Download Biology Standards 7-26

Standard: SYSA (Feedback)
Feedback is a process in which the output of a system provides information used to regulate the
operation of the system. Positive feedback increases the disturbances to a system. Negative feedback
reduces disturbances to the system.
Rubric:
4 (above
standard)
3 (at
standard)
-In addition to a performance of 3…
-Student can determine whether a given system involves positive feedback or negative
feedback.
-Student can describe the inputs and/or outputs of a given feedback system.
-Student can describe feedback as a process in which the output of a system provides
information used to regulate that system.
-Student can describe negative feedback as “balancing” or “self regulating.”
2< (below
standard)
-Student can describe positive feedback as “reinforcing” or “self amplifying.”
-Student has partial knowledge of feedback.
1
Standard: SYSB (Systems Thinking)
Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs
to be specified as clearly as possible.
Rubric:
4 (above
standard)
3 (at
standard)
-In addition to a performance of 3…
-Student can identify feedbacks of a system.
-Student can identify the components, boundaries, and/or flows of a system.
-Student can describe one or more subsystem(s) and/or the larger system that contains a
given system (i.e., the circulatory system is a system within the human body system).
2< (below
standard)
-Student can describe how a given system functions with respect to other systems.
-Student has partial knowledge of systems.
2
Standard: SYSC (Modeling Complex Systems)
In complex systems, entirely new and unpredictable properties may emerge. Consequently, modeling a
complex system in sufficient detail to make reliable predictions might not be possible.
Rubric:
4 (above
standard)
-In addition to a performance of 3…
-Student can create a simplified model of a complex system.
3 (at
standard)
-Student can describe the possible unintended consequences of a change in one part of the
system and explain how the simplified model may not be adequate to reliably predict
consequences.
-Student can make reliable predictions about a system when given a model of the system.
-Student can describe issues of a system when given a reliable model of the system.
-Student can predict the possible unintended consequences of changing a given system.
2< (below
standard)
-Student can describe why a simplified model may not allow for accurate predictions.
-Student has partial knowledge of models of complex systems.
3
Standard: SYSD (Equilibrium)
Systems can be changing or in equilibrium.
Rubric:
4 (above
standard)
3 (at
standard)
2< (below
standard)
-In addition to a performance of 3…
-Student can determine whether a state of equilibrium in a given system is static (i.e., the
net force on all particles is zero) or dynamic (i.e., inflows equals outflows).
-Student can define equilibrium of a system as a state of balance.
-Student can identify whether a given system is changing or in equilibrium.
-Student has partial knowledge of equilibrium.
4
Standard: APPA (Science and Society)
Science affects society and cultures by influencing the way many people think about themselves, others,
and the environment. Society also affects science by its prevailing views about what is important to
study and by deciding what research will be funded.
Rubric:
4 (above
standard)
3 (at
standard)
2< (below
standard)
-In addition to a performance of 3…
-Student can describe situations where scientific ideas have influenced society or the
development of different cultures.
-Student can describe how science and/or technology might address a societal or cultural
issue and/or how society affects science (e.g., funding research, views on what is important
to study).
-Student can identify a question that scientists may investigate that is stimulated by the
needs of society (e.g., medical research, global climate change).
-Student has partial knowledge of the affect science has on society.
5
Standard: APPB (Solutions, Research, & Criteria for Success)
The technological design process begins by defining a problem in terms of criteria and constraints,
conducting research, and generating several different solutions.
Rubric:
4 (above
standard)
3 (at
standard)
-In addition to a performance of 3…
-Student can generate their own solution(s) to a problem (e.g., creating new vaccinations)
and determine the criteria and constraints of their solution(s).
-Student can describe criteria that would be used to evaluate potential solutions to a
problem that can be solved using a technological design process.
-Student can describe constraints (i.e., limitations) of potential solutions given a
description of a problem that can be solved using a technological design process.
-Student can describe research that would facilitate a solution to the problem.
2< (below
standard)
-Student can generate several possible solutions given a description of a problem that can
be solved using a technological design process.
-Student has partial knowledge of the technological design process.
6
Standard: APPC (Choosing a Solution)
Choosing the best solution involves comparing alternatives with respect to criteria and constraints, then
building and testing a model or other representation of the final design.
