Amanda Ferland
EDU 327: Teaching to the Standards
Final Learning Experience
“Blame My Family”
Eighth Grade
May 4, 2010
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1. Learning Context
Purpose/Rationale for the Learning Experience:
The purpose of this learning experience is to teach the students how to read pedigrees and
determine which members of a family possess a certain trait. The students will then be able to
draw pedigrees using their own families or a family they choose to create, and analyze traits
within their families.
Enduring Understanding:
Pedigrees are used for tracing traits through several generations of a family.
Essential Questions:
What makes me part of my family?
What things do family members share?
How are we all similar?
Guiding Questions:
What is a pedigree?
What can be shown on a pedigree?
What kinds of traits can be looked at in a pedigree?
What do circles represent? Squares?
What does a vertical line mean? Horizontal?
How do you know if a family member has a trait?
How can you use punnett squares to determine your traits?
Objectives:
1.
2.
3.
4.
The student will be able to interpret a pedigree.
The student will be able to draw their own family pedigree.
The student will be able to determine their traits by crossing their parents’ traits.
The student will understand the purpose of a pedigree.
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Congruency Table
Level: Intermediate
Grade Level: Eighth
NYS Learning Standard: MST
Standard Area: Science
Standard: Standard 4- Science (The Living Environment) Students will understand and apply
scientific concept, principles, and theories pertaining to the physical setting and living
environment and recognize the historical development of ideas in science.
Key Idea: 2-Organisms inherit genetic information in a variety of ways that result I continuity of
structure and function between parents and offspring.
Performance Indicator: 2.2 Describe simple mechanisms related to the inheritance of some
physical traits in offspring.
Major
Instructional
Learning
Student Work
Assessment Tool
Understanding
Task
Objectives
2.2c The
Students will use The student will Students will
A 4 Point
probability of
Punnett squares be able to create create Punnett
Pedigree Rubric
traits being
to analyze traits
will be used to
Punnett squares squares to find
expressed can be in their families. to analyze family their possible
score the
traits.
gene
students work
determined
combination of
and make sure
using models of The Punnett
squares will help The student will traits.
they traced the
genetic
them make
be able to
traits accurately
inheritance.
Some models of pedigrees of
construct a
Students will
through the
prediction are
their families.
pedigree of their draw pedigrees
generations, as
to show which
well as set up the
pedigree charts The students will family which
and Punnett
be drawing these will represent
family members pedigree
by hand,
possess certain
correctly.
squares.
genetic
individually,
traits based on a -3 generations
inheritance of
based on the
list of traits
are included
traits over the
teacher
previously given -1 trait per
generations.
exemplar.
to them.
generation is
indicated on each
This will show
Students will title person in the
how the traits
their work what
pedigree
they choose, as
-the list of their
were inherited
long as it
traits is included
and passed
pertains to the
-Punnett
down from
topic ex: “My
squares are
generation to
Family Traits”,
included to show
generation.
“A Look at the
the crosses.
Ferland Family” -mapped
correctly
-title and labels
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Overview: what the students need to know/be able to do in order to succeed:
-Read a pedigree
-Understand how traits are passed on
-How to construct a pedigree
-Follow classroom rules and procedures as listed in appendices pg.
Prior to Learning Experience:
-Know dominant vs. recessive traits
-Student knows the difference between genotype and phenotype
-Is able to draw Punnett Squares and perform crosses between parents
Key Subject-Specific Vocabulary:
The students should have the basic knowledge of these key vocabulary words prior,
during and after the learning experience:
1. Trait-characteristic that is passed on from parent to offspring.
2. Pedigree- a diagram used as a tracing tool for a trait through generations of family. Pedigrees
can be used for genetic counseling to trace diseases.
3. Probability- the mathematical chance an event is going to occur.
4. Punnett Squares- used to cross parents’ traits and determine all possible allele combinations
for the offspring.
5. Offspring- a child, product of two parents mating.
In order to complete the Punnett Squares students must recall previously learned vocabulary
