Task Parts 1

7.C Engage in an argument from evidence to eliminate two of the five possible gastrointestinal conditions that could be causing the symptoms that M’Kenna is experiencing in her digestive system, based upon how they affect the body as a whole system.

7.C Engage in an argument from evidence to eliminate two of the five possible gastrointestinal conditions that could be causing the symptoms that M’Kenna is experiencing in her digestive system, based upon how they affect the body as a whole system.

See detailed sample responses and scoring guidance in Key for Task Parts 1 and 2: Eliminate Possible Conditions and Identify Missing Evidence and Rubric for Giving and Receiving Feedback.

This lesson includes an assessment to give students an opportunity to use the three dimensions to make sense of M’Kenna’s case. This is meant to be an assessment task for the unit and gives you a grading opportunity. Key for Task Parts 1 and 2: Eliminate Possible Conditions and Identify Missing Evidence and Rubric for Giving and Receiving Feedback are meant to highlight important ideas that students should be including in their responses to the prompts. They are listed as bullet points, so you can decide how to score them appropriately to the norms in your classroom. If students share these ideas elsewhere in the assessment, it is up to you to decide if that understanding is sufficiently demonstrated. If choosing from five possible conditions is overwhelming to students, consider eliminating one condition by modeling the process for students. If students struggle to back up their claims with evidence, consider revisiting Lessons 1-6 to provide more time for students to make sense of the ideas in those lessons. You could have students do this embedded assessment individually or in small groups. There is a part 3 of this assessment that comes after Lesson 8, so students will have another opportunity to demonstrate their understanding.