Rubric:
4 (above
standard)
-In addition to a performance of 3…
-Student can describe a method for testing the solution(s) given a problem that can be
solved using a technological design process and possible solution(s).
3 (at
standard)
2< (below
standard)
-Student can describe a redesign of a solution given a solution to a technological design
problem and the results of a test of that solution.
-Student can evaluate the solution(s) with respect to criteria on which to judge success.
-Student can evaluate the constraints (i.e., limitations) of the solution(s) given one or more
solution(s) to a problem.
-Student has partial knowledge of choosing solutions for a problem.
7
Standard: APPD (Math and Technology)
Classroom Only
The ability to solve problems is greatly enhanced by use of mathematics and information technologies.
Rubric:
4 (above
standard)
3 (at
standard)
2< (below
standard)
-Student can expertly use computers, probes, and software when available to collect,
display, and analyze data.
-Student can adequately use computers, probes, and software when available to collect,
display, and analyze data.
-Student has partial knowledge of using computers, probes, and software when available
to collect, display, and analyze data.
8
Standard: APPE (Trade-offs and Consequences)
Perfect solutions do not exist. All technological solutions involve trade-offs in which decisions to include
more of one quality means less of another. All solutions involve consequences, some intended, others
not.
Rubric:
4 (above
standard)
3 (at
standard)
2< (below
standard)
-In addition to a performance of 3…
-Student can describe how trade-offs and/or consequences can affect more than the
scientific process (i.e., money, political issues).
-Student can describe trade-offs and/or unintended consequences for one or more
solution(s) to a given technological design problem.
-Student has partial knowledge of trade-offs and consequences.
9
Standard: APPF (Informed Citizens)
It is important for all citizens to apply science and technology to critical issues that influence society.
Rubric:
4 (above
standard)
3 (at
standard)
2< (below
standard)
-In addition to a performance of 3…
-Student constantly researches current events in science that could impact their own lives.
-Student can critically analyze scientific information in current events to make personal
choices or to understand public-policy decisions.
-Student has partial knowledge of how science can influence society.
10
Standard: INQA (Questions)
Scientists generate and evaluate questions to investigate the natural world.
Rubric:
4 (above
standard)
3 (at
standard)
2< (below
standard)
-In addition to a performance of 3…
-Student can generate questions that can be investigated scientifically.
-Student can explain whether a given question can be investigated scientifically.
-Student can critique question(s) in terms of whether investigating the question will
provide evidence for a given prediction or hypothesis.
-Student has partial knowledge of scientific questions.
11
Standard: INQB (Plan an Investigation)
Scientific progress requires the use of various methods appropriate for answering different kinds of
research questions, a thoughtful plan for gathering data needed to answer the question, and care in
collecting, analyzing, and displaying data.
Rubric:
4 (above
standard)
-In addition to a performance of 3…
-Student can describe an appropriate type of investigation for a given investigative
experiment (e.g., field study, systematic observation, controlled experiment, model, or
simulation).
3 (at
standard)
2< (below
standard)
-Student can describe a plan for a scientific investigation using a model, simulation, or
systematic observation.
-Student can describe a plan to answer a given question for a controlled experiment with
the following attributes:
-At least two controlled variables
-One manipulated (independent) variable
-One responding (dependent) variable
-Experimental control condition, when appropriate
-Additional validity measure
-Data to be gathered and recorded from multiple trials
-Logical steps
-Student can describe a plan to answer a given question for a field study with the following
attributes
-Method for collecting data (controlled variable)
-Conditions to be compared (independent/manipulated variable)
-Data to be collected (dependent/responding variable)
-Data to be gathered and recorded from multiple observations
-Environmental conditions recorded
-Logical steps
-Student has partial knowledge of planning investigations.
12
Standard: INQC (Conclusions from Data)
Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
Rubric:
4 (above
standard)
-In addition to a performance of 3…
-Student can predict which questions should be investigated next after they have drawn
logical conclusions.
3 (at
standard)
2< (below
standard)
-Students can provide a scientific reason to explain the trend in data given a description of
and the results from a scientific investigation.
-Student can generate a logical conclusion that is supported by evidence from the
investigation.
-Student can analyze multiple explanations for a given set of data and identify the
explanation that best fits the data.
-Student has partial knowledge of making conclusions based on data.
13
Standard: INQE (Model and Theory)
The essence of scientific investigation involves the development of a theory or a conceptual model that
can generate testable predictions.
