LT #1 Genetic Characteristics and Attributes
I can differentiate and interpret how the various physical attributes of a human are the
phenotypic expression of the genetic blueprint.
LT. 1.1 I can differentiate between a
genotype and phenotype in terms of
genetic expression and inheritance.
Highly Proficient
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LT 1.1
LT 1.2
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LT 1.3
1.2 I can distinguish between genetic
characteristics or traits to infer the
genotypic relationship.
1.3 I can relate how alleles represent
the genetic diversity of genes.
GENETICIST
Score 4
Student can demonstrate in-depth inferences, analysis or synthesis—with little to no errors.
I can compare and contrast the connection between heredity and genetics.
I can apply my understanding of a genotype and a phenotype.
I can distinguish the difference between a hybrid and pure trait.
I can differentiate between homozygous recessive, heterozygous, and homozygous dominant
genotypes.
I can classify dominant and recessive alleles.
I can apply my understanding of autosomal and sex linked traits.
I can illustrate the difference between a gene, trait, locus and allele.
I can analyze patterns of genetic linkage.
I can interpret and show how genes have multiple phenotypic effects (pleiotropy).
RESEARCHER
Proficient
Score 3
Student can demonstrate their understanding and apply their knowledge in multiple ways—with some minor errors.
 I can provide examples to explain the difference between heredity and genetics.
LT 1.1
 I can explain the difference between a genotype and a phenotype.
 I can describe the difference between hybrid and pure trait.
 I can distinguish the difference between homozygous recessive, heterozygous, and
homozygous dominant genotypes.
LT 1.2
 I can explain the difference between dominant and recessive alleles.
 I can explain the difference between autosomal and sex linked traits.
 I can explain the difference between a gene, trait, locus and allele.
LT 1.3
 I can describe examples of genetic linkage.
 I can describe how genes have multiple phenotypic effects (pleiotropy).
Developing Proficient
LAB TECHNICIAN
Score 2
Student can demonstrate evidence of understanding and comprehension—errors exists but do not impede understanding.
LT 1.1
LT 1.2
LT 1.3
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I can identify the difference between heredity and genetics.
I can identify the difference between a genotype and a phenotype.
I can identify the difference between hybrid and pure trait.
I can identify the difference between homozygous recessive, heterozygous, and homozygous
dominant genotypes.
I can identify the difference between dominant and recessive alleles.
I can identify the difference between autosomal and sex linked traits.
I can identify the difference between a gene, trait, locus and allele.
I can identify examples of genetic linkage.
I can identify examples of how genes have multiple phenotypic effects (pleiotropy).
Beginning Proficient Score 1
Student can demonstrate a partial understanding of
some of the knowledge—however major errors or
misconceptions exist.
Not Proficient Score 0
Lack or insufficient evidence to determine proficiency.
LT #2 Structure and Function of DNA
I can apply and analyze DNA based on its structure, function and ability to replicate either to
produce a diploid or haploid cell.
2.1 I can apply my understanding of
DNA to demonstrate its unique
characteristics, structure and ability to
encode information that can be
transcribed and translated into a
blueprint for life.
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LT 2.2
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LT 2.3
2.3 I can analyze the products of
protein synthesis and apply my
understanding of mutation to analyze
the effects mutation will have on the
organism.
GENETICIST
Highly Proficient
LT 2.1
2.2 I can transcribe and translate a
sequence of DNA into a protein (protein
synthesis).
Score 4
Student can demonstrate in-depth inferences, analysis or synthesis—with little to no errors.
I can construct a sequence of DNA to show correctly paired nucleotides held together by
hydrogen bonds, in an anti-parallel orientation.
I can analyze and infer the percent of nitrogen bases in a genome based on Chargaff’s Rules.
I can synthesize a cipher to demonstrate my understanding of how information can be encoded.
I can model the process of transcription within the cell.
I can model the process of translation within the cell.
I can integrate the role of tRNA, mRNA and rRNA in the process of protein synthesis.
I can analyze multiple strands of DNA and their subsequent peptides to infer and predict which
mutations will lead to a more deleterious effect.
RESEARCHER
Proficient
Score 3
Student can demonstrate their understanding and apply their knowledge in multiple ways—with some minor errors.