which includes:
1. Phenotype: the physical appearance of the offspring.
2. Genotype: the genetic combination of alleles.
3. Recessive: the weaker trait whose characteristics only show when two of them are paired
together.
4. Dominant: the stronger trait that will always show.
2. Assessment Plan
This learning experience includes assessments that are diagnostic, formative, and
summative.
The students are given a diagnostic assessment of a pre-test that they complete on their
own and the teacher then reviews it with them. They are given a pedigree and asked to answer
basic questions to show if they understand the concept. The students will switch papers and
correct each others. The teacher then collects the graded papers and records the grade.
A formative assessment includes the pedigree the students will create on their families (or
made up families), punnett squares to show how they inherited their traits, and list of their traits.
The summative assessment includes the final product the student creates. This is the
Pedigree the student draws on his or her family. They will be provided with white paper and
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have a teacher exemplar to use as a guide. Students will draw their pedigree using three traits,
one per generation, and color it according to the key they create.
The rubric is aligned to Key Idea 2: Organisms inherit genetic information in a variety of
ways that result I continuity of structure and function between parents and offspring. The
Performance Indicator is 2.2: describe simple mechanisms related to the inheritance of some
physical traits in offspring. The Major Understanding is 2.2c: the probability of traits being
expressed can be determined using models of genetic inheritance. Some models of prediction are
pedigree charts and Punnett squares.
The rubric will provide the students with a final score out of 100 points. This is will
count as a test grade for the quarter. Tests are 50% of their grades for the quarter, and there is
usually 500-600 points in this category by the end of the quarter.
Rubric- the blank rubric used for scoring the Pedigree Project can be found on pages 22-23 in
the Appendix.
3. Student Work
Grade Level/Ability of Students:
This assignment was given to all five classes of my Eighth Grade. Projects were chosen
from just one class however to make it less complicated.
1. Total of 117 students.
2. No students with disabilities or learning disabilities
3. Age range: 12-14 years
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The students were given a pedigree worksheet as their pretest that required them to
answer a few basic questions about “The Lopez Family”. Since I have 117 students I will only
provide the score for one of the classes.
Pre-test Results
Number of Students
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Distinguished
Score: 8-10
X
X
X
X
X
X
6 students
Proficient
Score:6-7
Developing
Score:4-5
X
X
X
X
4 students
X
X
X
X
X
X
X
X
X
X
X
11 students
Most of the students were able to identify which family member had the trait on the
pedigree worksheet and male verse female which gave them a score of 5. The majority was
unable to identify how many children “Mr. and Mrs. Lopez” had, and if the oldest child was
male or female, because they did not know how to determine which one was the oldest. The
proficient students were unable to identify the sex of the eldest child, because they too didn’t
know which child was the oldest. The distinguished students were able to recognize how many
children Mr. and Mrs. Lopez had, if the oldest child was male or female, which family members
had the specified trait, and male verse female based on shape.
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Post-test Results
Number of Students
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Distinguished
Score: 8-10
Proficient
Score:6-7
Developing
Score:4-5
X
X
X
X
X
X
X
X
X
X
X
X
X
X
14 students
X
X
X
X
X
5 students
X
X
2 students
After the lesson was complete, majority of the students were able to identify male verse
female, how to determine how many children were in a family, who possessed the specified
traits, and how to decide where the oldest child was located on a pedigree. A few still struggled
with determining where the oldest child was placed on the pedigree. The pre and post test can be
found on page 18 of the appendix.
**Student results/conclusions for Distinguished, Proficient, and Developing can be found on pg
39 of the Appendix.
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4. Procedure
Day one:
Anticipatory Set- The first day of the project is shortened classes and includes the following:



The students complete questions on the sample pedigree- Pre-test (Pg 18) and then take a
few brief notes (Pg 19).
The students will be given a direction sheet for the pedigree that will be reviewed (Pg
21).
The students will be given a list of traits on the overhead and must determine which of
the traits they possess (Pg 25).
Input/Modeling

The instructor will show the students a sample using his/her traits (Pg 25).
Together teacher and students will review dominant and recessive traits, and homozygous
and heterozygous.
Guided Practice


The instructor will first read through the list of traits with the students.
The instructor will describe how the students should go about this first part of the
assignment by stating what should be included.
The instructor will then provide an example of how the students should list the traits they
have by going through his/her exemplar on the overhead.
Independent Practice


The students will write down their traits (blonde or brown hair, curly or straight hair, free
or attached ears, etc.) based on the teacher model.
The students will record whether they are recessive or dominant for each trait.
The student should feel free to ask any questions if they are unsure.
Closure

Students will share some of their traits with each other.
Trait sheets will be collected by the instructor before the students leave.
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Day two:
Anticipatory Set- The second day of the Pedigree project includes the following:


The students will review how to set up a Punnett Square as well as vocabulary words
phenotype, genotype, probability, and allele.
The instructor will provide each student with a sheet containing 9 Punnett Squares that
they are to complete this part of the project on.
Input/Modeling

The instructor will inform the students that they are to complete a Punnett Square cross
for all 9 of the traits (Pg 26).
The instructor will provide an example sheet for the students to use as a guide.
Guided Practice

The instructor uses his/her traits to perform the first Punnett Square cross as an example
for the students on the overhead (Pg 26).
Together, they walk through the process and clarify any confusion.
Independent Practice


The students will use their Punnett Square sheet to perform 9 crosses.
The students will use their parents’ traits and determine their genotype. After this is
done, they can perform the cross and show their own genotypes.
Students can refer to their list of traits (handed back to student) to make sure they have
the genotype for their cross in the Punnett Square.
Closure

The instructor will sum up the activity and again review some vocabulary.
This section of the project will also be collected before the students leave the class.
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Day Three:
Anticipatory Set- The last day of the project includes the following:

The students will review some vocabulary including pedigree, trait, phenotype, offspring,
and heredity.
Input/Modeling


The instructor will review the requirements for this final section of the project.
The instructor will go over the requirements while using the teacher exemplar so the
students can see what is expected of them.
The students will all receive a piece of white computer paper.
Guided Practice

The students will quickly review with the instructor how to construct a pedigree.
Each important piece will be reviewed, the students telling the teacher what goes where
on the diagram.
Independent Practice





The students will draw out three generations of their family on the white piece of paper.
They will create a color coded key so the instructor knows which traits are being used
and can identified which family members have the trait.
There will be one trait used per generation.
The students will color their Pedigrees.
A title must be given to their family diagram.
Once the students have completed the Pedigree and checked their list of requirements to
make sure everything is on there, they may hand it in.
Closure

