Name(s): Cheryl Schaeffer and Elizabeth Dooley 7th Grade Life Science Standards: MS- LS3-2 Develop and use a models to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Criteria Level Below Expectations Approaching Meets Expectations Exceeds Expectations Expectations Components of a model- Does not make a model of Produces an inaccurate Students produce an the given phenomenon model of given accurate model that Students develop a model (Punnett square model). phenomenon (Punnett correctly represents the for a given phenomenon square models). given phenomenon (involving the differences (Punnett square model). in genetic variation that arise from sexual and asexual reproduction). Relationships Does not provide Provides appropriate, but Provides appropriate and In addition to meeting the – evidence to demonstrate insufficient evidence to sufficient evidence to previous requirements, Students describe the phenomenon. support model. May support the model. the student provides an relationships between include some Including ALL of the example, refers to textual components (including inappropriate evidence. following: or verbal evidence, or the transfer of genetic makes an additional information [Punnett Model demonstrates but Model demonstrates and connection used to Square], identify does not explain the explains the transfer of explain him/herself differences in offspring of transfer of genetic genetic information of further. a single parent (asexual information of genes to genes to offspring reproduction) versus two offspring. including probability.
Name(s): Cheryl Schaeffer and Elizabeth Dooley 7th Grade Life Science Standards: MS- LS3-2 Develop and use a models to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Criteria Level Below Expectations Approaching Expectations Meets Expectations Exceeds Expectations Components of a model- Students develop a model for a given phenomenon (involving the differences in genetic variation that arise from sexual and asexual reproduction). Does not make a model of the given phenomenon (Punnett square model). Produces an inaccurate model of given phenomenon (Punnett square models). Students produce an accurate model that correctly represents the given phenomenon (Punnett square model). Relationships – Students describe relationships between components (including the transfer of genetic information [Punnett Square], identify differences in offspring of a single parent (asexual reproduction) versus two Does not provide evidence to demonstrate the phenomenon. Provides appropriate, but insufficient evidence to support model. May include some inappropriate evidence. Model demonstrates but does not explain the transfer of genetic information of genes to offspring. Provides appropriate and sufficient evidence to support the model. Including ALL of the following: Model demonstrates and explains the transfer of genetic information of genes to offspring including probability. In addition to meeting the previous requirements, the student provides an example, refers to textual or verbal evidence, or makes an additional connection used to explain him/herself further.
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