# Biological Diversity: Marking Guide

## Task

Students present a labelled model or report on biological diversity. The work demonstrates understanding of diversity among and within species, reproductive processes, genetic inheritance, and human impacts on species survival.

## Curriculum Alignment

- Investigate and interpret diversity among species and within species, and describe how diversity contributes to species survival ([Outcome](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/17391))
- Investigate the nature of reproductive processes and their role in transmitting species characteristics ([Outcome](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/17392))
- Describe, in general terms, the role of genetic materials in the continuity and variation of species characteristics ([Outcome](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/17393))
- Identify impacts of human action on species survival and variation within species ([Outcome](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/17394))

## Rubric

| Criterion | Beginning | Developing | Proficient | Exemplary |
|-----------|-----------|-----------|-----------|-----------|
| **Diversity within and among species** | Identifies one or two types of variation but lacks detail or accuracy. | Describes variation within species or among species, but not both clearly. | Describes variation within species and among species with accurate examples. | Explains how variation enables species to occupy different niches and survive in the same ecosystem. |
| **Reproductive processes** | Names reproduction types without explanation or with significant errors. | Identifies sexual and asexual reproduction; describes one mechanism with limited detail. | Describes mechanisms of both sexual and asexual reproduction with appropriate examples. | Compares advantages and disadvantages of sexual and asexual reproduction; includes examples of organisms using both. |
| **Genetic inheritance and variation** | Attempts to link inheritance to variation but reasoning is unclear or incomplete. | Identifies some heritable characteristics; distinguishes heritable from non-heritable with gaps. | Identifies heritable and non-heritable characteristics; explains how offspring inherit traits from parents. | Distinguishes heritable from non-heritable characteristics; recognizes role of environment; identifies dominant and recessive traits. |
| **Human impacts and species survival** | Mentions human activity affecting species with minimal explanation. | Describes one human impact or one conservation strategy; limited depth. | Describes human impacts on species survival; identifies one or two conservation strategies. | Analyzes multiple human impacts and evaluates effectiveness and limitations of conservation strategies. |

## Scoring

Assign each criterion a level: Beginning (1), Developing (2), Proficient (3), or Exemplary (4). Add the four scores. A total of 12 to 13 indicates developing work; 14 to 15 indicates proficient work; 16 indicates exemplary work.

## Notes for the Teacher

- **Accuracy over detail:** A student at Proficient level with fewer examples is stronger than a student at Developing with many inaccurate claims. Check that examples are real and correctly described.
- **Labelling in models:** If the work is a model, verify that labels name structures or organisms, not just point to them. A label should answer "What is this?" or "What does this show?"
- **Linking ideas:** Look for evidence that the student connects diversity to survival, reproduction to inheritance, or human action to species loss. Isolated facts do not reach Proficient.
- **Consistency across criteria:** A student may be Proficient in one criterion and Developing in another. Score each independently; the overall result reflects the pattern across all four.

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*AILI marking guide · language en · model claude-haiku-4-5-20251001 · generated 2026-09-17 · id 1a23996d-9def-41af-8869-7941911d8087*

### Sources

- node:n1: Sciences › Science (7–9) › Grade 9 › Unit A: Biological Diversity › Outcomes for Science, Technology and Society (STS) and Knowledge (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/17392)
- node:n2: Sciences › Science (7–9) › Grade 9 › Unit A: Biological Diversity › Outcomes for Science, Technology and Society (STS) and Knowledge (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/17391)
- node:n3: Sciences › Science (7–9) › Grade 9 › Unit A: Biological Diversity › Outcomes for Science, Technology and Society (STS) and Knowledge (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/17391)
- node:n4: Sciences › Science (7–9) › Grade 9 › Unit A: Biological Diversity › Outcomes for Science, Technology and Society (STS) and Knowledge (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/17394)
- node:n5: Sciences › Science (7–9) › Grade 9 (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/17389)
- node:n6: Sciences › Science (7–9) › Grade 9 › Unit A: Biological Diversity › Outcomes for Science, Technology and Society (STS) and Knowledge (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/17393)
- node:n7: Sciences › Science (7–9) › Grade 9 › Unit A: Biological Diversity › Outcomes for Science, Technology and Society (STS) and Knowledge (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/17392)