Rubric:
4 (above
standard)
3 (at
standard)
2< (below
standard)
-In addition to a performance of 3…
-Student can describe the investigation that was used to create a model or theory.
-Student can identify a testable prediction or hypothesis that can be generated from a
given model or theory.
-Student can explain how scientific inquiry results in the development of a theory or
conceptual model that can generate testable predictions or hypotheses.
-Student has partial knowledge scientific models and theories.
14
Standard: INQF (Analyze and Investigation)
Science is a human endeavor that involves logical reasoning and creativity and entails the resting,
revision, and occasional discarding of theories as new evidence comes to light.
Rubric:
4 (above
standard)
-In addition to a performance of 3…
-Student can describe new evidence that can lead to scientists revising a theory.
-Student can evaluate an investigation in terms of validity (e.g., answered the investigative
question with confidence; the manipulated variable caused the change in the responding
variable).
3 (at
standard)
2< (below
standard)
-Student can evaluate an investigation in terms of reliability (e.g., reliability means that
repeating an investigation gives similar results).
-Student can describe how to increase reliability of the results of an investigation.
-Student can describe how to improve the validity of an investigation.
-Student has partial knowledge analysis and investigations.
15
Standard: INQG (Communicate Clearly)
Public communication among scientists is an essential aspect of research. Scientists evaluate the
validity of one another’s investigations, check the reliability of results, and explain inconsistencies in
findings.
Rubric:
4 (above
standard)
3 (at
standard)
2< (below
standard)
-In addition to a performance of 3…
-Student can respond to questions and criticisms, and if appropriate, revise explanations
based on these discussions.
-Student can explain inconsistencies in findings from an investigation.
-Student can participate in scientific discussion about their investigations and those
performed by others.
-Student has partial knowledge of the importance of communication in science.
16
Standard: INQH (Sources of Information)
Scientists carefully evaluate sources of information for reliability before using that information. When
referring to the ideas or findings of others, they cite their sources of information.
Rubric:
4 (above
standard)
3 (at
standard)
-In addition to a performance of 3…
-Student can evaluate or compare source(s) of information in terms of their reliability.
-Student can find and use credible resources for science research.
-Student can explain that scientists evaluate sources of information to establish reliability
before using the information.
2< (below
standard)
-Student can explain why honest acknowledgement of the contributions of others and/or
information sources is necessary (e.g., undocumented sources of information prevents the
verification of data and undermines the credibility of explanations and investigations).
-Student has partial knowledge of scientific sources of information.
17
Standard: LS1A (Matter and Energy in Photosynthesis)
Carbon-containing compounds are the building blocks of life. Photosynthesis is the process that plant
cells use to combine the energy of sunlight with molecules of carbon dioxide and water to produce
energy rich compounds that contain carbon (food) and release oxygen.
Rubric:
4 (above
standard)
3 (at
standard)
-In addition to a performance of 3…
-Student can describe the rearrangement of atoms that occurs during the light and dark
reactions of photosynthesis.
-Student can identify the inputs and outputs of photosynthesis using words and the
chemical formula.
-Student can explain that photosynthesis is the process plants use to make their own food.
2< (below
standard)
-Student can describe the role that photosynthesis plays in the life of animals (e.g., source
of chemical energy for life and growth; photosynthesis provides oxygen).
-Student has partial knowledge of photosynthesis.
18
Standard: LS1B (Cellular Respiration)
The gradual combustion of carbon containing compounds within cells, called cellular respiration,
provides the primary energy source of living organisms; the combustion of carbon by burning of fossil
fuels provides the primary energy source for most of modern society.
Rubric:
4 (above
standard)
-In addition to a performance of 3…
-Student can make three or more comparisons between cellular respiration in cells and the
combustion of fossil fuels by humans.
3 (at
standard)
-Student can describe that the energy in glucose is changed into a usable form of energy
(ATP) by glycolysis, the Krebs Cycle, and the electron transport chain.
-Student can identify the inputs and outputs of cellular respiration using words and the
chemical formula.
-Student can describe that cellular respiration is the process that provides the energy
source for most living organisms.
-Student can explain that cellular respiration is the process that cells use to change the
energy in glucose into a usable form of energy (ATP).
2< (below
standard)
-Student can make two comparisons between cellular respiration in cells and the
combustion of fossil fuels by humans.
