Semester I Biology Final Project
Teacher: Knight
Student Name: _______________________________________
Final Grade: _______/ 56
CATEGORY
Cell Cycle
4
3
2
1
The student draws all stages of the cell
cycle, including interphase, all stages of
mitosis, and cytokinesis. The student
correctly labels all components of each
stage. The summary demonstrates a
thorough, extensive understanding of
how disruptions in the cell cycle might
lead to one of many diseases with
specific examples.
The student draws all stages of the
cell cycle, including interphase, all
stages of mitosis, and cytokinesis.
The student labels most of the
components of each stage. The
summary demonstrates a clear
understanding of how disruptions in
the cell cycle might lead to disease
with a specific example.
The student draws some of the
stages of the cell cycle and labels
some of the components. The
summary demonstrates a general
understanding of how disruptions in
the cell cycle might lead to disease.
There may be omissions, errors, or
inaccuracies
The drawing is missing several
components. The summary
demonstrates a limited
understanding of how disruptions in
the cell cycle might lead to disease.
There are omissions, errors, or
inaccuracies.
DNA
Replication
The student provides an accurate,
detailed, and comprehensive description
of DNA replication, including DNA
Helicase, replication fork, DNA
polymerase, complementary strand,
lagging strand and leading strand, and
parent and daughter strands.
The student provides an accurate
description of DNA replication,
including DNA Helicase, replication
fork, DNA polymerase,
complementary strand, lagging
strand and leading strand, and
parent and daughter strands.
Biomolecules
The student thoroughly defines the
function of different types of
biomolecules, including carbohydrates,
lipids, proteins, and nucleic acids, with a
thorough explanation of why all four are
important for your organism's survival.
The student accurately defines the
function of different types of
biomolecules, including
carbohydrates, lipids, proteins, and
nucleic acids, with an explanation of
why all four are important for your
organism's survival.
Community
Interactions
The student includes a detailed,
thorough interpretation of the
relationships found between your
organism and other organisms in its
ecosystem, including one friendly
The student includes an
interpretation of the relationships
found between your organism and
other organisms in its ecosystem,
including one friendly (mutualism or
The student provides a general
description of DNA replication,
including DNA Helicase, replication
fork, DNA polymerase,
complementary strand, lagging
strand and leading strand, and
parent and daughter strands. There
may be errors, inaccuracies, or
omissions.
The student defines the function of
different types of biomolecules,
including carbohydrates, lipids,
proteins, and nucleic acids, with an
explanation of why all four are
important for your organism's
survival. Few details are included.
There may be errors, inaccuracies, or
omissions.
The student includes a general
interpretation of the relationships
found between your organism and
other organisms in its ecosystem, it
may include one friendly (mutualism
The student provides a limited
description of DNA replication,
including DNA Helicase, replication
fork, DNA polymerase,
complementary strand, lagging
strand and leading strand, and
parent and daughter strands. There
are errors, inaccuracies, or
omissions.
The student defines the function of
different types of biomolecules,
including carbohydrates, lipids,
proteins, and nucleic acids, with an
explanation of why all four are
important for your organism's
survival. Limited details are
included. There are errors,
inaccuracies, or omissions.
The student includes a limited
interpretation of the relationships
found between your organism and
other organisms in its ecosystem,
including one friendly (mutualism or
(mutualism or commensalism) and one
hostile (parasitism and predation.) The
relationships are accurately labeled.
The flow of matter and energy, using
models such as food webs and ecological
pyramids, is detailed and labeled
thoroughly.
commensalism) and one hostile
(parasitism and predation.) The
relationships are accurately labeled.
The flow of matter and energy, using
models such as food webs and
ecological pyramids, is detailed and
labeled accurately.
Photosynthesis
The student thoroughly explains the
process whereby producers in the
energy diagrams converted light energy
into food. The chloroplast and all of the
reactants and products are included in
the explanation.
The student explains the process
whereby the producers in the energy
diagrams converted light energy into
food. The chloroplast and all of the
reactants and products are included
in the explanation.
