My unit focuses on Key Idea 2 from Standard 4 of the NYSED Living Environment Core Curriculum: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
1. Students are able to explain how traits are transferred to offspring during sexual reproduction.
-Mastery
Verbs: Describe, outline, give examples, state, illustrate.
2. Students understand where and how genetic information is stored within a cell.
-Developmental
Verbs: Describe, diagram, illustrate, explain, identify.
3. Students are able to explain why cells containing identical genetic information can differ greatly in structure and function within a single organism.
-Mastery
Verbs: give examples, describe, explain, contrast, diagram.
4. Students can construct a pedigree chart for sex-linked, dominant, and recessive traits.
-Mastery
Verbs: Interpret, compose, diagram, distinguish, predict.
5. Students are able to describe the role of RNA in protein synthesis.
-Mastery
Verbs: Explain, diagram, summarize, describe, support.
6. Students are able to construct a Punnet Square based on the laws of Mendelian Genetics.
-Mastery
Verbs: Create, break down, categorize, illustrate, diagram.
7. Students understand how the expression of genes can be modified by interaction with the environment.
-Developmental
Verbs: give examples, explain, predict, appraise, design.
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When I read the introduction about your learning targets, I thought of some skills/tasks you might assess with your learning targets. Some of the ones I thought of (2 & 3), matched yours. It was helpful that you included the NYS standards and key ideas.
ReplyDeleteAlthough science isn't really my best subject the clarity of your targets makes it much easier to understand what you expect of your students.
ReplyDeleteWow, this looks like an interesting unit! The verbs you selected are great, they help me to really get a feel for what a student would be doing as they work through this unit. Each target really seems to be building the difficulty level therefore truly digging deep into the content.
ReplyDeleteYour learning targets seem specific and clear. The verbs match each target nicely and represent a range of domains.
ReplyDeleteI like how the unit is specific and covers a lot of material. You used the verb "diagram" in targets 2-6. Do you already have in mind a way to differentiate this, or is this the only way students will demonstrate their knowledge/skill/thinking in a concrete manner?
ReplyDeleteAlso, I am curious if you have a culminating project that the students will do/choose, which represents the breadth of skills that you have taught?
Awesome job keeping a difficult topic clear and concise. It is clear that you know what you are teaching!
Glen... I have no comment. These are really good.That doesn't mean you won't want to alter them as time goes by, but just that I have nothing to add or take away at this point. Excellent work.
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