After the project is handed in, a few questions about the Pedigree will be asked to review
the content.
Students may share their family Pedigree if they choose.
**The students do not use any technology themselves during this part. If they were available, it
would have been nice to have all my classes draw out their pedigrees on the computer but
unfortunately I could not get the laptops or computer room for all five classes. Only the teacher
uses the overhead projector and computer Power Point for notes as technology.
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5. Resources
Resources:
 Cells, Heredity, and Classification Text Book by Holt, Rinehart and Winston
 Punnett Square Sheet from “Focus on Science”
 “How Organisms Get Their Traits” (unknown source)- Pre/Post Test
 www.nysedregents.org
o NOTES AND HANDOUTS CAN BE FOUND IN THE APPENDIX (pg 18-19)
Supplies:
 List of traits
 Punnett Square sheets
 Plain white paper
 Colored pencils and rulers
 Teacher Exemplar and Overhead examples
 Overhead notes
Technology:
 Overhead projector is used to show examples
Teacher Exemplar:
The teacher exemplar includes a list of traits created according to the teacher’s traits,
Punnett Square crosses, and a family pedigree. Theses can all be shown to the students since
their families and traits will be different from that of the teachers, so they will not be able to copy
any piece directly. The exemplar can be found on pg __ in the Appendix.
6. Modification Table
The modification table is strictly used to keep the students on task and following classroom rules
and procedures. There were no specific modifications for special needs students because I did
not have in my classes.
Modification
Specific Modification
Rationale
Benefits
Type:
Environmental/
Assigned Seating is kept This is an independent Helps the
Management
in effect.
assignment so the
students stay on
students do not need to task and
switch seats and sit
minimize side
with their friends.
conversations.
Constantly circulating
around the room.
Teacher is able to
check to make sure
students stay on task
and can answer any
questions that arise.
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Allows for less
mistakes and less
disruptions by
students shouting
out to the
teacher.
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Instructional
Split the project up into
three sections.
Directions are only
repeated twice.
Modeling the task.
Material
Tasks
Students complete one
task at a time with a
specific set of
instructions.
At this age, students
must pay attention and
listen while the teacher
is speaking.
The teacher will model
the task so the students
can visually see what
they should be doing.
Visual Models
Students will be
provided with visual
models for each part of
the project.
Step by step
instructions.
Students are given
instructions at the
beginning of each
section that will help in
the completion of the
project.
Set time limits.
Students have a
specific amount of time
to complete each
section of the project.
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Students are not
overwhelmed
and will have
sufficient
amount of time
for each section.
Students listen
and are able to
get right to work,
no wasted time.
This allows the
students to
understand what
needs to be done
in order to
receive a perfect
score. Also
creates less
confusion.
The students
have a guide for
each task so they
can see what is
expected of
them.
Those who are
auditory learners
will hear the
instructions on
what they are
supposed to be
doing.
When students
have a time limit
they should stay
on task and work
to complete the
assignment.
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7. Time Required
Planning: 1 hour to plan out the project, type a direction sheet/checklist, create exemplars and
gather/copy supplies.
Implementation: Two 43 minute periods and one 21 minute period.
Assessment: Students correct the pretests and the teacher records the score (20 minutes). The
teacher will grade all three parts of the project using the given rubric, approximately 5 minutes
per student.
Schedule: This chapter on Genetics is designed to last 2 weeks (10 school days). Before
Genetics begins students are learning about the cell: types of cells (Eukaryotic and Prokaryotic)
and the organelles of a cell (about 7 or 8 school days). After Genetics the students learn
Evolution briefly (5 school days).
8. Reflection
This learning experience was created to introduce the students to another way of
examining traits passed through out their families. The experience also helped them practice
more with Punnett Squares. I also created this LE to grab their attention. It was about the
student and his or her family. The project pertained to real life, so the students were more
excited to learn this way rather than constantly taking notes or reading from their books.
Genetics is also one of my favorite topics. Since I have a greater knowledge on this subject I
thought this was a good chapter to have a project.
I was surprised to see so many of the students get classified as distinguished after the pretest. Some of the students said they remembered seeing a pedigree in previous years. I was glad
to see only a few still classified as developing once the entire project was completed. Majority
of the students went home and asked mom and dad for their real traits instead of just making
them up in class. They took a true interest in this project and did quite well. This showed that