Cellular
Respiration
The student thoroughly explains how the
food was used to provide energy to
consumers, including the processes that
convert the stored energy into usable
energy for the cell. The mitochondria
and all of the reactants and products are
included.
The student explains how the food
was used to provide energy to
consumers, including the processes
that convert the stored energy into
usable energy for the cell. The
mitochondria and all of the reactants
and products are included.
The student explains how the food
was used to provide energy to
consumers, including the processes
that convert the stored energy into
usable energy for the cell. The
mitochondria and all of the reactants
and products may be included. There
may be inaccuracies, errors, or
omissions.
Cell Transport
of Reactants
and Products of
Cell Energy
Processes
The student thoroughly describes how
the reactants and products of
photosynthesis and cellular respiration
enter and leave the cell. The names and
descriptions of the cellular transport
processes are included.
The student accurately describes
how the reactants and products of
photosynthesis and cellular
respiration enter and leave the cell.
The names and descriptions of the
cellular transport processes are
included.
The student describes how the
reactants and products of
photosynthesis and cellular
respiration enter and leave the cell.
The names and descriptions of the
cellular transport processes may be
included. It may include inaccuracies
or errors.
Food
Web/Energy
Pyramid and
Trophic Levels
Environment
and Facts about
or commensalism) and one hostile
(parasitism and predation.)
The flow of matter and energy, using
models such as food webs and
ecological pyramids, is detailed and
labeled. It may have errors and
inaccuracies.
The student explains the process
whereby the producers in the energy
diagrams converted light energy into
food. The chloroplast and all of the
reactants and products may be
included in the explanation. There
may be inaccuracies, errors, or
omissions.
The student includes a description of
the environment (biome) in which
the organism lives. Two interesting
commensalism) and one hostile
(parasitism and predation.) There
may be omissions and inaccuracies.
The flow of matter and energy,
using models such as food webs and
ecological pyramids, is detailed and
labeled. There are errors,
inaccuracies, and/or omissions.
The student includes a limited
explanation of the process whereby
the producers in the energy
diagrams converted light energy
into food. The chloroplast and all of
the reactants and products may be
included in the explanation. There
are inaccuracies, errors, and/or
omissions.
The student provides a limited
explanation of how the food was
used to provide energy to
consumers, including the processes
that convert the stored energy into
usable energy for the cell. The
mitochondria and all of the
reactants and products may be
included. There are inaccuracies,
errors, and /or omissions.
The student provides a limited
description of how the reactants
and products of photosynthesis and
cellular respiration enter and leave
the cell. The names and
descriptions of the cellular
transport processes may be
included. There are inaccuracies,
errors, and /or omissions.
The student includes a limited
description of the environment
(biome) in which the organism lives.
Organism
facts about the organism are
included.
Human Impact
on Environment
The student thoroughly explains a
way in which humans impact their
organism and the environment in
which it lives.
Creativity
Presentation
Participation
with
Presentations
Daily Work
Checklist
Comments:
The project is unique and well thought
out. The pieces are clearly displayed and
neat. it is evident that the student put a
great amount of effort into the work.
The student is thoroughly prepared and
relays presentation of the project in an
organized fashion.
The student is focused and participates
in the presentations, by listening intently
and asking well thought out questions
when called upon.
The project has a unique idea. It is
evident that the student put a good
deal of effort into the work.
The project is not very original, and it
is clear that the author did not put
much effort into the project' design.
The student is prepared and relays
presentation in a logical fashion.
The student is somewhat prepared,
and the presentation may be lacking
organization.
The student is partially focused and
somewhat participates in
presentations.
The student is focused and
participates in the presentations, by
listening and may asks some relevant
questions when called upon.
The student turns in daily work
checklist, demonstrating they
worked diligently every day.
Facts about the organism may be
included. There are inaccuracies,
errors, and /or omissions.
The student explains a way in which
humans impact their organism and
the environment in which it lives.
There are inaccuracies, errors, and
/or omissions.
The project is very plain and lacking
in neatness. It is very clear that this
project was thrown together at the
last minute.
The student is lacking preparation
and organization of presentation of
project.
The student is somewhat paying
attention throughout presentations.
The student turns in daily work
checklist, but did not demonstrate.