-Student has partial knowledge of cellular respiration.
19
Standard: LS1C (Organelles)
Cells contain specialized parts for determining essential functions such as regulation of cellular activities,
energy capture and release, formation of proteins, waste disposal, the transfer of information, and
movement.
Rubric:
4 (above
standard)
3 (at
standard)
2< (below
standard)
-In addition to a performance of 3…
- Student can describe the function of the following organelles (rough endoplasmic
reticulum, smooth endoplasmic reticulum, cell wall, golgi apparatus, cytoplasm, vacuoles,
lysosomes, and cytoskeleton).
- Student can describe the function of the following organelles (nucleus, mitochondria, cell
membrane, chloroplast, ribosome).
- Student can describe the function of some of the following organelles (nucleus,
mitochondria, cell membrane, chloroplast, ribosome).
20
Standard: LS1D (Cell Membrane)
The cell is surrounded by a membrane that separates the interior of the cell from the outside world and
determines which substances may enter and exit the cell.
Rubric:
4 (above
standard)
3 (at
standard)
2< (below
standard)
-In addition to a performance of 3…
-Student can describe the following processes that allow molecules in and out of the cell
(active transport, passive transport, diffusion, facilitated diffusion).
-Student can describe the cell membrane as a lipid bilayer with embedded proteins that
regulate what enters and exits a cell.
- Student can describe the process of osmosis.
-Student has partial knowledge of the cell membrane.
21
Standard: LS1E (DNA, Genes, and Protein Synthesis)
The genetic information responsible for inherited characteristics is encoded in the DNA molecules in
chromosomes. DNA is composed of four subunits (adenine, guanine, thymine, cytosine). The sequence
of subunits in a gene specifies the amino acids needed to make a protein. Proteins express inherited
traits and carry out most cell functions.
Rubric:
4 (above
standard)
3 (at
standard)
-In addition to a performance of 3…
-Student can explain the processes of transcription and translation in depth (e.g., the
sequence of nucleotides in DNA determines the sequence of subunits in mRNA assembled
in the nucleus, and the mRNA is held by ribosomes in the cytoplasm where amino acids
carried by tRNA are assembled into proteins based on the codons in the mRNA sequence).
-Student can describe the structure of DNA in terms of the four nucleotides (adenine,
thymine, cytosine, guanine) (e.g., adenine bonds with thymine, cytosine bonds with
guanine).
-Student can describe that the order of nucleotides in a gene specifies the amino acids
needed to make a protein.
-Student can describe the relationships among DNA, chromosomes, genes, amino acids,
proteins, and traits.
-Student can describe that inherited traits (e.g., hair texture, tongue rolling) and cell
functions are determined by the proteins expressed by genes.
-Student can predict the complementary strand of mRNA given a DNA nucleotide
sequence.
2< (below
standard)
-Student can simply describe the process of protein synthesis (eg., transcription is the
process by which mRNA is made from a DNA strand and translation is the process by which
amino acids are arranged using the mRNA sequence).
-Student has partial knowledge of DNA, genes, and protein synthesis.
22
Standard: LS1F (Chemical Reactions in Cells)
All the functions of a cell are based on chemical reactions. Food molecules are broken down to provide
the energy and the chemical compounds needed to make other molecules. Breakdown and synthesis
are made possible by proteins and enzymes.
Rubric:
4 (above
standard)
-In addition to a performance of 3…
-Student can describe several enzymes that cells use (e.g., catalase, lactase).
3 (at
standard)
-Student can describe the differences between storing chemical energy in ATP, fats, or
carbohydrates.
-Student can describe that large molecules in food are broken down into smaller molecules
by cells to provide energy or building blocks (i.e., proteins into amino acids, carbohydrates
into simple sugars, fats into fatty acids, DNA into nucleotides).
-Student can describe that cells build large molecules necessary for cell functions from
smaller molecules (i.e., proteins from amino acids, carbohydrates from simple sugars, fats
from fatty acids, DNA from nucleotides).
-Student can describe enzymes as proteins that speed up chemical reactions in cells.
-Student can describe that cells transfer chemical energy in food to chemical energy in
molecules (ATP, fat, carbohydrates).
2< (below
standard)
-Student can describe that chemical energy is also stored in these molecules (ATP, fat,
carbohydrates).
-Student has partial knowledge of chemical reactions in cells.