most, if not all of the objectives/performance indicators were met, and I almost completely met
my teaching objectives- showing the students how to read and create pedigrees about their
families.
The students can use this learning experience in the real world to trace traits through their
families. They were informed that pedigrees can be used in genetic counseling to see if diseases
can be passed down through their families and possibly on to their children.
If I did this project again, I would like to make it more challenging by having the students
look at multiple traits for each generation/person. It also might be fun to have them cut out
different colored shapes rather than just using colored pencils to draw their family pedigree.
The title for this learning experience, “Blame My Family” came from one of my students.
He thought it was strange that his family had most of the dominant traits, but he had a bunch of
the recessive ones. When he handed his project in, he told me, “Don’t blame me for the crazy
traits, blame my family.” I thought it was completely appropriate to title my learning experience
this and was glad he said that.
My peer review took place on March 23rd in the old TRC. I thought this was a completely
helpful experience. After a while my eyes caught no more errors. It was so nice to have an
additional 4 or 5 pairs of eyes reviewing my work.
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My peers asked me various questions about my LE and in particular, 2 that stuck with me
were: “How would you make the project more challenging since a good chunk of the students
were proficient from the start based on the pre-test results?” and “Did you look at the results of
all 5 classes to see how effective the lesson was?” As I stated above, I’d like to make the project
more challenging by having the students look at multiple traits per person. One trait per
generation was easy for majority of the students. If they were to look at two traits per person
they would have to work harder to trace the traits and color the squares or circles with two
colors. And I did look at all the class results to see the overall effectiveness of the lesson. Only
a few students in each class received a grade lower than an 85%, and most of the time it was
because they didn’t hand in their trait sheet or Punnett squares. Others just forgot things like
labeling the family members or creating a title for their project. The few who received grades in
the 65-70% range did not have a full understanding of the concept and were tracing multiple
traits in each generation, but doing it incorrectly. Those students had explanations on their
rubrics as to what they did wrong and majority or them came to talk to me so they would
understand for their test on this material.
One of my peers stated, “I liked how you allowed the students to create an imaginary
family. It helped spark creativity.” Not only did I do this to see how creative the students could
be, but also because I knew information about my students, and some of them came from step
families, were in the middle of a divorce with their parents, or had recently lost a parent. In
order not to offend anyone, have them share private information, or emotionally upset the
students, I gave them the option to “make up” a family.
My peers gave me a ton of great suggestions for this lesson to use in the future. One
specifically that I liked was to use the “Living Dictionary” to help students with vocabulary.
Students would not only write the definition, but draw a picture to help them remember. I also
would give the students a copy of the rubric next time instead of just going over it. Then they
would have to attach the rubric to their project and hand it. By seeing the rubric and not just the
checklist, the students would further understand the importance and point value of including each
piece. Peer review comments can be found starting on pg. 40 of the Appendix.
9. Appendices- attachments
1. Classroom Floor Plan pg. 15
2. Classroom Rules pg. 16
3. Classroom Procedures pg. 17
4. Pre-test pg. 18
5. Over head notes pg. 19
6. Letter Home pg. 20
7. Direction sheet pg. 21
8. 4 Point Pedigree Rubric pg. 22-23
9. Teacher Exemplar pg. 24-26
10. Student Work pg. 27-38
a. Developing pg. 27-30
b. Proficient pg. 31-34
c. Distinguished pg. 35-38
11. Student Results pg. 39
12. Peer Review Comments pg. 40-42
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Eighth Grade Classroom
Door
Teacher Desk
Chalkboard
Overhead Screen
Demonstration Desk
Assignment Board
Computer
Student Desks
Windows
My Desk
Bookshelf
Cabinet
s
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Close
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Classroom Rules
1. One person speaks at a time. If you have something to say,
raise your hand and wait to be called on.
2. The teacher dismisses the class; no leaving before the bell.
3. Sit down quietly, and be ready to follow directions and start
when the bell rings.
4. RESPECT! This means keeping your hands and any items
to yourself.
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Procedures for an Eighth Grade Classroom
1. Entering the Classroom
~Students should enter quietly and take their seats
~Have books out, any homework or papers that are due, and a notebook and pen/pencil
2. Leaving the Classroom
~Leave the classroom quietly
~The teacher dismisses the class, so remain seated until told to exit
