Download VUSD Standards Rubric for Biology

BIOLOGY
STANDARDS BASED RUBRIC
Essential Standard:
STUDENTS WILL UNDERSTAND THAT THE FUNDAMENTAL PROCESSES OF ALL LIVING THINGS DEPEND ON A VARIETY OF SPECIALIZED CELL STRUCTURES
AND CHEMICAL PROCESSES.
First Semester Benchmarks:
FAR BELOW/BELOW BASIC
BASIC
Student does not know that cells
are enclosed within semi
permeable that control what
moves into and out of a cell.
Student does not know enzymes
are proteins and catalyze
biochemical reactions.
¾
¾
Student does not know how
prokaryotic cells and eukaryotic
cells differ in complexity and
general structure.
¾
¾
Student does not know the role of
the endoplasmic reticulum and
Golgi apparatus in the secretion of
proteins.
¾
¾
Student does not know how energy
is captured from sunlight by
chloroplasts and is stored through
the synthesis of sugar from carbon
dioxide.
¾
¾
¾
¾
PROFICIENT
Student is unclear understanding
cells are enclosed within semi
permeable that control what
moves into and out of a cell.
Student has unclear
understanding that enzymes are
proteins that catalyze
biochemical reactions.
Student has unclear
understanding how prokaryotic
cells and eukaryotic cells differ
in complexity and general
structure.
Student has unclear
understanding of the role of the
endoplasmic reticulum and Golgi
apparatus in the secretion of
proteins.
Student has unclear
understanding how energy is
captured from sunlight by
chloroplasts and is stored
through the synthesis of sugar
from carbon dioxide.
ADVANCED
Student knows cells are enclosed
within semi permeable that
control what moves into and out
of a cell.
Student knows enzymes are
proteins that catalyze
biochemical reactions.
¾
Student knows the specific
functions of the components of
the phospholipid bilayer.
¾
Student knows the lock and key
model and factors affecting
enzyme function.
¾
Student knows how prokaryotic
cells and eukaryotic cells differ
in complexity and general
structure.
¾
Student knows that prokaryotes
are believed to have led to
eukaryotes.
¾
Student knows the role of the
endoplasmic reticulum and Golgi
apparatus in the secretion of
proteins.
¾
Student knows the packaging
process in the secretion of
proteins.
¾
Student knows energy is
captured from sunlight by
chloroplasts and is stored
through the synthesis of sugar
from carbon dioxide.
¾
Student is able to identify the
reactants and products of the
dark and light reactions.
¾
¾
DRAFT 3-15-02
1
FAR BELOW/BELOW BASIC
BASIC
¾
Student does not know the role of
the mitochondria in making stored
chemical-bond energy available to
cells by completing the breakdown
of glucose to carbon dioxide.
¾
¾
Student has unclear understanding
cells divide to increase their
numbers through the process of
mitosis which results in two
daughter cells with identical sets
of chromosomes.
¾
PROFICIENT
Student has unclear
understanding how the role of
the mitochondria in making
stored chemical-bond energy
available to cells by completing
the breakdown of glucose to
carbon dioxide.
Student has unclear
understanding cells divide to
increase their numbers through
the process of mitosis which
results in two daughter cells with
identical sets of chromosomes.
ADVANCED
¾
Student knows the role of the
mitochondria in making stored
chemical-bond energy available
to cells by completing the
breakdown of glucose to carbon
dioxide.
¾
Student identifies the steps
involved in aerobic respiration.
¾
Student knows that cells divide
to increase their numbers
through the process of mitosis
which results in two daughter
cells with identical sets of
chromosomes.
¾
Student is able to list and
sequence the stages of the cell
cycle including the stages of
mitosis.
Essential Standard:
STUDENTS WILL UNDERSTAND THAT HEREDITY IS DETERMINED BY INSTRUCTIONS ENCODED IN DNA AND THAT THESE SEQUENCES CAN BE AFFECTED BY
MUTATION AND SEXUAL REPRODUCTIONS.
First Semester Benchmarks
FAR BELOW/BELOW BASIC
BASIC
¾
Student does not understand
meiosis is special type of cell
division in which the chromosomes
separate and segregate in the
formation of gametes.
¾
¾
Student does not understand only
certain cells in a multi-cellular
organism undergo meiosis.
¾
¾
Student does not understand why
approximately half of an
individual’s DNA sequence comes
from each parent.
¾
¾
Student does not understand the
role of chromosomes in
determining an individual’s sex.
¾
PROFICIENT
Student has unclear
understanding of meiosis is
special type of cell division in
which the chromosomes separate
and segregate in the formation
of gametes.
Student has unclear
understanding that only certain
cells in a multi-cellular organism
undergo meiosis.
Student has unclear
understanding of why
approximately half of an
individual’s DNA sequence comes
from each parent.
