Download Content Area: Zoology

Content Area: Zoology
Grades 9-12
HCPS 2008 – Strands
Strand
Standards – SC.PS. 3 to 5
Zoology
Standard 3: Structure and function in Animals—Understand the
relationship between the structure and function of an animal’s body.
Topic
Patterns of Organization
Benchmark SC.Z.3.1
Illustrate the different types of body
symmetry (e.g., radial, bilateral,
asymmetry)
Sample Performance Assessment
(SPA)
The student: Explains how radial
symmetry exists in both protostomes
and deuterstomes.
Rubric
Advanced
Proficient
Compare the
different types of
body symmetry
Illustrate the
different types of
body symmetry
Partially
Proficient
Provide examples
of the different
types of body
symmetry
Novice
Recognize the
different types of
body symmetry
Topic
Patterns of Organization
Benchmark SC.Z.3.2
Evaluate the different levels of bodily
organization (e.g., unicellular,
diploblastic, triploblastic) and the body
plans associated with each (e.g.,
acoelomate, pseudocoelomate,
coelomate)
Sample Performance Assessment
(SPA)
The student: Determines the
evolutionary value of triploblastic
organization and the various
advantages of an acoelomate,
pseudocoelomate, or coelomate body
plan.
Rubric
Advanced
Proficient
Partially
Proficient
Use knowledge of Evaluate the
Describe the
the different levels different levels of
relationship
of bodily
bodily organization between the
Novice
Recognize the
different levels of
bodily organization
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organization and
the body plans
associated with
each to determine
evolutionary
relationships
between phyla
and the body plans different levels of
and match it to an
associated with
bodily organization associated body
each
and the associated plan
body plan
Topic
Patterns of Organization
Benchmark SC.Z.3.3
Compare vertebrates and invertebrates
Sample Performance Assessment
(SPA)
The student: Classifies organisms as
vertebrates or invertebrates.
Rubric
Advanced
Proficient
Compare to a
significant level of
detail vertebrates
and invertebrates
Compare
vertebrates and
invertebrates
Partially
Proficient
Identify how
vertebrates and
invertebrates are
different
Novice
Provide examples
of vertebrates and
invertebrates
Topic
Physiology and Life Cycles
Benchmark SC.Z.3.4
Trace the development of genetically
identical stem cells into specialized cells
(e.g., skin, liver, muscle, nerve)
Sample Performance Assessment
(SPA)
The student: Traces the development of
a single stem cell into the digestive
system.
Rubric
Advanced
Proficient
Compare the
pathways of
development for
genetically identical
stem cells into
specialized cells
Trace the
development of
genetically identical
stem cells into
specialized cells
Partially
Proficient
Novice
Describe how all
organisms begin
from genetically
identical stem cells
which divide into
specialized cells
Identify that all
organisms begin
from genetically
identical stem cells
which divide into
specialized cells
Topic
Physiology and Life Cycles
Benchmark SC.Z.3.5
Trace the life cycles of various groups
of animals (e.g., plasmodium,
cnidarians, nematodes, insects,
tunicates, anurans)
Sample Performance Assessment
(SPA)
The student: Illustrates the life cycles of
cnidarians, nematodes, and tunicates.
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Rubric
Advanced
Proficient
Compare the life
cycles of various
groups of animals
Trace the life
cycles of various
groups of animals
Partially
Proficient
Novice
Provide examples Recognize the life
of the life cycles of cycles of various
various groups of groups of animals
animals
Topic
Physiology and Life Cycles
Benchmark SC.Z.3.6
Compare the physiology of the nine
major phyla of the animal kingdom
Sample Performance Assessment
(SPA)
The student: Differentiates the nature of
digestion, circulation, locomotion,
coordination, excretion, and germ layers
and embryonic development within
each of the nine animal phyla.
Rubric
Advanced
Proficient
Classify organisms
into one of the nine
major phyla of the
animal kingdom
based on their
physiology
Compare the
physiology of the
nine major phyla of
the animal kingdom
Strand
Partially
Proficient
Describe how the
physiology of the
nine major phyla of
the animal
kingdoms is similar
Novice
Recognize that the
physiology of
organisms is
different in each of
the nine major
phyla of the animal
kingdom
Zoology
Standard 4: Animals and the Environment—Understand the interaction of
animals with their environment.
Topic
Behavior and Symbiosis
Benchmark SC.Z.4.1
Explain how animals’ behavior (e.g.,
parental care, division of labor, niche,
innate hive behavior in insects) may
enhance the species' chances of
survival
Sample Performance Assessment
(SPA)
The student: Describes how the
behavior of a school of fish enhances
the chances of survival for the species.