 I can describe the structure of DNA to account for its’ overall shape, antiparallel orientation
and nucleotide classifications (purines and pyrimidines).
LT 2.1
 I can construct a complimentary strand of DNA according to Chargaff’s Rule.
 I can decipher a message to apply my knowledge of encryption.
 I can transcribe a sequence of DNA into mRNA.
LT 2.2
 I can translate a sequence of mRNA into a peptide.
 I can describe the function of tRNA, mRNA and rRNA.
 I can explain how the following types of mutations: substitution, deletion, insertion, inversion
LT 2.3
and translocation can affect the genotypic and phenotypic expression of an organism.
LAB TECHNICIAN
Developing Proficient
Score 2
Student can demonstrate evidence of understanding and comprehension—errors exists but do not impede understanding.
LT 2.1
LT 2.2
LT 2.3
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I can label a strand of DNA to show location of sugar, phosphate, nitrogen base.
I can identify correctly paired nitrogen bases according to Chargaff’s Rule.
I understand how information can be encrypted.
I can explain the process and purpose of transcription.
I can explain the process and purpose of translation.
I identify the function of tRNA, mRNA and rRNA.
I can identify the following types of mutations: substitution, deletion, insertion, inversion and
translocation.
Beginning Proficient Score 1
Student can demonstrate a partial understanding of
some of the knowledge—however major errors or
misconceptions exist.
Not Proficient Score 0
Lack or insufficient evidence to determine proficiency.
LT #3 Meiosis and Genetic Recombination
I can evaluate the complexity of the human genome to explain how variation arises through
mutation and sexual reproduction.
3.1 I can illustrate the process of meiosis
to demonstrate how it leads to the
formation of a haploid cell.
3.2 I can breakdown how the process of
meiosis increases variation within a
sexually reproducing population.
3.3 I can apply my understanding of
meiosis to describe the events that
lead to non-disjunction and how that
affects the organism.
Highly Proficient
LT 3.1
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LT 3.2
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LT 3.3
GENETICIST
Score 4
Student can demonstrate in-depth inferences, analysis or synthesis—with little to no errors.
I can draw and model the phases of meiosis in the correct order.
I can draw and label the important components necessary for gamete formation.
I can draw the correct number of chromosomes for each phase of meiosis—increasing and
reducing their numbers when appropriate.
I can illustrate the difference between a sister and homologous chromosome.
I can differentiate the difference between a haploid and diploid cell.
I can analyze how the process of crossing over leads to genetic variation.
I can analyze how independent assortment leads to genetic variation.
I can analyze a karyotype to interpret to evaluate the effect non-disjunction has on an
organisms genotype and phenotype.
RESEARCHER
Proficient
Score 3
Student can demonstrate their understanding and apply their knowledge in multiple ways—with some minor errors.
 I can explain why the phases of meiosis need to occur in a specific sequence.
LT 3.1
 I can explain the major events of meiosis that lead to gamete formation.
 I can explain how chromosomes change during Interphase through each phase of meiosis.
 I can explain the difference between a sister and homologous chromosome.
 I can explain the difference between a haploid and diploid cell.
LT 3.2
 I can explain how the process of crossing over leads to genetic recombination.
 I can explain how independent assortment leads to genetic variation.
 I can explain how the different types of non-disjunction affect an organisms genotype and
LT 3.3
phenotype.
Developing Proficient
LAB TECHNICIAN
Score 2
Student can demonstrate evidence of understanding and comprehension—errors exists but do not impede understanding.
LT 3.1
LT 3.2
LT 3.3
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I can identify the major phases of meiosis in order.
I can identify the major events of meiosis in order.
I can identify the correct number of chromosomes in each phase of meiosis, which leads to the
formation of human sex cells.
I can identify the difference between a sister and homologous chromosome.
I can identify the difference between a haploid and diploid cell.
I can identify the process of crossing over that leads to genetic recombination.
I can identify the process of independent assortment.
I can identify different types of non-disjunction to their chromosomal anomaly.
Beginning Proficient Score 1
Student can demonstrate a partial understanding of
some of the knowledge—however major errors or
misconceptions exist.
Not Proficient Score 0
Lack or insufficient evidence to determine proficiency.
LT #4 Inheritance Patterns
I can apply and analyze inheritance patterns to interpret hereditary relationships and traits.