3. Speaking
~If you have a comment or question please raise your hand and wait to be called on
~One person should be talking at a time
4. Restroom Usage
~Please raise your hand and ask to use the lavatory
~Sign out on the sheet near the door
5. Materials for Class
~Always bring your book and notebook unless told otherwise
6. Late Work
~Work handed in late will be accepted up to a week after
~There will be a point deduction (2pts.) for each day it’s late
7. Tardiness
~Student must have a pass if he or she is coming from another class
~Chronic tardiness will not be tolerated and the student will be talked to after class
~Sit down quietly so the rest of the class is not disrupted
8. Behavior
~Bullying, fighting and weapon usage will not be tolerated at all
~Student will stay after school, get a call home, and/or conference with parents
9. Seating
~Students have assigned seating due to excessive talking in some classes
10. Homework
~Homework is due on the date given by the teacher
~It will be collected at the beginning of the period
~If you do not have your homework with you or completed you have until the end of the
school day to complete it and turn in it without being penalized.
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Name: _________________________________________ Date: _____________
How Organisms Get Their Traits
Use the diagram to answer the following questions. The shaded parts of the diagram are used to identify
family members who have brown eyes. The unshaded parts represent members of the family who have
blue eyes.
The Lopez Family
Key:
Shading = Brown eyes
No Shading = Blue eyes
1. What is the diagram called? _________________________________________________
2. What do the circles represent? _______________________________________________
3. How many children do Mr. and Mrs. Lopez have? _______________________________
4. How many of the Lopez children were males? __________________________________
5. Was the oldest Lopez child a girl or boy? ______________________________________
6. What color are Mrs. Lopez’s eyes? ___________________________________________
7. How many of the Lopez children have blue eyes? _______________________________
8. How many generations of the Lopez family are shown on the diagram? ______________
9. What color eyes does the granddaughter of Mr. and Mrs. Lopez have? _______________
10. What color eyes occur more frequently in the Lopez family, brown or blue? What might
this suggest? _____________________________________________________________
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Pedigree Notes
A pedigree is a diagram used as a tracing tool for a trait through generations of a family. It can
specifically be used during genetic counseling to see if diseases will be passed down through the
generations.
Shaded= Huntington’s
I
II
III
Circles represent females
Squares represent males
Horizontal lines between shapes symbolizes a marriage
Vertical lines down between the shapes symbolizes children
Each line is a different generation. In the above example they are labeled I, II, and III
The oldest child is drawn all the way to the left on the Pedigree.
If the shape is shaded in, that person has the trait being studied
Huntington’s disease is a lethal dominant disease. It cannot be tested for until 35-45 years of
age. Huntington’s is a degeneration of the nervous system. It creates holes in the brain (sponge
looking). There is no cure.
If any of the students watch House, they will know that the character “13” has Huntington’s and
can get a better understanding of the disease.
Questions:
1. How many children did the 1st generation parents have? ---3
2. How many males did the 1st generation parents have? --- 1
3. What are the possible genotypes of the daughter in the 3rd generation? --- HH or Hh
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*********ATTENTION PARENTS*********
This week students will be working on Family Pedigrees.
Each student will be looking at his/her individual traits,
and creating a pedigree with 3 generations of their
families. They have the option to create a fictional family
or use their biological family. If they choose to use their
biological family, they may be asking you about certain
traits that you may or may not possess (hair color, eye
color, ability to roll your tongue, free or attached earlobes,
etc..). If you do not want to provide your information that
is perfectly acceptable. Your children have already been
working hard to learn all the information necessary to
create these “genetic family trees”. I hope you enjoy the
finished product.
If you have any questions, please feel free to contact me
at aferland@daemen.edu and I will respond as quickly as
possible.
Thank you!
Ms. Ferland
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Pedigree Project
Over the next couple days you will be analyzing your own traits as well as
your family traits (you may make up other family members if you wish as long
as you use your own traits for you). The final product will be a family
pedigree.
We will complete the pedigree project over the course of 3 days in class. It
will consist of 3 different parts:
1. Using the provided list of traits, write down your traits --> phenotype
and possible genotypes.
2. Create punnett squares to show the cross between your parents that
provided you with your allele combination for each trait.
3. Draw and color your family pedigree.
Requirements








