GALE 1-Traditional Paper and Pencil Assessment
05/22/10
Assessment:
Students will complete a pencil and paper exam after instruction on
marine and freshwater ecosystems, and biomes.
Learning Goal:
Compare different living environments and describe the different
conditions of each.
Learning Experience:
In a class lecture, students will be shown the different conditions in
different ecosystems. They will also be given real life examples.
Students will be given the opportunity to identify what type of
creatures will live in different environment, what conditions are
necessary to that environment, and what would happen if
something were to change in that environment.
Objectives:
1. After learning about ecosystems in class students will be able
to show their understanding of how a change in one condition,
even a small one, can destroy an ecosystem by correctly
answering questions on the unit exam.
2. Students will show their understanding of how ecosystems are
organized by recalling class material from the ecosystem unit
applying it to an essay question on the unit exam.
3. Students will demonstrate their understanding of both
specialization and diversity in ecosystems by analyzing what
happens when several organisms disappear from a food web in
an ecosystem that was damaged in an oil spill in the Gulf of
Mexico.
I chose to use a lecture format to teach ecosystems because there is so much information
involved. I feel that there is not time for students to discover the information required for this
topic on their own. Using a lecture format for this information will easily allow me to use visual
aids (such as video clips) to help explain my topic and keep the students’ interest. I chose to use
a traditional paper and pencil exam for this topic also because there is a lot of information. Most
of this information will be quite easy to assess using a traditional assessment while other days
will be easier to use alternative assessments.
Standards that apply to this topic (Pocatello/Chubbuck School District):
 The world contains a wide diversity of physical conditions, which
creates a wide variety of environments: freshwater, marine, forest,
desert, grassland, mountain, and others. In any particular
environment, the growth and survival of organisms depend on the
physical conditions.
 Animals and plants have a great variety of body plans and internal
structures that contribute to their being able to make or find food and
reproduce.

Interactions between organisms may be for nourishment,
reproduction, or protection and may benefit one of the organisms or
both of them. Some species have become so dependent on each other
that neither could survive without the other.
Assessment Questions:
Multiple Choice:
1. Identify which major ocean zone exposes plants and animals to air for part of the
day. (Knowledge, Obj 2 and 3)
a. Intertidal zone
Should
b. Neritic zone
include
c. Oceanic zone
answers
d. Benthic zone
2. An abiotic factor that affects marine ecosystems is/are the
(Knowledge, Obj
1)
a. temperature of the water.
b. depth of the water.
c. amount of sunlight that passes through the water.
d. All of the above.
3. Trees that lose their leaves in winter are called
(Knowledge, Obj 3)
a. Evergreen trees.
b. Coniferous trees.
c. Deciduous trees.
d. None of the above.
4.
Is a marine ecosystem that includes mudflats, sandy beaches, and rocky
shores.
a. An intertidal area
b. Polar ice
c. A coral reef
d. An estuary
5.
Has a greater variety of organisms than any other biome. (Knowledge, Obj 2)
a. Coniferous forests
b. Tropical rainforests
c. Temperate grasslands
d. Temperate deciduous forests
Matching:
1. Determine which of the following ecosystem parts with the ecosystem they are
found in. (Application, Obj 2)
a. Marsh
Ocean
b. Benthic zone
Wetlands
c. Permafrost
Rivers and streams
d. Tributary
Tundra
e. Deep-water zone
Lakes
True/False-Write True or False in the blank for each statement. If false, correct the statement:
1.
The ocean ecosystem includes all of the following zones: Intertidal, neritic,
oceanic, benthic. (Knowledge, Obj 2)
2.
Living in the benthic zone of the ocean causes the inhabitants to be hardy and
flexible. (Analysis, Obj 3)
Essay:
1. Assess the effect of global warming on the aquatic ecosystems of the world. Identify all
ecosystems involved (terrestrial and aquatic). Is it a problem we should try to fix? Why
or why not? (Evaluation, Obj 1 and 3)
2. There has been an oil spill in the Gulf of Mexico. It is leaking on the ocean floor. Come
up with a way to stop the spill and clean up the oil quickly and with minimal damage to
the ecosystems involved. Identify what ecosystems are involved and what damage will
be done to them. Is it reparable? Why or why not? (Synthesis, Obj 1 and 2)
Assessment Answer Key:
Multiple Choice:
1. A
2. D
3. C
4. A
5. B
Matching:
B Ocean
A Wetlands
D Rivers and Streams
C Tundra
E Lakes
True/False:
1. True
2. False-Living in the Intertidal zone of the ocean causes the inhabitants to be hardy and
flexible.
Essay:
1. For full points, student must include: 10 points (lose one point for each missing
element[3 points for a, 5 points for b, 1 point each for c and d])
a. What is the effect of global warming on the aquatic ecosystems of the world
(polar ice melting, rising sea level, flooding coastal areas [wetlands, river deltas],
etc)
b. Identify ecosystems involved (polar ice, ocean [loss of salinity], coastal areas,
interior continents, islands)
c. Have an opinion of whether this is a problem we should try to fix or not.
d. Have at least one supporting argument for their opinion.
2. For full points students must include: 8 points possible (loss of one point for each
element lacking [3 points possible on c]).
a. An idea to stop the spill
b. An idea to clean up the oil quickly and with minimal damage to ecosystems.
c. Identify all ecosystems involved (ocean, Gulf Coast [wetlands, river deltas,
beaches])
d. Identify the damage that will occur to those ecosystems.
e. State whether the damage is permanent or reparable.
f. Have at least one supporting argument defending that statement.