Performance Expectation: , , , Level 4 Level 3 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Use a to illustrate the role of the cell cycle and differentiation in producing and maintaining complex organism. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins. Create a of meiosis to demonstrate how characteristics of one generation are passed to the next with variation Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for traits passed during meiosis. Students will: 1. Describe the of the cell cycle 2. Explain how cells differentiate to create different cell types Describe the relationship between the following: Cells and DNA DNA and Genes Genes and Proteins 1. Explain how DNA is passed from parent to offspring 2. Explain why the offspring is not an exact copy of the parents 3. Describe how meiosis creates genetic variation Describe the characteristics of an empirically testable questions specific vocabulary is underlined and bolded in learning targets: Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic: Variation of Traits
Topic: Common Ancestry and Natural Selection Driving Questions: What processes influence natural selection? What evidence did Darwin provide that became the foundation for the study of Evolution? What do changes in patterns in phenotypes mean? How do organisms ensure that their gene pool gets passed on? What affects a population’s chance of survival? Crosscutting Concept: Patterns, Cause and Effect Science and Engineering Practices: Analyzing and Interpreting Data, Construction Explanations and Designing Solutions, Engaging in Argument from Evidence Performance Expectation: , , 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Construct an argument for evolution on common ancestry and communicate how multiple lines of evidence support these explanations. Construct an explanation based on evidence that evolution through the process of natural selection primarily results from a combination of four factors. concepts of statistics and probability to support explanations of change in heritable traits over time. Students will: 1. Describe how commonalities between DNA sequences or amino acid sequences support the idea of a common ancestry. 2. Create inferences of possible of evolutionary descent based on the fossil record. 3. Compare and contrast anatomical (homologous and vestigial) and embryological structures to suggest evolutionary relationships. 1. Describe why variation is necessary for the process of evolution to occur. 2. Describe why reproduction is necessary for the process of evolution to 3. Describe how competition drives the process of evolution to occur. 4. Provide reasons for the trend of an advantageous trait in a population over time. Identify changes in the distribution of traits in a population specific vocabulary is underlined and bolded in learning targets: Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Topic: Adaptation Driving Questions: How does natural selection lead to adaptation in populations? How do changes in ecosystems influence populations? What are the cause and effect criteria for changes in populations? Crosscutting Concept: Patterns, and Effect Science and Engineering Practices: Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Mathematical and Computational Thinking Performance Expectation: , , 4 Level 3 Level 2 Level 1
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Evaluate evidence to create a logical argument that changes in environmental conditions may result in the change, development, or extinction of species over time. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evaluate the evidence for the role of group behavior adaptations on individual and species chances to survive and reproduce. Students will: 1. Identify and describe specific situations a change in the environment causes the number of individuals in a species to change (increases vs extinction). 2. Identify and describe specific situations where a change in the environment may cause speciation. Discuss how advantageous traits results in an adaptation in a population to a particular environment. Identify the pros and cons of cooperative behaviors (examples: flocking, schooling, herding, hunting, migrating, and swarming). specific vocabulary is underlined and bolded in learning targets: Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic: Interdependent Relationships in Ecosystems Driving Questions: How and why do populations change over time? What happens if a population uses up its resources Crosscutting Concept: Scale, proportion, and quantity Science and Engineering Practices: Using Mathematical and Computational Thinking Performance Expectation: , ,