Topic: DNA and the Cell Cycle / Performance Expectations:
4 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. / NGSS HS-LS1-1, LS1-4
3
Proficient / Students demonstrate they have developed an understanding of:
- Gene sequences affects protein structure/function
- The relationship between replication and cell division
- History/Nature of Science related to the discovery of DNA
- Explain how the sequence of DNA determines the structure of proteins and how proteins affect an organism’s traits.
- Describe the stages of the cell cycle (replication, alignment, and separation)
HS-LS1-1
Students construct an explanation for the role of DNA and molecules in protein synthesis and the role of proteins in cells using evidence from a variety of sources. (theories, simulations, students own investigations, etc.)
HS-LS1-4
Identify and describe the essential components of a given model of mitosis; including transmission of identical genetic information between parent cells and daughter cells, leading to the differentiation of cells (gene expression), and the maintenance of complex organisms. (repair, growth)
2 / Students will recognize or recall :
Specific vocabulary such as:
Nucleotide, double helix, replication, transcription, translation,
chromosome, mutation, mRNA, tRNA, ribosome, polymerase, gene
Basic knowledge such as:
- Base pairing rules
- Codon association with amino acids
- Determine complementary nucleotides and use the universal genetic code
- List the stages of cell cycle. (Replication, alignment, and separation)
- Describe the relationship between the DNA, RNA, and proteins.
HS-LS1-1
Students can identify essential parts from a given model of DNA when given a list of vocabulary.
Students can communicate a simplified description of protein synthesis.
HS-LS1-4
Students can track the arrangement and number of chromosomes through the process of mitosis and replication
1 / Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Topic: Inheritance of Traits and Variation / Performance Expectations:
4 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. / NGSS HS-LS1-1, LS1-4
3
Proficient / Students demonstrate they have developed an understanding of:
- How DNA codes for variation within a population.
- How mutations impact the structure DNA and the protein it codes for.
- Compare the process and purpose of mitosis vs. meiosis
- Use genetic information to predict the probability of inheriting a given trait
- Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population of offspring
- Predict the outcome of crosses that use alternate forms of inheritance. (multiple alleles, co-dominance, polygenic traits, incomplete dominance)
HS-LS3-1
Using a model, students develop testable questions to determine the cause and effect between DNA, the proteins it codes for and the traits observed in an organism.
HS-LS3-2
Students make a claim regarding inheritable genetic variation. Students describe evidences that support the claim and identify the strengths and weaknesses of the evidence using reasoning. (Why does variation occur in biological population?)
HS-LS3-3
Students organize and analyze data (frequency, distribution, and variation of expressed traits) to determine the relationship between a trait’s occurrence within a population and environmental factors.
2 / Students will recognize or recall :
Specific vocabulary such as:
allele, homozygous, heterozygous, genotype, phenotype, diploid, haploid, crossing over, independent assortment,
Basic knowledge such as:
- The rule of dominance
- The purpose of meiosis
- The random pairing of gametes during sexual reproduction
- Create a Punnett square to predict the probability of genotypes and phenotypes of offspring.
HS-LS3-1
Students can communicate the relationship between Chromosomes, DNA, genes, proteins, and traits.
HS-LS3-2
Students can communicate multiple sources of genetic variation.
1 / Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Suggested Instructional Resources
Learning Targets / Activities / Textbook Resources / Labs / PBL Ideas
(projects) / Web Resources – websites or resources on
(DNA and the Cell Cycle)
(Inheritance of Traits and Variation)