Student has unclear
understanding of the role of
chromosomes in determining an
individual’s sex.
ADVANCED
¾
Student knows meiosis is a
special type of cell division in
which the chromosomes separate
and segregate in the formation
of gametes.
¾
Student identifies features of
each process in meiosis I and
meiosis II.
¾
Student knows only certain cells
in a multi-cellular organism
undergo meiosis.
¾
Student understands where
meiosis occurs and the names of
cells produced.
¾
Student knows why
approximately half of an
individual’s DNA sequence comes
from each parent.
¾
Student identifies genetic
disorders that occur when more
or less of a DNA sequence comes
from one parent.
¾
Student knows the role of
chromosomes in determining an
individual’s sex.
¾
Student identifies genetic
disorders that occur when more
or less than two sex
chromosomes appear in an
individual.
DRAFT 3-15-02
2
FAR BELOW/BELOW BASIC
¾
Student does not understand how
to predict the probable outcome
of phenotypes in a genetic cross
from the genotypes of the parents
and mode of inheritance
(autosomal or sex-linked,
dominant or recessive).
BASIC
¾
PROFICIENT
Student has unclear
understanding of how to predict
the probable outcome of
phenotypes in a genetic cross
from the genotypes of the
parents and mode of inheritance
(autosomal or sex-linked,
dominant or recessive).
Student knows how to predict
the probable outcome of
phenotypes in a genetic cross
from the genotypes of the
parents and mode of inheritance
(autosomal or sex-linked,
dominant or recessive).
¾
ADVANCED
¾
Student identifies incomplete
dominance, codominance,
multiple alleles, polygenic and
sex linked traits.
Essential Standard:
STUDENTS WILL UNDERSTAND THAT PROTEIN SYNTHESIS IS THE BASIS OF GROWTH AND DEVELOPMENT AND THAT GENE TECHNOLOGY CAN CHANGE
PROTEINS.
Second Semester Benchmarks
¾
FAR BELOW/BELOW BASIC
Student does not understand the
general pathway by which
ribosomes synthesize proteins,
using tRNAs to translate genetic
information in mRNA.
¾
Student does not understand how
to apply the genetic coding rules
to predict the sequence of amino
acids from a sequence of codons
in RNA.
Student does not understand
every cell has the same set of
genes although all of them may
not be utilized by each cell.
¾
¾
Student does not understand
proteins can differ from one
another in the number and
sequence of amino acids.
¾
¾
Student does not understand the
general structures and functions
of DNA, RNA, and protein.
¾
¾
¾
¾
BASIC
Student has unclear
understanding of the general
pathway by which ribosomes
synthesize proteins, using tRNAs
to translate genetic information
in mRNA.
Student has unclear
understanding how to apply the
genetic coding rules to predict
the sequence of amino acids from
a sequence of codons in RNA.
Student has unclear
understanding that every cell has
the same set of genes although
all of them may not be utilized
by each cell.
Student has unclear
understanding that proteins can
differ from one another in the
number and sequence of amino
acids.
Student has unclear
understanding of the general
structures and functions of DNA,
RNA, and protein.
¾
PROFICIENT
Student knows the general
pathway by which ribosomes
synthesize proteins, using tRNAs
to translate genetic information
in mRNA.
¾
ADVANCED
Student accurately describes the
processes of translation and
transcription.
¾
Student knows how to apply the
genetic coding rules to predict
the sequence of amino acids from
a sequence of codons in RNA.
¾
Student recognizes that a
nucleotide change may code for a
different amino acid.
¾
Student knows every cell has the
same set of genes although all of
them may not be utilized by each
cell.
¾
Student explains the
differentiation of cells due to
gene expression.
¾
Student knows proteins can differ
from one another in the number
and sequence of amino acids.
¾
Student recognizes changes in
amino acid sequence due to
mutations in the nucleotide
sequence.
¾
Student knows the general
structures and functions of DNA,
RNA, and protein.
¾
Student identifies the
relationship between DNA, RNA,
and proteins.
DRAFT 3-15-02
3
FAR BELOW/BELOW BASIC
¾
Student does not understand how
to apply base-pairing rules to
explain precise copying of DNA
during replication and
transcription.
BASIC
¾
PROFICIENT
Student has unclear
understanding of how to apply
base-pairing rules to explain
precise copying of DNA during
replication and transcription.
¾
Student knows how to apply
base-pairing rules to explain
precise copying of DNA during
replication and transcription.
ADVANCED
¾
Student explains the difference
in bonding between base pairs.
Essential Standard:
STUDENTS WILL UNDERSTAND THAT STABILITY IN AN ECOSYSTEM IS A BALANCE BETWEEN MANY COMPETING FACTORS.
Second Semester Benchmarks
FAR BELOW/BELOW BASIC
BASIC
¾
Student is unable to describe
biodiversity as the sum total of
different kinds of organisms.