23
Standard: LS1G (Enzymes and Other Proteins)
Cells use DNA that forms their genes to encode enzymes and other proteins that allow a cell to grow and
divide to produce more cells, and to respond to the environment.
Rubric:
4 (above
standard)
3 (at
standard)
-In addition to a performance of 3…
-Student can describe additional examples of enzyme and/or protein expression (i.e.,
lactose production in bacteria).
-Student can describe that cells use genes (in their DNA) to encode and produce enzymes
and other proteins.
-Student can describe that cell functions (e.g., growth, cell division, response to the
environment) are regulated by changing the activity of proteins and/or by changing
whether and how often particular genes are expressed.
2< (below
standard)
-Student can describe that changes in the environment can cause changes in the amount
and/or activity of proteins (e.g., enzymes) produced by a gene (i.e., skin tone getting darker
in the summer due to higher productions of melanin caused by UV exposure).
-Student has partial knowledge of enzymes and protein expression.
24
Standard: LS1H (Chromosomes and Mitosis)
Genes are carried on chromosomes. Animal cells contain two copies of each chromosome with genetic
information that regulate body structure and functions. Most cells divide by a process called mitosis, in
which the genetic information is copied so that each new cell contains exact copies of the original
chromosomes.
Rubric:
4 (above
standard)
3 (at
standard)
-In addition to a performance of 3…
-Student can draw and describe the individual steps of mitosis (eg., prophase, metaphase,
anaphase, telaphase).
-Student can describe that genes are carried on chromosomes.
-Student can describe that animal cells usually contain two copies of each chromosome,
one from each parent.
-Student can describe that chromosomes contain genetic information from the parents
that regulates body structure and function.
2< (below
standard)
- Student can describe that mitosis is the process of cell division where two new cells are
produced that are exact copies of the original cell.
-Student has partial knowledge of chromosomes and mitosis.
25
Standard: LS1I (Meiosis, Fertilization, and Offspring Variation)
Egg and sperm cells are formed by a process called meiosis in which each resulting cell contains only one
representative chromosome from each pair found in the original cell. Recombination of genetic
information during meiosis scrambles the genetic information, allowing for new genetic combinations
and characteristics in the offspring. Fertilization restores the original number of chromosome pairs and
reshuffles genetic information allowing for variation among offspring.
Rubric:
4 (above
standard)
-In addition to a performance of 3…
-Student can complete an entire punnett square for a genetic cross between two traits.
-Student can describe that errors can occur in fertilization resulting in offspring with a
different number of chromosomes (e.g., Down Syndrome).
-Student can describe other patterns of inheritance (e.g., X-linked traits).
3 (at
standard)
-Student can describe that unique combinations of genetic information can occur in sperm
or egg cells due to recombination (e.g., segregation, independent assortment, crossing
over).
-Student can describe that meiosis is the formation of sperm or egg cells that have half the
number of chromosomes as body cells.
-Student can describe that the unique combinations due to recombination cause
differences between parents and offspring.
-Student can describe that the chromosome number is restored during fertilization (e.g., an
egg and sperm, each with half the number of chromosomes of the original cell, combine to
restore the number of chromosomes to the original number).
-Student can determine the possible allele combinations in an egg or sperm cell given a
combination of two traits and a parent’s genotype for the two traits.
-Student can determine the possible allele combinations of an offspring when given one
trait and the parent’s genotypes for the trait using a punnett square.
-Student can describe the possible combinations of offspring in a simple Mendelian genetic
cross for two traits (e.g., given a Punnett square for two traits (fill in one blank box)).
2< (below
standard)
-Student can describe the possible combinations of offspring in a genetic cross involving
codominance or incomplete dominance for a single trait.
-Student has partial knowledge of meiosis, fertilization, and offspring variation.
26
Standard: LS2A (Transfers and Cycles of Matter and Energy)
Matter cycles and energy flows through living and nonliving components in ecosystems. The transfer of
matter and energy is important for maintaining the health and sustainability of an ecosystem.
Rubric:
4 (above
standard)
-In addition to a performance of 3…
-Student can describe the molecular forms of carbon as it cycles through ecosystems (e.g.,
carbon dioxide is transformed into glucose in photosynthesis, then transferred to
organisms when eaten, and transformed from glucose back into carbon dioxide during
cellular respiration).
