing complexity of plants.
Sample chart comparing stages in plant groups
Non-vascular
Vascular, spore-bearing
Is dominant, most visible
Sporophyte Grows out of and is
dependent on
stage
gametophyte
Very small, but
gametophyte Dominant, provides
water and nutrients to independent from the
the sporophyte
sporophyte
Vascular, seed-bearing
Is the dominant and only
visible stage
Microscopic and depends
completely on sporophyte