a Life Sciences Concepts: The student produces evidence that demonstrates understanding of the cell, such as cell structure and function relationships….
The student clearly and succinctly demonstrates an understanding of the structural context of DNA within the cell.
The entire “Discussion” section clearly explains some basic biochemical structures and functions within the DNA molecule. The section concludes with an accurate application of these functions.
The student’s model is an accurate representation of the structure of the DNA molecule.

a Scientific Connections and Applications: The student produces evidence that demonstrates understanding of big ideas and unifying concepts, such as…models, form and function….
The entire work is evidence that the student knows how to plan and build a model, and how to use a model to explain difficult concepts, such as the form and function of the DNA molecule and its subunits.

b Scientific Connections and Applications: The student produces evidence that demonstrates understanding of the designed world, such as the…development of agricultural techniques….
The student briefly describes how humans have applied knowledge of the structures and functions of the DNA molecule to agriculture.

a Scientific Communication: The student represents data and results in multiple ways, such as…diagrams, and…technical…writing; and selects the most effective way to convey the scientific information.
The entire report is concisely and accurately written.
The student illustrates the written report with carefully and accurately drawn diagrams.

d Scientific Communication: The student explains a scientific concept to other students.
The student interprets the model.
The student reports clearly and succinctly about the structures and functions represented by the model.
The student provides easily replicated instructions for building a similar model.