Work Sample & Commentary: DNA Concept Map
The task
Students in a high school biology class were asked to create a concept map to show the relationship between DNA, its components and those of RNA. Students had to present their map and defend its structure to the class.

Circumstances of performance
This sample of student work was produced under the following conditions:
alone in a group
in class as homework
with teacher feedback with peer feedback
timed opportunity for revision

The work was done in teams of three students.
This work sample illustrates a standard-setting performance for the following parts of the standards:
b Life Sciences Concepts: Molecular basis for heredity.
a Scientific Connections and Applications: Big ideas and unifying concepts.
e Scientific Communication: Communicate in a form suited to the purpose and the audience.


What the work shows

b Life Sciences Concepts: The student produces evidence that demonstrates understanding of molecular basis for heredity, such as DNA….
The concept map shows the components of DNA, and the bonds that hold them together. The work shows the role of hydrogen bonds but does not distinguish them as weak, nor does it show location of the bonds. However, the overall organization of the concept map is logical and reasonably accurate.
The concept map also includes key concepts such as formation of a complementary strand, transcription, and RNA.
The organizations of DNA and RNA are shown in terms of double versus single strand; note substitution of uracil for thymine.
a Scientific Connections and Applications: The student produces evidence that demonstrates understanding of big ideas and unifying concepts, such as order and organization [and] models….
The relationship between DNA and RNA production is clearly shown.

e Scientific Communication: The student communicates in a form suited to the purpose and the audience….
The concept map is readable by students at differing levels of reading skill and is useful for a variety of learning styles.