-Student can describe the different processes that occur (i.e., nitrification) as nitrogen
cycles through ecosystems.
3 (at
standard)
-Student can describe more than three transfers and transformations of matter and/or
energy in an ecosystem.
-Student can describe that carbon and nitrogen cycles through ecosystems.
-Student can describe examples of matter cycling that can affect the health of an
ecosystem (e.g., composting, crop rotation, fertilizer runoff).
2< (below
standard)
-Student can describe at least three transfers and transformations of matter and/or energy
in an ecosystem.
-Student has partial knowledge of matter and energy cycles in ecosystems.
27
Standard: LS2B (Population Density)
Living organisms have the capacity to produce very large populations. Population density is the number
of individuals of a particular population living in a given amount of space.
Rubric:
4 (above
standard)
-In addition to a performance of 3…
-Student can predict how populations will be affected when living and nonliving factors
change (i.e., a new predator is introduced to an ecosystem).
3 (at
standard)
-Student can give examples of nonnative species and how they have impacted an
environment (i.e., pythons in the Everglades).
-Student can calculate population density given an area and number of organisms within
that area.
-Student can list the factors that affect population density (e.g., disease, environmental
conditions, food, mates).
-Student can describe the conditions necessary for populations to increase rapidly (e.g.,
space, lack of disease, and predators).
2< (below
standard)
-Student can describe why nonnative species either take over or die when introduced to a
new environment.
-Student has partial knowledge of population density.
28
Standard: LS2C (Limiting Factors)
Population growth is limited by the availability of matter and energy found in resources, the size of the
environment, and the presence of competing and/or predatory organisms.
Rubric:
4 (above
standard)
-In addition to a performance of 3…
-Student can predict population growth when limiting factors change in an ecosystem.
3 (at
standard)
2< (below
standard)
-Student can list the limiting factors of a specific ecosystem (e.g., Columbia River, Columbia
Basin).
-Student can list factors that limit growth of populations in natural ecosystems.
-Student can explain how a change to a factor (e.g., space, predators) would limit the
population of a species.
-Student has partial knowledge of limiting factors in ecosystems.
29
Standard: LS2D (Population Graphs)
Scientists represent ecosystems in the natural world using mathematical models.
Rubric:
4 (above
standard)
-In addition to a performance of 3…
-Student can describe what causes the changes in the population size of a species given a
graph or data representation of an ecosystem.
3 (at
standard)
2< (below
standard)
-Student can describe the factors that affect the carrying capacity of an ecosystem.
-Student can describe the changes in the population size of a species given a graph or data
representation of an ecosystem (e.g., predator-prey graph; S-curve of carrying capacity of
ecosystem).
-Student has partial knowledge of population graphs.
30
Standard: LS2E (Biodiversity)
Interrelationships of organisms may generate ecosystems that are stable for hundreds or thousands of
years. Biodiversity refers to the different kinds of organisms in specific ecosystems or on the planet as a
whole.
Rubric:
4 (above
standard)
-In addition to a performance of 3…
-Student can describe environments that have high biodiversity and environments with low
biodiversity.
3 (at
standard)
-Student can provide examples of how biodiversity in ecosystems affects humans.
-Student can describe how interrelationships between organisms affect the stability of
populations in a given ecosystem (e.g., food relationships).
-Student can describe how biodiversity makes ecosystem populations stable.
2< (below
standard)
-Student can describe why different environments have differences in biodiversity.
-Student has partial knowledge of biodiversity.
31
Standard: LS2F (Sustainability)
The concept of sustainable development supports adoption of policies that enable people to obtain the
resources they need today without limiting the ability of future generations to meet their own needs.
Sustainable processes include substituting renewable resources for nonrenewable resources, recycling,
and using fewer resources.
Rubric:
4 (above
standard)
-In addition to a performance of 3…
-Student can provide more than three examples of how to make their homes more
sustainable.
3 (at
standard)
2< (below
standard)
-Student can explain scientific concepts and/or findings that relate to a given resources
issue (e.g., removal of dams to facilitate salmon spawning in rivers, construction of wind
farms, recycling).
-Student can describe how sustainable development could help with current resource
issues (e.g., using renewable rather than nonrenewable resources, using recycled
resources).
-Student can provide at least three examples of how to make their homes more
sustainable.
-Student has partial knowledge of sustainability.
