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MS-LS3

SCI-MS.LS3

BPSS-SCI logo DCI Life Science LS3

Heredity: Inheritance and Variation of Traits

Performance Expectations

LS3 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 DCI

Disciplinary 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.LS3.01

Life Science Logo7th Grade (SCI) Life Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

SCI-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.
Disciplinary Core Ideas
LS3.A: Inheritance of Traits Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual.
LS3.B: Variation of Traits Genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism.

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall specific terminology (genes, DNA, chromosome, mutation, amino acids, protein synthesis, nitrogen bases, adenine, cytosine, thymine, guanine, DNA replication, sugar and phosphate siderail, double helix).

Reasoning Targets

  • I can explain how mutations located on chromosomes may affect proteins. 
  • I can describe how the changes in DNA replication cause harmful, beneficial, or neutral effects.  
  • I can describe the structure of DNA.  
  • I can compare and contrast genes, DNA, and chromosomes. 

Skills (Performance) Targets

  • I can pair nitrogen bases to show DNA replication.  

Product Targets

  • I can create a model of DNA. 

Proficiency Scale

The 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).
  • descriptors
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).
  • recognize or recall specific terminology.
  • describe the structure of DNA.
  • compare and contrast genes, DNA, and chromosomes.
  • create a model of DNA.
  • pairs nitrogen bases to show DNA replication.
Vocabulary: genes, DNA, chromosome, mutation, amino acids, protein synthesis, nitrogen bases, adenine, cytosine, thymine, guanine, DNA replication, sugar and phosphate siderails, double helix
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • explain how mutations located on chromosomes may affect proteins.
  • describe how the changes in DNA replication cause harmful, beneficial, or neutral effects.
Sample Activity:
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.
  • descriptors

Click Here to view the proficiency scale. 

Resources

Vocabulary

  • genes
  • DNA
  • chromosome
  • mutation
  • amino acids
  • protein synthesis
  • nitrogen bases
  • adenine
  • cytosine
  • thymine
  • guanine
  • DNA replication
  • sugar and phosphate siderails
  • double helix

Websites

  • Chapters 4 and 5 of Life Science textbook 
  • Title of website with a URL to open in a new window

SCI-MS.LS3.02

Life Science Logo7th Grade (SCI) Life Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

SCI-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)
Disciplinary Core Ideas
LS1.B: Growth and Development of Organisms Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring (secondary).
LS3.A: Inheritance of Traits Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes inherited. LS3.B: Variation of Traits In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall specific terminology  (dominant, recessive, heterozygous, homozygous, purebred, hybrid, allele, genes, DNA, chromosome, asexual reproduction, mitosis, phases of cell cycle (interphase, prophase, metaphase, anaphase, telophase, and cytokinesis), spindle fibers, sexual reproduction, meiosis, Punnett square, pedigree, inheritance, fertilization, zygote, haploid, diploid, sperm, egg, daughter cells, genotype, phenotype, trait). 

Reasoning Targets

  • I can compare and contrast meiosis and mitosis.

Skills (Performance) Targets

  • I can draw and label the phases of the cell cycle (in a body cell). 

Product Targets

  • I can create a Punnett square and describe the outcome of the cross.

Proficiency Scale

The 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).
  • descriptors
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).
  • recognize or recall specific terminology.
Vocabulary: dominant, recessive, heterozygous, homozygous, purebred, hybrid, allele, genes, DNA, chromosome, asexual reproduction, Mitosis, phases of cell cycle (Interphase, Prophase, Metaphase, Anaphase, Telophase, and Cytokinesis), spindle fibers, sexual reproduction, Meiosis, punnett square, pedigree, inheritance, fertilization, zygote, haploid, diploid, sperm, egg, daughter cells, genotype, phenotype, trait
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • draw and label the phases of the cell cycle (in a body cell) emphasizing the movement of chromosomes.
  • compare and contrast Meiosis and Mitosis.
  • create a Punnett square and describe the outcome the cross.
  • compare the results of asexual and sexual reproduction in different organism
Sample Activity:
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.
  • descriptors

Click Here to view the Proficiency Scale

Resources

Vocabulary

  • dominant
  • recessive
  • heterozygous
  • homozygous
  • purebred
  • hybrid
  • allele
  • genes
  • DNA
  • chromosome
  • asexual reproduction
  • mitosis
  • phases of cell cycle
    (interphase, prophase, metaphase, anaphase, telophase, and cytokinesis)
  • spindle fibers
  • sexual reproduction
  • meiosis
  • Punnett square
  • pedigree
  • inheritance
  • fertilization
  • zygote
  • haploid
  • diploid
  • sperm
  • egg
  • daughter cells
  • genotype
  • phenotype
  • trait

Websites

  • Chapter 4 of Life Science textbook 
  • Title of website with a URL to open in a new window

SCI-MS.LS3.02.mm

Life Science Logo7th Grade (SCI) Life Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

SCI-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

  • I can

Reasoning Targets

  • I can compare and contrast meiosis and mitosis.

Skills (Performance) Targets

  • I can draw and label the phases of the cell cycle (in a body cell)

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • recognize or recall specific terminology.
Vocabulary: text
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • draw and label the phases of the cell cycle (in a body cell) emphasizing the movement of chromosomes.
  • compare and contrast Meiosis and Mitosis.
Sample Activity:
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.
  • descriptors

Click Here to view the Proficiency Scale

Resources

Vocabulary

  • mitosis
  • meiosis
  • phases of cell cycle 
    (interphase, prophase, metaphase, anaphase, telophase, and cytokinesis)

Websites

  • Chapter 4 of Life Science textbook 
  • Title of website with a URL to open in a new window

SCI-MS.LS3.02.ps

Life Science Logo7th Grade (SCI) Life Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

SCI-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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can create a Punnett square and describe the outcome of the cross.

Proficiency Scale

The 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).
  • descriptors
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).
  • recognize or recall specific terminology.
Vocabulary: list
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • create a Punnett square and describe the outcome the cross.
  • compare the results of asexual and sexual reproduction in different organism
Sample Activity:
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.
  • descriptors

Click Here to view the Proficiency Scale

Resources

Vocabulary

  • Punnett square
  • listt

Websites

  • Chapter 4 of Life Science textbook 
  • Title of website with a URL to open in a new window