4.1 I can complete a Punnett square and
pedigree to analyze a
dominant/recessive genetic trait, using
simple dominant, codominant and
incomplete dominance inheritance
patterns.
4.2 I can complete a Punnett
square and pedigree to analyze
polygenic and multi-allelic
inheritance patterns.
4.3 I can research and analyze a genetic
disorder to demonstrate my understanding
of how the disorder was created, how the
disorder will affect the person
genotypically, phenotypically and support
my research with Punnett Squares,
karyotypes and pedigrees when necessary.
GENETICIST
Highly Proficient
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LT 4.1
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LT 4.2
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LT 4.3
Score 4
Student can demonstrate in-depth inferences, analysis or synthesis—with little to no errors.
I can complete a Punnett square for a monohybrid cross and/or dihybrid cross—calculating the
genotypic and phenotypic ratio and determine the type of inheritance pattern that is being
analyzed. (Simple, Codominant, Incomplete)
I can analyze a pedigree to determine if it has characteristics of a simple dominant, codominant
or incomplete dominant inheritance pattern.
I can complete a Punnett square for a monohybrid cross and/or dihybrid cross—calculating the
genotypic and phenotypic ratio and determine the type of inheritance pattern that is being
analyzed. (Polygenic, Multiallelic)
I can analyze a pedigree to determine if it has characteristics of polygenic and multi-allelic
inheritance pattern.
Student has received an average score of 3.5 to 4.0 on the Genetic Disorder Research Project
RESEARCHER
Proficient
Score 3
Student can demonstrate their understanding and apply their knowledge in multiple ways—with some minor errors.
 I can complete a Punnett square for a monohybrid cross for simple dominance, codominance
and incomplete dominance inheritance patterns—calculating the genotypic and phenotypic
LT 4.1
ratio.
 I can apply my understanding of simple dominant, codominant and incomplete dominant
inheritance patterns to pedigree analysis.
 I can complete a Punnett square for a monohybrid cross for polygenic and multi-allelic
inheritance patterns.—calculating the genotypic and phenotypic ratio.
LT 4.2
 I can apply my understanding of polygenic and multi-allelic inheritance patterns to pedigree
analysis.
 Student has received an average score of 3.0 to 3.5 on the Genetic Disorder Research Project
LT 4.3
LAB TECHNICIAN
Developing Proficient
Score 2
Student can demonstrate evidence of understanding and comprehension—errors exists but do not impede understanding.
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LT 4.1
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LT 4.2
LT 4.3
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I can determine the parental genotypes and complete a Punnett square for a monohybrid cross
for simple dominance, codominance and incomplete dominance inheritance patterns.
I can identify the basic characteristics of a simple dominant, codominant and incomplete
dominant pedigree.
I can determine the parental genotypes and complete a Punnett square for a monohybrid cross
for polygenic and multi-allelic inheritance patterns.
I can identify the basic characteristics of polygenic and multi-allelic inheritance patterns.
Student has received an average score of 2.5 to 3.0 on the Genetic Disorder Research Project
Beginning Proficient Score 1
Student can demonstrate a partial understanding of
some of the knowledge—however major errors or
misconceptions exist.
Not Proficient Score 0
Lack or insufficient evidence to determine proficiency.
Molecular Genetics
Name:
Evidence of Learning
Evidence #1
Bullseye Quizzes
Learning Target 1.1
Learning Target 1.2
Learning Target 1.3
Learning Target 2.1
Evidence #2
Alternative*
Evidence #3
Project/Portfolio
X
X
X
Evidence #4
Summative
Tests
Evidence #5
Cumulative Final
Learning Target 2.2
Learning Target 2.3
Learning Target 3.1
Learning Target 3.2
Learning Target 3.3
X
X
X
Learning Target 4.1
Learning Target 4.2
Learning Target 4.3
*Alternative: Assessment through group work, discussions, teaching and/or mentoring other students, oral assessments/questioning.
The evidence collected for each short term learning target will be used to determine a student’s overall proficiency in each long term
learning target.
Students cannot demonstrate proficiency if they receive a 0 or 1 on any short term learning target.
Students must provide all multiple sources of evidence to provide sufficient examples of their proficiency—insufficient evidence
will result in the student receiving a NYP