BIOLOGY STANDARDS BASED RUBRIC

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1 BIOLOGY STANDARDS BASED RUBRIC 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: 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. Student does not know how prokaryotic cells and eukaryotic cells differ in complexity and general structure. Student does not know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of Student does not know how energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide. Student is unclear understanding cells are enclosed within semi permeable that control what moves into and out of a cell. understanding that enzymes are proteins that catalyze biochemical reactions. understanding how prokaryotic cells and eukaryotic cells differ in complexity and general structure. understanding of the role of the endoplasmic reticulum and Golgi apparatus in the secretion of understanding how energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide. 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. Student knows how prokaryotic cells and eukaryotic cells differ in complexity and general structure. Student knows the role of the endoplasmic reticulum and Golgi apparatus in the secretion of Student knows energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide. Student knows the specific functions of the components of the phospholipid bilayer. Student knows the lock and key model and factors affecting enzyme function. Student knows that prokaryotes are believed to have led to eukaryotes. Student knows the packaging process in the secretion of Student is able to identify the reactants and products of the dark and light reactions. DRAFT

2 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. understanding cells divide to increase their numbers through the process of mitosis which results in two daughter cells with identical sets of chromosomes. 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. understanding cells divide to increase their numbers through the process of mitosis which results in two daughter cells with identical sets of chromosomes. 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. 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. Student identifies the steps involved in aerobic respiration. Student is able to list and sequence the stages of the cell cycle including the stages of mitosis. 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 Student does not understand meiosis is special type of cell division in which the chromosomes separate and segregate in the formation of gametes. Student does not understand only certain cells in a multi-cellular organism undergo meiosis. Student does not understand why approximately half of an individual s DNA sequence comes from each parent. Student does not understand the role of chromosomes in determining an individual s sex. understanding of meiosis is special type of cell division in which the chromosomes separate and segregate in the formation of gametes. understanding that only certain cells in a multi-cellular organism undergo meiosis. understanding of why approximately half of an individual s DNA sequence comes from each parent. understanding of the role of chromosomes in determining an individual s sex. Student knows meiosis is a special type of cell division in which the chromosomes separate and segregate in the formation of gametes. Student knows only certain cells in a multi-cellular organism undergo meiosis. Student knows why approximately half of an individual s DNA sequence comes from each parent. Student knows the role of chromosomes in determining an individual s sex. Student identifies features of each process in meiosis I and meiosis II. Student understands where meiosis occurs and the names of cells produced. Student identifies genetic disorders that occur when more or less of a DNA sequence comes from one parent. Student identifies genetic disorders that occur when more or less than two sex chromosomes appear in an individual. DRAFT

3 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). 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). Student identifies incomplete dominance, codominance, multiple alleles, polygenic and sex linked traits. STUDENTS WILL UNDERSTAND THAT PROTEIN SYNTHESIS IS THE BASIS OF GROWTH AND DEVELOPMENT AND THAT GENE TECHNOLOGY CAN CHANGE PROTEINS. Student does not understand the general pathway by which ribosomes synthesize proteins, using trnas to translate genetic information in mrna. understanding of the general pathway by which ribosomes synthesize proteins, using trnas to translate genetic information Student knows the general pathway by which ribosomes synthesize proteins, using trnas to translate genetic information in mrna. Student accurately describes the processes of translation and transcription. 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. Student does not understand proteins can differ from one another in the number and sequence of amino acids. Student does not understand the general structures and functions of DNA, RNA, and protein. in mrna. understanding how to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in RNA. understanding that every cell has the same set of genes although all of them may not be utilized by each cell. understanding that proteins can differ from one another in the number and sequence of amino acids. understanding of the general structures and functions of DNA, RNA, and protein. Student knows how to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in RNA. Student knows every cell has the same set of genes although all of them may not be utilized by each cell. Student knows proteins can differ from one another in the number and sequence of amino acids. Student knows the general structures and functions of DNA, RNA, and protein. Student recognizes that a nucleotide change may code for a different amino acid. Student explains the differentiation of cells due to gene expression. Student recognizes changes in amino acid sequence due to mutations in the nucleotide sequence. Student identifies the relationship between DNA, RNA, and DRAFT

