5 Weeks
Unit: Heredity and Genetics
Topic: DNA and the Cell Cycle
4
3
Proficient
In addition to score 3.0 performance, the student demonstrates in-depth inferences
and applications that go beyond what was taught.
Students demonstrate they have developed an understanding of:
 Gene sequences affects protein structure/function
 The relationship between replication and cell division
 History/Nature of Science related to the discovery of DNA
Students demonstrate they have the ability to:
 Explain how the sequence of DNA determines the structure of proteins and
how proteins affect an organism’s traits.
 Describe the stages of the cell cycle (replication, alignment, and separation)
2
Students will recognize or recall :
Specific vocabulary such as:
Nucleotide, double helix, replication, transcription, translation,
chromosome, mutation, mRNA, tRNA, ribosome, polymerase, gene
Basic knowledge such as:
 Base pairing rules
 Codon association with amino acids
Students demonstrate the ability to:
 Determine complementary nucleotides and use the universal genetic code
 List the stages of cell cycle. (Replication, alignment, and separation)
 Describe the relationship between the DNA, RNA, and proteins.
1
Student’s performance reflects insufficient progress towards foundational skills and
knowledge.
2015-2016
Performance Expectations:
NGSS HS-LS1-1, LS1-4
Science Practice
HS-LS1-1
Students construct an explanation for the role of DNA and molecules in
protein synthesis and the role of proteins in cells using evidence from a
variety of sources. (theories, simulations, students own investigations, etc.)
HS-LS1-4
Identify and describe the essential components of a given model of mitosis;
including transmission of identical genetic information between parent cells
and daughter cells, leading to the differentiation of cells (gene expression),
and the maintenance of complex organisms. (repair, growth)
Science Practice
HS-LS1-1
Students can identify essential parts from a given model of DNA when given
a list of vocabulary.
Students can communicate a simplified description of protein synthesis.
HS-LS1-4
Students can track the arrangement and number of chromosomes through
the process of mitosis and replication
4 Weeks
4
3
Proficie
nt
Unit: Heredity and Genetics
Topic: Inheritance of Traits and Variation
In addition to score 3.0 performance, the student demonstrates in-depth
inferences and applications that go beyond what was taught.
Students demonstrate they have developed an understanding of:


How DNA codes for variation within a population.
How mutations impact the structure DNA and the protein it codes for.
Students demonstrate they have the ability to:
 Compare the process and purpose of mitosis vs. meiosis
 Use genetic information to predict the probability of inheriting a given
trait
 Apply concepts of statistics and probability to explain the variation and
distribution of expressed traits in a population of offspring
 Predict the outcome of crosses that use alternate forms of inheritance.
(multiple alleles, co-dominance, polygenic traits, incomplete dominance)
Use pedigrees and Punnett squares to predict the genotypes and phenotypes
within an extended family.
2
1
Performance Expectations:
NGSS HS-LS1-1, LS1-4
Science Practice
HS-LS3-1
Using a model, students develop testable questions to determine the cause
and effect between DNA, the proteins it codes for and the traits observed in
an organism.
HS-LS3-2
Students make a claim regarding inheritable genetic variation. Students
describe evidences that support the claim and identify the strengths and
weaknesses of the evidence using reasoning. (Why does variation occur in
biological population?)
HS-LS3-3
Students organize and analyze data (frequency, distribution, and variation of
expressed traits) to determine the relationship between a trait’s occurrence
within a population and environmental factors.
Students will recognize or recall :
Science Practice
Specific vocabulary such as:
allele, homozygous, heterozygous, genotype, phenotype, diploid, haploid, crossing
over, independent assortment,
HS-LS3-1
Basic knowledge such as:
 The rule of dominance
 The purpose of meiosis
 The random pairing of gametes during sexual reproduction
 Create a Punnett square to predict the probability of genotypes and
phenotypes of offspring.
Sources of mutation(environmental vs genetic)
Student’s performance reflects insufficient progress towards foundational skills
and knowledge.
http://science.dmschools.org
2015-2016
Students can communicate the relationship between Chromosomes, DNA,
genes, proteins, and traits.
HS-LS3-2
Students can communicate multiple sources of genetic variation.
4 Weeks
Unit: Heredity and Genetics
2015-2016
Suggested Instructional Resources
Learning Targets
Activities
Textbook
Resources
Labs
PBL Ideas
(projects)
Web Resources – websites or
resources on
http://science.dmschools.org
(DNA and the Cell Cycle)
(Inheritance of Traits and
Variation)
http://science.dmschools.org