# Model of a Body System: Marking Guide

## Task

Students build and present a labelled model of one internal system (digestive, circulatory or respiratory) and explain how it supports a vital process, such as movement, nutrition, respiration, or growth ([Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36526)).

## Curriculum alignment

This task assesses the following learning outcomes.

- Students investigate the internal systems of organisms and explain how they support vital biological processes ([Outcome](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36524)).
- Humans are complex organisms with biological systems that carry out vital biological processes ([Understanding](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36527), [Understanding](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36527)).
- Students identify the digestive, respiratory, or circulatory system and the major body parts of each system ([Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528), [Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528)).
- Students examine the function of the human digestive, respiratory, or circulatory system ([Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528), [Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528)).
- Students investigate the relationships between body systems that are involved in moving oxygen and nutrients throughout the human body ([Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528), [Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528), [Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36526)).

## Rubric

| Criterion | Beginning | Developing | Proficient | Exemplary |
|---|---|---|---|---|
| Identification and labelling of body parts | Model shows one or two major parts; most are unlabelled or mislabelled ([Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528)). | Model shows several major parts, but labelling is incomplete or contains errors ([Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528), [Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528)). | Model correctly identifies and labels all major parts of the chosen system ([Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528), [Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528)). | Model labels all major parts accurately and adds detail, such as size, shape, or position in the body ([Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36526), [Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528)). |
| Explanation of system function | States the system's name but does not explain what it does ([Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36526)). | Describes the system's function with a partial or vague explanation ([Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36526), [Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36526)). | Clearly explains the system's function, matching the description given for that system ([Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36526), [Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36526)). | Explains the system's function precisely and connects it to a specific vital process, such as respiration or nutrition ([Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36526), [Understanding](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36527)). |
| Explanation of system interactions | Does not mention how the system works with other systems in the body ([Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528)). | Mentions another system by name but does not explain the connection ([Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528), [Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528)). | Explains how the chosen system works with at least one other system to move oxygen or nutrients ([Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528), [Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528), [Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36526)). | Explains clearly how the digestive, respiratory, and circulatory systems work together to supply oxygen and nutrients to the body ([Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36526)). |
| Presentation of understanding | Presentation is difficult to follow; the student cannot answer basic questions about the model ([Understanding](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36527)). | Presentation covers the main points but relies heavily on notes or the model itself ([Understanding](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36527), [Understanding](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36527)). | Presentation is clear and organized; the student answers questions about the system confidently ([Understanding](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36527), [Understanding](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36527)). | Presentation is clear, well-organized, and shows depth of understanding beyond the model, answering follow-up questions with ease ([Understanding](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36527), [Understanding](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36527)). |

## Scoring

Assign each criterion a level: Beginning (1 point), Developing (2 points), Proficient (3 points), or Exemplary (4 points). Add the four scores for a total out of 16.

- 4 to 7 points: Beginning overall
- 8 to 10 points: Developing overall
- 11 to 13 points: Proficient overall
- 14 to 16 points: Exemplary overall

A student who scores Proficient or higher on Identification and Explanation of function, but lower on Interactions, should receive targeted feedback naming the specific system connection to revisit, rather than a lowered overall band.

## Notes for the teacher

- Score the model and the presentation together. A well-labelled model paired with a weak verbal explanation should not receive a Proficient or Exemplary rating on the function or interaction criteria.
- Accept any of the three systems named in the outcome (digestive, respiratory, circulatory); do not penalize students for choosing one system over another.
- For the interactions criterion, listen for the specific idea that these three systems work together to supply oxygen and nutrients to the body ([Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36526)), not just a general statement that "systems work together."
- Keep a copy of one Proficient-level sample response on hand before grading a full set, to anchor consistent judgment across the class.

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*AILI marking guide · language en · model claude-sonnet-5 · generated 2026-09-17 · id 70f518c0-1f37-48aa-9acb-403a00339f34*

### Sources

- node:n1: Sciences › Science (K–6) › Grade 5 › Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and… › How are organisms supported by vital biological processes and systems? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36524)
- node:n2: Sciences › Science (K–6) › Grade 5 › Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and… › How are organisms supported by vital biological processes and systems? › Students investigate the internal systems of organisms and explain how they support vital biological processes. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36526)
- node:n3: Sciences › Science (K–6) › Grade 5 › Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and… › How are organisms supported by vital biological processes and systems? › Students investigate the internal systems of organisms and explain how they support vital biological processes. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528)
- node:n4: Sciences › Science (K–6) › Grade 5 › Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and… › How are organisms supported by vital biological processes and systems? › Students investigate the internal systems of organisms and explain how they support vital biological processes. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36527)
- node:n5: Sciences › Science (K–6) › Grade 5 › Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and… › How are organisms supported by vital biological processes and systems? › Students investigate the internal systems of organisms and explain how they support vital biological processes. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36530)
- node:n6: Sciences › Science (K–6) › Grade 5 › Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and… › How are organisms supported by vital biological processes and systems? › Students investigate the internal systems of organisms and explain how they support vital biological processes. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36532)
- node:n7: Sciences › Science (K–6) › Grade 5 › Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and… › How are organisms supported by vital biological processes and systems? › Students investigate the internal systems of organisms and explain how they support vital biological processes. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36531)
- node:n8: Sciences › Science (7–9) › Grade 8 › Unit B: Cells and Systems › Outcomes for Science, Technology and Society (STS) and Knowledge (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/17321)
- node:n9: Sciences › Knowledge and Employability - Science (8–9) › Grade 8, Grade 9 › Course › Unit B: Cells & Systems › Outcomes for Science, Technology and Society (STS) and Knowledge (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/20280)
- pdf:p1: Sciences › Science (7–9) › NUMERATION › p.36 (https://goa-cc-uat-aili-app-001.azurewebsites.net/library/pdf/1768?page=36)
- node:n10: Sciences › Science (K–6) › Grade 5 › Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and… › How are organisms supported by vital biological processes and systems? › Students investigate the internal systems of organisms and explain how they support vital biological processes. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36526)
- resource:r1: Resources › type#studentsupport, type#teachersupport › SCI5 (https://goa-cc-uat-aili-app-001.azurewebsites.net/library/resource/ALudjTi-Sk28v9Ak7TBT_A)
- node:n11: Sciences › Science (K–6) › Grade 5 › Living Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and… › How are organisms supported by vital biological processes and systems? › Students investigate the internal systems of organisms and explain how they support vital biological processes. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/36528)
- pdf:p2: Sciences › Science (K–6) › Stepping Into Science Alberta | Living Systems - Grade 5 › p.1 (https://goa-cc-uat-aili-app-001.azurewebsites.net/library/pdf/8973?page=1)
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- node:n13: Biology › Biology (20, 30) › Biology 20 › Unit D: Human Systems › General Outcome 2 (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/22494)