SCI-MS.LS3Performance ExpectationsLS3 help students formulate an answer to the question, “How do living organism s pass traits from one generation to the next?” The LS3 Disciplinary Core Idea includes two sub-ideas: Inheritance of Traits and Variation of Traits. Students can use models to describe ways gene mutations and sexual reproduction contribute to genetic variation. Crosscutting concepts of cause and effect and structure and function provide students with a deeper understanding of how gene structure determines differences in the functioning of organisms. Calculation Method for DCIDisciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
SCI-MS.LS3.01SCI-MS.LS3.01 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different
proteins. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
construct a model of DNA, show a mutation on the sequence label a diagram of DNA, identify a mutation identify the function of a gene and how a mutation can affect the function of the protein produced 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.LS3.02SCI-MS.LS3.02 Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the
cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic
variation. (mitosis, meiosis, and binary fission) Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
students make a model of mitosis and relate the starting genetic material to the ending genetic material. students use a model of meiosis to show how sexual reproduction results in offspring with a unique genetic combination students use Punnett squares to model the gene combinations possible from sexual reproduction. 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Click Here to view the Proficiency Scale ResourcesVocabulary
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SCI-MS.LS3.02.mmSCI-MS.LS3.02.mm Develop and use a model to describe why asexual reproduction ends with offspring with identical genetic information and sexual reproduction results in offspring with genetic variation (mitosis and meiosis).Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
students make a model of mitosis and relate the starting genetic material to the ending genetic material. students use a model of meiosis to show how sexual reproduction results in offspring with a unique genetic combination . 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Click Here to view the Proficiency Scale ResourcesVocabulary
Websites
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SCI-MS.LS3.02.psSCI-MS.LS3.02.ps Develop and use a Punnett square to show that sexual reproduction ends with offspring with genetic variation. Model how genes are transmitted from parents to offspring.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
students use Punnett squares to model the gene combinations possible from sexual reproduction. 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Click Here to view the Proficiency Scale ResourcesVocabulary
Websites
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