3 Generations
Color coded key
3 traits used (1 per generation)
Family members are all named and colored
Pedigree is titled
Neat and error free
Name in the lower left corner on the front
Name, group, and date on the back
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Pedigree Four Point Rubric
Attribute
Heading
Weight: 0.5
(Out of 2 points)
Total________
Generations and
Labels
Weight: 2
(Out of 8 points)
Total_________
Content-Traits
Weight: 12
(Out of 48 points)
Total__________
Level 4
-Pedigree is
drawn on plain
white computer
paper.
-On the back of
the paper the
student includes
the following:
*Name
*Group
*Date
-Name is also
on the front in
the bottom left
corner.
-Three
generations of
the family are
included in the
pedigree.
-Each
generation has
its members
labeled/named.
-Each
generation is
assigned a trait.
-Three different
traits are used
for each
generation in the
pedigree.
-Whether or not
each family
member in that
generation has
the trait is
clearly
identified
through color.
Level 3
-Pedigree is
drawn on plain
white computer
paper.
-On the back of
the paper the
student includes
all but one of the
following:
*Name
*Group
*Date
-Name is also on
the front in the
bottom left
corner.
-Three
generations of
the family are
included in the
pedigree.
-A generation
may be missing
some members’
labels/names.
Level 2
-Pedigree may or
may not be
drawn on plain
white computer
paper.
-On the back of
the paper the
student includes
all but two of the
following:
*Name
*Group
*Date
-Name is also on
the front.
Level 1
-Pedigree may or
may not be
drawn on plain
white computer
paper.
-On the back of
the paper the
student includes
none of the
following:
*Name
*Group
*Date
-No name on the
front.
-Three
generations may
or may not be
present in the
family pedigree.
- A generation
may be missing
some members’
labels/names.
-Three
generations may
or may not be
present in the
family pedigree.
- Pedigree lacks
labels/names for
the family
members.
-Each generation
is assigned a
trait.
-Three different
traits may or may
not be used for
each generation
in the pedigree.
-Whether or not
each family
member in that
generation has
the trait is clearly
identified
through color.
-Each generation
may or may not
be assigned a
trait.
-Three different
traits may or may
not be used for
each generation
in the pedigree.
-Whether or not
each family
member in that
generation has
the trait is clearly
identified
through color.
-Each generation
may or may not
be assigned a
trait.
-Three different
traits may or may
not be used for
each generation
in the pedigree.
-Whether or not
each family
member in that
generation has
the trait is not
clearly identified
through color.
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Attribute
Key for Traits
Weight: 3
(Out of 12 points)
Total__________
Trait List
Weight: 2
(Out of 8 points)
Total__________
Punnett Squares
Weight: 5
(Out of 20 points)
Total__________
Mechanics
Weight: 0.5
(Out of 2 points)
Total__________
Level 4
Level 3
Level 2
-Six trait are
included in the
key
-Each trait is
assigned a color
-Male vs.
Female is
identified
-Six traits may or
may not be
included in the
key.
-Each trait is
assigned a color.
-Male vs. Female
is identified.
-Six traits may or
may not be
included in the
key.
-Each trait may
or may not be
assigned a color.
-Male vs. Female
is identified.
-A list of the
-A list of the
-A list of the
given traits is
given traits is
given traits is
attached to the
attached to the
attached to the
Pedigree and the Pedigree and the Pedigree and the
student has
student has
student has not
identified which identified some
identified the
trait is present in of the traits that
traits that are
himself/herself. are present in
present in
himself/herself.
himself/herself.
-The student has -The student has -The student has
included
included Punnett included Punnett
Punnett squares squares and
squares and
and performed
performed some performed some
the crosses of
of the crosses of of the crosses
each trait from
each trait from
incorrectly of
the given trait
the given trait list each trait from
list for
for
the given trait list
himself/herself. himself/herself.
for
himself/herself.
-There are no
-There are a few - Increase in
spelling errors.
spelling errors.
spelling errors.
-Pedigree is
-Pedigree is
-Pedigree may
given a title.
given a title.
not have a title.
-Drawn and
-Drawn and
-Drawn and
colored neatly.
colored neatly.
colored, may not
-The pedigree is -The pedigree is be neat.
easy to follow
easy to follow
-Somewhat easy
and well
and well
to follow.
organized.
organized.
Level 1
-Six traits may or
may not be
included in the
key.
-Each trait may
or may not be
assigned a color.
-Male vs. Female
is not identified.
-A list of the
given traits is not
attached to the
Pedigree.
-The student did
not include
Punnett squares.
-Numerous
spelling errors.
-Pedigree may
not have a title.
-Pedigree is may
not be colored.
-May not be easy
to read and
follow.
Comments:
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Teacher Exemplar
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Developing Student
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Proficient Student
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Distinguished Student
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STUDENT RESULTS
Distinguished Student
This student was able to complete the list of her traits and Punnett Squares according to
the exemplar. She did it with no assistance and did it correctly. The Family Pedigree
was beautiful and just as it should be. It was drawn and labeled correctly, as well as neat
and easy to follow.
SCORE: 100%
Proficient Student
This student half did his Punnett Squares and neglected to turn in his list of traits. The
Family Pedigree was drawn correctly along with the trait for each family member. He
did forget labels for the family members on his pedigree.
SCORE: 83%
Developing Student
This student did his Punnett Squares incorrectly but his trait list right. The Family
Pedigree was on about a tenth of the page when I asked for it to take up the whole page.
There were missing parts all across the board- did not use six traits, did not do one trait
per generation, and there was no title.
SCORE: 65%
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