OpenSciEd Unit 7.3 · Lesson 14 · 14.A
7.3 Lesson 14 Handout Self-Assessment Giving and
Assessment guide
How to read student work on this assessment — standards alignment, what strong understanding looks like, and common gaps.
Learning progression
Target understanding
14.A.1 Engage in an argument from evidence that, in animals, oxygen reacts with carbon-containing molecules to provide energy and produce carbon dioxide and that organisms might have different structures that work together to do similar functions.
Standards alignment
14.A.1 Engage in an argument from evidence that, in animals, oxygen reacts with carbon-containing molecules to provide energy and produce carbon dioxide and that organisms might have different structures that work together to do similar functions.
What understanding looks like
Strong
- Look for students seeing similarities between their animal and humans using evidence connected from the readings that their animal does basically the same chemical reactions as humans to get energy from food, but different structures inside their bodies are involved. If students researched the anaerobic bacteria, they will see that these organisms do not use the same chemical reactions as animals.
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
14.A.1 Engage in an argument from evidence that, in animals, oxygen reacts with carbon-containing molecules to provide energy and produce carbon dioxide and that organisms might have different structures that work together to do similar functions.
What to look / listen for
Look for students seeing similarities between their animal and humans using evidence connected from the readings that their animal does basically the same chemical reactions as humans to get energy from food, but different structures inside their bodies are involved. If students researched the anaerobic bacteria, they will see that these organisms do not use the same chemical reactions as animals.
What to do
- If students are struggling with their arguments, look for the callout box in the activity section of “Research How Other Organisms Get Energy” for questions to help them get started.
- Students will have an opportunity to give and receive feedback in a gallery walk next.
Universal Design for Learning
To engage students, encourage them to connect with their own interests and surroundings. One way to do this would be to allow students to choose to research organisms outside of the list provided in Investigating Other Organisms and report what they find to the class. Provide them with access to additional sources for information and/or the internet.
Universal Design for Learning
To assist students who are struggling to express their ideas to create their arguments, consider providing the following questions to help them get started.
Does your organism:
1. Obtain energy from eating food?
2. Have the same inputs and outputs of metabolic reactions as humans?
3. Have the same structures and body systems involved in these processes as humans?
Materials
Last updated from official OpenSciEd on 7/1/2026
Student handout
7.3 Lesson 14 Handout Self-Assessment Giving and.docx
Google Form
Digitized — add an editable copy to your Google Forms
Teacher guide
7.3 Lesson 14 Teacher Edition.docx
Answer key (recommended)
Not in library