OpenSciEd Unit 6.6 · Lesson 13 · 13.A
Growth Summative Assessment
Assessment guide
How to read student work on this assessment — standards alignment, what strong understanding looks like, and common gaps.
Learning progression
Target understanding
13.A Apply science ideas and evidence from classroom investigations to explain a common, real-world phenomenon in which the cells of living things serve particular functions as they interact with one another and other systems to make more cells and grow.
Standards alignment
13.A Apply science ideas and evidence from classroom investigations to explain a common, real-world phenomenon in which the cells of living things serve particular functions as they interact with one another and other systems to make more cells and grow.
What understanding looks like
Strong
- This assessment is a transfer task to give students an opportunity to use the three dimensions to make sense of a new scenario. For specific scoring guidance, see Scoring Guidance: Growth Summative Assessment. Allow students to choose how to share their understanding through written response, pictorial response, or a combination of both.
From Teacher Edition
View assessment opportunity →Facilitation guidance from the lesson plan — what to notice in student thinking and how to respond while teaching.
Building towards
13.A Apply science ideas and evidence from classroom investigations to explain a common, real-world phenomenon in which the cells of living things serve particular functions as they interact with one another and other systems to make more cells and grow.
What to look / listen for
This assessment is a transfer task to give students an opportunity to use the three dimensions to make sense of a new scenario. For specific scoring guidance, see Scoring Guidance: Growth Summative Assessment. Allow students to choose how to share their understanding through written response, pictorial response, or a combination of both.
What to do
This is meant to be a summative assessment task for the unit, and it gives you a grading opportunity. The task includes a scoring guide located in Scoring Guidance: Growth Summative Assessment. Scoring guides are meant to highlight important ideas students should include in their responses. If students share these ideas elsewhere in the assessment, it is up to you to decide if that understanding is sufficiently demonstrated.
Universal Design for Learning
This assessment encourages students to demonstrate their understanding of key skills and concepts from the unit so far through multiple modalities. Some students may benefit from using multiple modalities of expression to show their thinking for any or all of the questions on this assessment. You may consider allowing some students to present their answers verbally with you or another student acting as a scribe to record their thinking on paper. Other students may benefit from using gestures rather than images to describe parts of explanations. Some students might also benefit from using manipulatives to represent parts of the system and to support a written or verbal explanation of what’s happening in each part of their explanation. In each case, encouraging students to use multiple modalities to show their thinking creates a clear, accessible, and equitable pathway for all students to demonstrate proficiency.
Materials
Last updated from official OpenSciEd on 7/1/2026
Student handout
6.6 Lesson 13 Assessment Growth Summative Assessment.docx
Google Form
Digitized — add an editable copy to your Google Forms
Teacher guide
6.6 Lesson 13 Teacher Edition.docx
Answer key (recommended)
6.6 Lesson 13 Answer Key Scoring Guidance Growth.docx