Rubric
Advanced
Proficient
Partially
Proficient
Novice
Predict how
Explain how
Give examples of
Recognize that
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animals’ behavior
may enhance the
species' chances of
survival
animals’ behavior
may enhance the
species' chances of
survival
ways that animals'
behavior enhances
the species'
chances of
survival
animals’ behavior
may enhance their
own chances of
survival
Topic
Behavior and Symbiosis
Benchmark SC.Z.4.2
Determine how species enhance their
rate of survival by using symbiosis (e.g.,
mutualism, commensalism, parasitism)
and mimicry
Sample Performance Assessment
(SPA)
The student: Compares the survival
value of mimicry for individuals and the
species as a whole.
Rubric
Advanced
Proficient
Partially
Proficient
Prredict how
symbiosis and
mimicry allow
spiecies to
enhance their rate
of survival
Determine how
species enhance
their rate of
survival by using
symbiosis and
mimicry
Explain how
species enhance
their rate of
survival by using
symbiosis and
mimicry
Strand
Novice
Give examples of
how species
enhance their rate
of survival by using
mimicry
Zoology
Standard 5: Genetics and Evolution—Understand the relationship between
genetics and evolution.
Topic
Genetics
Benchmark SC.Z.5.1
Describe how evolution works in terms
of a change of frequency of alleles in a
population
Sample Performance Assessment
(SPA)
The student: Relates the change in
frequency of given alleles in a
population to the evolution of the
species.
Rubric
Advanced
Proficient
Partially
Proficient
Novice
Predict the
appearance of a
new species based
on the change of
frequency of alleles
Describe how
evolution works in
terms of a change
of frequency of
alleles in a
Give examples of
how a change in
the frequency of
alleles in a
population has led
Recognize that a
change in the
frequency of alleles
in a population has
led to an
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in a population
population
to an evolutionary
change
evolutionary
change
Topic
Genetics
Benchmark SC.Z.5.2
Describe how evolution depends on
variation with individuals, population
genetics, and the species gene pool
Sample Performance Assessment
(SPA)
The student: Explains how the genes in
a species gene pool can remain stable
over many successive generations.
Rubric
Advanced
Proficient
Evaluate the
degree to which
evolution depends
on genetic variation
within individuals,
populations, and
species
Describe how
evolution depends
on variation with
individuals,
population
genetics, and the
species gene pool
Partially
Proficient
Provide examples
of how evolution
depends on
population genetics
and the species
gene pool
Novice
Recall that
evolution depends
on variation with
individuals
Topic
Genetics
Benchmark SC.Z.5.3
Use the assumptions of the HardyWeinberg Theorem to test the
occurrence of different evolutionary
mechanisms (e.g., genetic drift, gene
flow, mutation, natural selection,
balanced polymorphism, speciation)
Sample Performance Assessment
(SPA)
The student: Tests hypotheses about
the founder effect on the evolution of
species in Hawaii using the HardyWeinberg Theorem.
Rubric
Advanced
Proficient
Use the
assumptions of the
Hardy-Weinberg
Theorem to test the
occurrence of a
wide variety of
evolutionary
mechanisms
Use the
assumptions of the
Hardy-Weinberg
Theorem to test the
occurrence of
different
evolutionary
mechanisms
Partially
Proficient
Compare different
evolutionary
mechanisms based
on the assumptions
of the HardyWeinberg Theorem
Novice
Explain how
different
evolutionary
mechanisms are
modeled using the
assumptions of the
Hardy-Weinberg
Theorem
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Topic
Evolution
Benchmark SC.Z.5.4
Explain how the adaptations of the
different phyla enhance their survival
Sample Performance Assessment
(SPA)
The student: Describes the relationship
between survival of the arthropods and
the adaptations specific to that phyla
(e.g., exoskeleton, metamorphosis,
tagmatazation).
Rubric
Advanced
Proficient
Compare the
adaptations of the
different phyla and
how these
adaptations
enhance their
survival
Explain how the
adaptations of the
different phyla
enhance their
survival
Partially
Proficient
Give examples of
the adaptations of
the different phyla
Novice
Recall that the
different phyla
have different
adaptations
Topic
Evolution
Benchmark SC.Z.5.5
Use evidence (e.g., molecular,
anatomical, fossil) to determine the
phylogeny of a species
Sample Performance Assessment
(SPA)
The student: Generates a plausible
phylogenetic sequencing for a given
group (e.g., big cats, whales, wolves,
sponges) down to the species level.
Rubric
Advanced
Proficient
Use evidence to
critique the
placement of a
species within a
phylogeny and
propose a more
plausible
placement if
appropriate
Use evidence to
determine the
phylogeny of a
species
Partially
Proficient
Classify a known
present-day
species
Novice
Describe how the
phylogeny of a
species depends
on evidence
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Retrieved & adapted 9/30/08 from: http://standardstoolkit.k12.hi.us/index.html