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. The student will be able to interpret a pedigree.2. The student will be able to draw their own family pedigree.3. The student will be able to determine their traits by crossing their parents’ traits.4. The student will understand the purpose of a pedigree.

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Congruency TableLevel: IntermediateGrade Level: EighthNYS Learning Standard: MSTStandard Area: ScienceStandard: 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 Understanding

Instructional Task

Learning Objectives

Student Work Assessment Tool

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.

Students will use Punnett squares to analyze traits in their families.

The Punnett squares will help them make pedigrees of their families. The students will be drawing these by hand, individually, based on the teacher exemplar.

This will show how the traits were inherited and passed down from generation to generation.

The student will be able to create Punnett squares to analyze family traits.

The student will be able to construct a pedigree of their family which will represent genetic inheritance of traits over the generations.

Students will create Punnett squares to find their possible gene combination of traits.

Students will draw pedigrees to show which family members possess certain traits based on a list of traits previously given to them.

Students will title their work what they choose, as long as it pertains to the topic ex: “My Family Traits”, “A Look at the Ferland Family”

A 4 Point Pedigree Rubric will be used to score the students work and make sure they traced the traits accurately through the generations, as well as set up the pedigree correctly. -3 generations are included-1 trait per generation is indicated on each person in the pedigree-the list of their traits is included-Punnett squares are included to show the crosses.-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 disabilities3. 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 ResultsNumber of Students Distinguished

Score: 8-10ProficientScore:6-7

DevelopingScore:4-5

2120191817161514131211 X10 X9 X8 X7 X6 X X5 X X4 X X X3 X X X2 X X X1 X X X

6 students 4 students 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 ResultsNumber of Students Distinguished

Score: 8-10ProficientScore:6-7

DevelopingScore:4-5

2120191817161514 X13 X12 X11 X10 X9 X8 X7 X6 X5 X X4 X X3 X X2 X X X1 X X X

14 students 5 students 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.

Day Three:

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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.

5. Resources

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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 Type:

Specific Modification Rationale Benefits

Environmental/Management

Assigned Seating is kept in effect.

Constantly circulating around the room.

This is an independent assignment so the students do not need to switch seats and sit with their friends.

Teacher is able to check to make sure students stay on task and can answer any questions that arise.

Helps the students stay on task and minimize side conversations.

Allows for less mistakes and less disruptions by students shouting out to the teacher.

Instructional Split the project up into three sections.

Students complete one task at a time with a

Students are not overwhelmed

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Directions are only repeated twice.

Modeling the task.

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.

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.

Material Visual Models

Step by step instructions.

Students will be provided with visual models for each part of the project.

Students are given instructions at the beginning of each section that will help in the completion of the project.

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.

Tasks Set time limits. Students have a specific amount of time to complete each section of the project.

When students have a time limit they should stay on task and work to complete the assignment.

7. Time Required

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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 pre-test. 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.

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

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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. 152. Classroom Rules pg. 163. Classroom Procedures pg. 174. Pre-test pg. 185. Over head notes pg. 196. Letter Home pg. 207. Direction sheet pg. 218. 4 Point Pedigree Rubric pg. 22-239. Teacher Exemplar pg. 24-2610. Student Work pg. 27-38

a. Developing pg. 27-30b. Proficient pg. 31-34c. Distinguished pg. 35-38

11. Student Results pg. 39 12. Peer Review Comments pg. 40-42

Eighth Grade ClassroomDoor

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Teacher Desk Chalkboard Overhead Screen

Assignment Board

Student Desks

Classroom Rules

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Demonstration Desk

Computer

Bookshelf

My Desk

Cabinets

Closet

Windows

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.

Procedures for an Eighth Grade Classroom1. Entering the Classroom

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~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.

Name: _________________________________________ Date: _____________

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How Organisms Get Their TraitsUse 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

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? _____________________________________________________________

Pedigree Notes

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Key: Shading = Brown eyesNo Shading = Blue eyes

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.

I Shaded= Huntington’s

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? ---32. How many males did the 1st generation parents have? --- 13. What are the possible genotypes of the daughter in the 3rd generation? --- HH or Hh

*********ATTENTION PARENTS*********

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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

Pedigree Four Point Rubric21 5/4/10

Attribute Level 4 Level 3 Level 2 Level 1

Heading

Weight: 0.5

(Out of 2 points)

Total________

-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.

-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.

-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.

-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.

Generations and Labels

Weight: 2

(Out of 8 points)

Total_________

-Three generations of the family are included in the pedigree.-Each generation has its members labeled/named.

-Three generations of the family are included in the pedigree.-A generation may be missing some members’ labels/names.

-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.

Content-Traits

Weight: 12

(Out of 48 points)

Total__________

-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.

-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.

Attribute Level 4 Level 3 Level 2 Level 1

-Six trait are -Six traits may or -Six traits may or -Six traits may or

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Key for Traits

Weight: 3

(Out of 12 points)

Total__________

included in the key-Each trait is assigned a color-Male vs. Female is identified

may not be included in the key.-Each trait is assigned a color.-Male vs. Female is identified.

may not be included in the key.-Each trait may or may not be assigned a color.-Male vs. Female is identified.

may not be included in the key.-Each trait may or may not be assigned a color.-Male vs. Female is not identified.

Trait List

Weight: 2

(Out of 8 points)

Total__________

-A list of the given traits is attached to the Pedigree and the student has identified which trait is present in himself/herself.

-A list of the given traits is attached to the Pedigree and the student has identified some of the traits that are present in himself/herself.

-A list of the given traits is attached to the Pedigree and the student has not identified the traits that are present in himself/herself.

-A list of the given traits is not attached to the Pedigree.

Punnett Squares

Weight: 5

(Out of 20 points)

Total__________

-The student has included Punnett squares and performed the crosses of each trait from the given trait list for himself/herself.

-The student has included Punnett squares and performed some of the crosses of each trait from the given trait list for himself/herself.

-The student has included Punnett squares and performed some of the crosses incorrectly of each trait from the given trait list for himself/herself.

-The student did not include Punnett squares.

Mechanics

Weight: 0.5

(Out of 2 points)

Total__________

-There are no spelling errors.-Pedigree is given a title.-Drawn and colored neatly.-The pedigree is easy to follow and well organized.

-There are a few spelling errors.-Pedigree is given a title.-Drawn and colored neatly.-The pedigree is easy to follow and well organized.

- Increase in spelling errors.-Pedigree may not have a title.-Drawn and colored, may not be neat.-Somewhat easy to follow.

-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

STUDENT RESULTS

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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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