¾
¾
Student is unable to relate
changes in an ecosystem to
changes in climate, human
activity, introduction of
nonnative species, or changes in
population size.
¾
¾
Student is unable to chart the
cycling of water, carbon, and
nitrogen between abiotic
resources and organic matter in
the ecosystem and oxygen cycling
through photosynthesis and
respiration.
Student is unable to link the
stability of an ecosystem to the
stability of its producers,
consumers and decomposers.
¾
Student is unable to relate the
loss of energy at each link in a
food chain to an energy/biomass
pyramid.
¾
¾
¾
¾
PROFICIENT
Student shows incomplete
understanding of biodiversity as
the sum total of different kinds
of organisms.
Student shows incomplete
understanding of the relationship
between changes in an ecosystem
to changes in climate, human
activity, introduction of
nonnative species, or changes in
population size.
Student shows incomplete
understanding of the cycling of
water, carbon, and nitrogen
between abiotic resources and
organic matter in the ecosystem
and oxygen cycling through
photosynthesis and respiration.
Student shows incomplete
understanding of the link
between the stability of an
ecosystem and the stability of its
producers, consumers and
decomposers.
Student shows incomplete
understanding of the relationship
of the loss of energy at each link
in a food chain to an
energy/biomass pyramids.
¾
¾
¾
¾
¾
Student shows understanding by
describing that biodiversity as
the sum total of different kinds
of organisms.
Student shows understanding by
relating changes in an ecosystem
to changes in climate, human
activity, introduction of
nonnative species, or changes in
population size.
ADVANCED
¾
Student shows advanced
understanding by predicting the
affects of the introduction of a
non-native species on an
ecosystem.
Student shows understanding by
charting the cycling of water,
carbon, and nitrogen between
abiotic resources and organic
matter in the ecosystem and
oxygen cycling through
photosynthesis and respiration.
Student shows understanding by
linking the stability of an
ecosystem to the stability of its
producers, consumers and
decomposers.
¾
Student shows advanced
understanding by explaining the
forces that drive the water,
carbon, nitrogen and oxygen
cycles.
¾
Student shows understanding by
relating the loss of energy at
each link in a food chain to an
energy/biomass pyramid.
¾
Student shows advanced
understanding by explaining the
roles of producers in energy
storage and decomposers in the
recycling of matter within an
ecosystem.
Student shows advanced
understanding by using the First
Law of Thermodynamics to
explain the energy pyramid.
DRAFT 3-15-02
4
FAR BELOW/BELOW BASIC
¾
Student is unable to show that an
increase in species diversity
increases the chance that at
least some organisms survive
major changes in the
environment.
BASIC
¾
PROFICIENT
Student shows incomplete
understanding of how an increase
in species diversity increases the
chance that at least some
organisms survive major changes
in the environment.
¾
Student shows understanding by
showing that an increase in
species diversity increases the
chance that at least some
organisms survive major changes
in the environment.
ADVANCED
¾
Student shows advanced
understanding by relating the
number of connections in a food
web to biodiversity and
ecosystem stability and ability to
recover from disturbance.
Essential Standard:
STUDENTS WILL UNDERSTAND THAT EVOLUTION IS THE RESULT OF GENETIC CHANGES THAT OCCUR DUE TO NATURAL SELECTION.
Second Semester Benchmarks
¾
FAR BELOW/BELOW BASIC
Student is unable to describe
natural selection as acting on the
phenotype rather than the
genotype of an organism.
¾
¾
Student is unable to relate the
variation within a species to the
likelihood that at least some
members of a species will survive
under changed environmental
conditions.
¾
¾
Student is unable to define how
natural selection determines the
differential survival of groups of
organisms.
¾
¾
Student is unable to define how
reproductive or geographic
isolation affects speciation.
¾
¾
Student is unable to recognize
that fossil evidence shows a
history of biological diversity,
episodic speciation, and mass
extinction.
¾
BASIC
Student shows incomplete
understand of natural selection
as acting on the phenotype
rather than the genotype of an
organism.
Student shows incomplete
understand of the relationship
between the variation within a
species and the likelihood that at
least some members of a species
will survive under changed
environmental conditions.
Student shows incomplete
understand of how natural
selection determines the
differential survival of groups of
organisms.
¾
¾
PROFICIENT
Student shows understanding by
describing natural selection as
acting on the phenotype rather
than the genotype of an
organism.
Student shows understanding by
relating the variation within a
species to the likelihood that at
least some members of a species
will survive under changed
environmental conditions.
¾
¾
Student shows advanced
understanding by predicting
changes in populations when
environmental conditions are
altered.
Student shows advanced
understanding by describing the
roles of competition and
variation and their interaction
that leads to change in a
population’s gene pool.
Student shows advanced
understanding by creating
examples of speciation under
conditions of population
isolation.