32
Standard: LS3A (Natural Selection)
Biological evolution is due to: (1) genetic variability of offspring due to mutations and genetic
recombination, (2) the potential for a species to increase in numbers, (3) a finite supply of resources,
and (4) natural selection by the environment for those offspring better able to survive and produce
offspring.
Rubric:
4 (above
standard)
-In addition to a performance of 3…
-Student can predict which mutations would be most beneficial when given different
environmental scenarios.
-Student can describe how new species develop through natural selection.
3 (at
standard)
-Student can explain biological evolution as the consequence of the interaction of
population growth, inherited variation of offspring, a limited supply of resources, and/or
natural selection by the environment.
-Student can describe the genetic variation of offspring allows some offspring to be better
able to survive and produce offspring.
-Student can describe that some traits will improve an individual’s survival rates
reproduction in a specific environment.
2< (below
standard)
-Student can describe how environmental pressure on a population drives natural selection
(e.g., warming climate causes extinction of species not able to adapt).
-Student has partial knowledge of natural selection.
33
Standard: LS3B (Mutations)
Random changes in the genetic makeup of cells and organisms (mutations) can cause changes in their
physical characteristics or behaviors. If the genetic mutations occur in eggs or sperm cells, the changes
will be inherited in the offspring. While many of these changes will be harmful, a small minority may
allow the offspring to survive and reproduce.
Rubric:
4 (above
standard)
3 (at
standard)
-In addition to a performance of 3…
-Student can describe the molecular processes and/or environmental factors by which
mutations occur (e.g., insertion, deletion, substitution, or UV radiation in sunlight).
-Student can describe mutations as random changes or occasional mistakes that occur
when DNA is copied, which when in egg or sperm cells, can be passed on to the offspring.
-Student can describe that changes caused by mutations will often be harmful, but a small
minority of mutations will cause changes that allow the offspring to survive longer and
reproduce more.
2< (below
standard)
-Student can predict how a given trait or mutation could allow a species to survive and
reproduce in a given environment.
-Student has partial knowledge of mutations.
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Standard: LS3C (Species Diversification)
The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled
available ecosystem niches on Earth with life forms.
Rubric:
4 (above
standard)
-In addition to a performance of 3…
-Student can create evolutionary trees when given a list of organisms and their traits.
-Student can provide examples of organisms that have similar genes due to evolution.
3 (at
standard)
-Student can describe Hox genes.
-Student can explain that species alive today have diverged from a common ancestor (e.g.,
by interpreting diagrams representing an evolutionary tree).
-Student can explain how filling an available niche can allow a species to survive.
2< (below
standard)
-Student can describe that genes in very different organisms can be similar because the
organisms all share a common ancestor.
-Student has partial knowledge of species diversification.
35
Standard: LS3D (Evidence of Evolution)
The fossil record and anatomical and molecular similarities observed among diverse species of living
organisms provide evidence of biological evolution.
Rubric:
4 (above
standard)
3 (at
standard)
2< (below
standard)
-In addition to a performance of 3…
-Student can describe more than three evidences of evolution (e.g., fossil record, vestigial
organs, analogous structures, DNA similarities).
-Student can describe three evidences of evolution (e.g., fossil record, vestigial organs,
analogous structures, DNA similarities).
-Student has partial knowledge of the evidence of evolution.
36
Standard: LS3E (Relatedness of Organisms)
Biological classifications are based on how organisms are related, reflecting their evolutionary history.
Scientists infer relationships from physiological traits, genetic information, and the ability of two
organisms to produce fertile offspring.
Rubric:
4 (above
standard)
-In addition to a performance of 3…
-Student can describe the similarities and/or differences of given organisms in terms of
biological evolution (e.g., Darwin’s finches had different beaks due to food sources on the
islands where they evolved).
3 (at
standard)
-Student can describe how new species evolve and provide examples.
-Student can describe that scientists use physiological traits, genetic information, and/or
the ability of two organisms to produce fertile offspring to determine the evolutionary
relationship between organisms.
-Student can describe the relationship(s) among organisms based on similarities and/or
differences in physical and/or functional characteristics.
2< (below
standard)
-Student can describe the evolutionary relationship between two organisms and/or
identify the organisms that are most closely related given a diagram representing an
evolutionary tree.
-Student has partial knowledge of the relatedness of organisms.
37