4 Student does not understand how to apply base-pairing rules to explain precise copying of DNA during replication and transcription. understanding of how to apply base-pairing rules to explain precise copying of DNA during replication and transcription. Student knows how to apply base-pairing rules to explain precise copying of DNA during replication and transcription. Student explains the difference in bonding between base pairs. STUDENTS WILL UNDERSTAND THAT STABILITY IN AN ECOSYSTEM IS A BALANCE BETWEEN MANY COMPETING FACTORS. Student is unable to describe biodiversity as the sum total of different kinds of organisms. Student is unable to relate changes in an ecosystem to changes in climate, human activity, introduction of nonnative species, or changes in population size. 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. Student is unable to relate the loss of energy at each link in a food chain to an energy/biomass pyramid. understanding of biodiversity as the sum total of different kinds of organisms. understanding of the relationship between changes in an ecosystem to changes in climate, human activity, introduction of nonnative species, or changes in population size. 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. understanding of the link between the stability of an ecosystem and the stability of its producers, consumers and decomposers. understanding of the relationship of the loss of energy at each link in a food chain to an energy/biomass pyramids. describing that biodiversity as the sum total of different kinds of organisms. relating changes in an ecosystem to changes in climate, human activity, introduction of nonnative species, or changes in population size. charting the cycling of water, carbon, and nitrogen between abiotic resources and organic matter in the ecosystem and oxygen cycling through photosynthesis and respiration. linking the stability of an ecosystem to the stability of its producers, consumers and decomposers. relating the loss of energy at each link in a food chain to an energy/biomass pyramid. understanding by predicting the affects of the introduction of a non-native species on an ecosystem. understanding by explaining the forces that drive the water, carbon, nitrogen and oxygen cycles. understanding by explaining the roles of producers in energy storage and decomposers in the recycling of matter within an ecosystem. understanding by using the First Law of Thermodynamics to explain the energy pyramid. DRAFT

5 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. understanding of how an increase in species diversity increases the chance that at least some organisms survive major changes in the environment. showing that an increase in species diversity increases the chance that at least some organisms survive major changes in the environment. understanding by relating the number of connections in a food web to biodiversity and ecosystem stability and ability to recover from disturbance. STUDENTS WILL UNDERSTAND THAT EVOLUTION IS THE RESULT OF GENETIC CHANGES THAT OCCUR DUE TO NATURAL SELECTION. Student is unable to describe natural selection as acting on the phenotype rather than the genotype of an organism. understand of natural selection as acting on the phenotype rather than the genotype of an describing natural selection as acting on the phenotype rather than the genotype of an understanding by relating phenotypic change in a population to genotypic change. 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. Student is unable to define how natural selection determines the differential survival of groups of organisms. Student is unable to define how reproductive or geographic isolation affects speciation. Student is unable to recognize that fossil evidence shows a history of biological diversity, episodic speciation, and mass extinction. organism. 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. understand of how natural selection determines the differential survival of groups of organisms. understand of how reproductive or geographic isolation affects speciation. understand of fossil evidence as a history of biological diversity, episodic speciation, and mass extinction. organism. relating the variation within a species to the likelihood that at least some members of a species will survive under changed environmental conditions. defining how natural selection determines the differential survival of groups of organisms. defining how reproductive or geographic isolation affects speciation. recognizing that fossil evidence shows a history of biological diversity, episodic speciation, and mass extinction. understanding by predicting changes in populations when environmental conditions are altered. understanding by describing the roles of competition and variation and their interaction that leads to change in a population s gene pool. understanding by creating examples of speciation under conditions of population isolation. understanding by tracing the theoretical evolutionary development of major animal and plant phyla through geologic time. DRAFT

6 STUDENTS WILL UNDERSTAND THAT CONCEPTS OF HOMEOSTASIS AND IMMUNE RESPONSE IN HUMAN PHYSIOLOGY. 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. Student is not able to show how feedback loops in the nervous and endocrine systems regulate conditions in the body. Student is not able to describe the role of antibodies in the body s response to infection. 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. 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. understanding of how feedback loops in the nervous and endocrine systems regulate conditions in the body. understanding of the role of antibodies in the body s response to infection. understanding of how vaccination protects an individual from infectious diseases. 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. describing the complementary activity of major body systems in providing cells with oxygen and nutrients and removing toxic waste products such as carbon dioxide. showing how feedback loops in the nervous and endocrine systems regulate conditions in the body. describing the role of antibodies in the body s response to infection. indicating how vaccination protects an individual from infectious diseases. 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. understanding by predicting the results of nutrient and gas imbalances. understanding by tracing specific pathways of hormonal and neurotransmitter molecules in the function of feedback loops. understanding by describing how antibodies are produced in response to specific antigens. understanding by outlining the specific steps that result in vaccine-mediated immunity. understanding by describing the specific functions of antibiotics and antiviral medications on bacterial and viral diseases. DRAFT

7 STUDENTS UNDERSTAND AND EXHIBIT THE RIGHTS AND INDIVIDUAL RESPONSIBILITIES OF CITIZENSHIP (L.S.) Rarely turns in documents when due. Inconsistently turns in documents or partially completed. Turns in completed documents when due. Frequently disrespectful to people and/or property. Inconsistently shows respect to people and property. Shows respect to people and property. Lacks interest in learning. Moderate interest in learning. High interest in learning. Disorganized and unprepared. Inconsistently prepared and Prepared and organized. organized. Excessive tardies and/or absences. Irregular attendance and/or frequent tardiness. Attends school and class regularly and on time. Rarely turns in classroom work. Inconsistently turns in completed work. Classroom work completed in a timely manner. I:\USERS\PHYLLIS\WORD\RUBRICS\SCIENCE, 7-12\BIOLOGY doc MAY 1, 2002 DRAFT

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