Student shows advanced
understanding by tracing the
theoretical evolutionary
development of major animal
and plant phyla through geologic
time.
¾
Student shows understanding by
defining how natural selection
determines the differential
survival of groups of organisms.
¾
Student shows incomplete
understand of how reproductive
or geographic isolation affects
speciation.
¾
Student shows understanding by
defining how reproductive or
geographic isolation affects
speciation.
¾
Student shows incomplete
understand of fossil evidence as a
history of biological diversity,
episodic speciation, and mass
extinction.
¾
Student shows understanding by
recognizing that fossil evidence
shows a history of biological
diversity, episodic speciation,
and mass extinction.
¾
DRAFT 3-15-02
ADVANCED
Student shows advanced
understanding by relating
phenotypic change in a
population to genotypic change.
5
Essential Standard:
STUDENTS WILL UNDERSTAND THAT CONCEPTS OF HOMEOSTASIS AND IMMUNE RESPONSE IN HUMAN PHYSIOLOGY.
Second Semester Benchmarks
BASIC
FAR BELOW/BELOW BASIC
¾
Student is not able to describe
the complementary activity of
major body systems in providing
cells with oxygen and nutrients
and removing toxic waste
products such as carbon dioxide.
¾
¾
Student is not able to show how
feedback loops in the nervous
and endocrine systems regulate
conditions in the body.
¾
¾
Student is not able to describe
the role of antibodies in the
body’s response to infection.
¾
¾
Student is not able to indicate
how vaccination protects an
individual from infectious
diseases.
Student is not able to relate
important differences between
bacteria and viruses with respect
to their requirements for growth
and replication and the body’s
primary defenses against
bacterial and viral infections
including effective treatments of
these infections.
¾
¾
¾
PROFICIENT
Student shows incomplete
understanding of the
complementary activity of major
body systems in providing cells
with oxygen and nutrients and
removing toxic waste products
such as carbon dioxide.
Student shows incomplete
understanding of how feedback
loops in the nervous and
endocrine systems regulate
conditions in the body.
Student shows incomplete
understanding of the role of
antibodies in the body’s response
to infection.
Student shows incomplete
understanding of how vaccination
protects an individual from
infectious diseases.
Student shows incomplete
understanding of important
differences between bacteria and
viruses with respect to their
requirements for growth and
replication and the body’s
primary defenses against
bacterial and viral infections
including effective treatments of
these infections.
¾
¾
¾
¾
¾
Student shows understanding by
describing the complementary
activity of major body systems in
providing cells with oxygen and
nutrients and removing toxic
waste products such as carbon
dioxide.
Student shows understanding by
showing how feedback loops in
the nervous and endocrine
systems regulate conditions in
the body.
Student shows understanding by
describing the role of antibodies
in the body’s response to
infection.
Student shows understanding by
indicating how vaccination
protects an individual from
infectious diseases.
Student shows understanding by
relating important differences
between bacteria and viruses
with respect to their
requirements for growth and
replication and the body’s
primary defenses against
bacterial and viral infections
including effective treatments of
these infections.
DRAFT 3-15-02
ADVANCED
¾
Student shows advanced
understanding by predicting the
results of nutrient and gas
imbalances.
¾
Student shows advanced
understanding by tracing specific
pathways of hormonal and
neurotransmitter molecules in
the function of feedback loops.
Student shows advanced
understanding by describing how
antibodies are produced in
response to specific antigens.
Student shows advanced
understanding by outlining the
specific steps that result in
vaccine-mediated immunity.
Student shows advanced
understanding by describing the
specific functions of antibiotics
and antiviral medications on
bacterial and viral diseases.
¾
¾
¾
6
STUDENTS UNDERSTAND AND EXHIBIT THE RIGHTS AND INDIVIDUAL RESPONSIBILITIES OF CITIZENSHIP (L.S.)
¾
¾
¾
¾
¾
¾
Rarely turns in documents when
due.
Frequently disrespectful to
people and/or property.
Lacks interest in learning.
Disorganized and unprepared.
¾
Excessive tardies and/or
absences.
Rarely turns in classroom work.
¾
¾
¾
¾
¾
Inconsistently turns in documents
or partially completed.
Inconsistently shows respect to
people and property.
Moderate interest in learning.
Inconsistently prepared and
organized.
Irregular attendance and/or
frequent tardiness.
Inconsistently turns in completed
work.
I:\USERS\PHYLLIS\WORD\RUBRICS\SCIENCE, 7-12\BIOLOGY 3-15-02.doc
¾
¾
¾
¾
¾
¾
Turns in completed documents
when due.
Shows respect to people and
property.
High interest in learning.
Prepared and organized.
Attends school and class
regularly and on time.
Classroom work completed in a
timely manner.
MAY 1, 2002
DRAFT 3-15-02
7