Multiple-Choice Items:
1. Which statement best describes a recessive allele?
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A
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It is only expressed when the dominant allele for a trait is not present.
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B
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It is always expressed when it is present in an individual.
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C
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It is only expressed in organisms that reproduce asexually.
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D
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It is always expressed in organisms the reproduce sexually.
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2. Which is an example of an acquired trait in dogs?
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A
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panting when it is hot
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B
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having sharp teeth to eat meat
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C
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begging a human for food
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D
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shedding fur in summer
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3. Which of the following is a female sex cell?
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A
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egg
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B
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chromosome
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C
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offspring
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D
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sperm
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4. Which type of organism can reproduce both asexually and sexually?
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A
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birds
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B
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fish
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C
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reptiles
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D
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fungi
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5. Which of the following best describes sexual reproduction?
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A
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one parent; offspring genetically identical to parent
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B
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one parent; offspring genetically different than parent
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C
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two parents; offspring genetically identical to parents
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D
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two parents; offspring genetically different than parents
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6. What is found on chromosomes?
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A
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eggs
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B
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traits
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C
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gametes
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D
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genes
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7. Which is an example of a structural adaptation?
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A
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white fur on polar bears
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B
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hibernation of black bears
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C
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panda bears eating bamboo
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D
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brown bears fishing in a river
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8. Which correctly describes traits that are learned through experience or observing other organisms?
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A
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genetic
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B
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hereditary
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C
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acquired
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D
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inherited
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9. Which adaptation could most likely increase the survival chances of a plant in a very dry climate?
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A
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shallow root system
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B
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thick, waxy leaves
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C
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sharp spines
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D
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poisonous fruit
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Multiple-Choice Answer Key:
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1. A
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2. C
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3. A
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4. D
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5. D
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6. D
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7. A
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8. C
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9. B
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Short-Answer Items:
10. Explain the differences between asexual reproduction and sexual reproduction. Use correct terminology and provide examples of organisms for each type of reproduction.
11. Explain the relationship among the following terms: allele, gene, chromosome, DNA.
Short-Answer Key and Scoring Rubrics:
10. Explain the differences between asexual reproduction and process of sexual reproduction. Use correct terminology and provide examples of organisms for each type of reproduction.
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Points
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Description
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2
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The student:
- correctly differentiates between asexual and sexual reproduction.
- gives examples of organisms that reproduce asexually and organisms that reproduce sexually.
- uses the correct terminology when referring to reproduction.
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1
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The student:
- correctly differentiates between asexual and sexual reproduction.
- gives an example of an organism that reproduces sexually or asexually, but not both.
- uses incorrect terminology when referring to reproduction.
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0
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The student:
- incorrectly differentiates between asexual and sexual reproduction.
- does not give examples of organisms that reproduces asexually and organisms that reproduce sexually, or examples are incorrect.
- uses incorrect terminology when referring to reproduction.
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11. Explain the relationship among the following terms: allele, gene, chromosome, DNA.
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Points
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Description
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2
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The student explains that:
- alleles are alternate forms of genes.
- chromosomes are made up of DNA.
- genes are parts of chromosomes that carry genetic information in the form of DNA.
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1
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The student explains two of the following correctly:
- alleles are alternate forms of genes.
- chromosomes are made up of DNA.
- genes are parts of chromosomes that carry genetic information in the form of DNA.
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0
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The student explains one or none of the following correctly:
- alleles are alternate forms of genes.
- chromosomes are made up of DNA.
- genes are parts of chromosomes that carry genetic information in the form of DNA.
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Performance Assessment 1:
Give students handouts of this assessment (S-8-2_Performance Assessment 1.doc).
Objective: Demonstrate your understanding of sexual and asexual reproduction and heredity by creating a Venn diagram on poster paper.
Organize the information you have learned about sexual reproduction and asexual reproduction in a Venn diagram. Each section of your Venn diagram should contain sentences or phrases. Provide the following information in your Venn diagram:
- General description of each type of reproduction.
- Examples of living things that carry out each type of reproduction.
- Similarities between sexual reproduction and asexual reproduction, in terms of how cells are involved, genetic information, and results.
- The number of parents in each type of reproduction.
- Whether the offspring are genetically the same or different than the parents.
Use the following terms in your description of sexual reproduction and asexual reproduction:
- Chromosome
- DNA
- Fertilization
- Gamete
- Genes
- Heredity
- Offspring
- Parent/parents
- Traits
Extension:
- For students who might need extra practice or review, have small groups of students list differences between sexual and asexual reproduction before they begin the assessment. Also, it may be helpful to provide students with some phrases about each type of reproduction and have them decide where to place them in the diagram.
- Consider having students who might be going beyond the standards write a multi-paragraph comparison of sexual and asexual reproduction as an alternative assessment.
Performance Assessment 1 Scoring Rubric:
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Points
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Description
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5
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The student completes all five of the requirements:
- correct number of parents involved in asexual and sexual reproduction.
- correct determination about whether offspring are genetically the same as the parents in asexual and sexual reproduction.
- terms are used accurately and appropriately in the explanation.
- examples of living things that carry out asexual and sexual reproduction are correct and varied.
- the comparison between sexual reproduction and asexual reproduction is accurate, including what happens to genetic information from the parent(s), and the results.
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4
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The student completes four of the requirements.
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3
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The student completes three of the requirements.
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2
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The student completes two of the requirements.
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1
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The student completes one of the requirements.
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0
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The student demonstrates lack of understanding or does not attempt to complete the assessment.
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Performance Assessment 2:
Below is a list of five animals. For each animal, describe two adaptations that increase the animal’s chances of survival. Also, write whether the adaptations are behavioral or structural.
1. duck
2. chameleon
3. bear
4. porcupine
5. giraffe
Performance Assessment 2 Scoring Rubric:
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Points
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Description
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5
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For each of the five animals, the student correctly describes two adaptations and identifies them as behavioral or structural.
Note: Answers will vary.
Examples:
- duck—webbed feet for swimming (structural).
- chameleon—camouflages, depending on what it is touching (behavioral).
- bear—hibernates during the winter (behavioral).
- porcupine—exposes needles when it feels it is being attacked (behavioral).
- giraffe—long neck for eating food (structural).
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4
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The student correctly completes the requirements for four of the animals.
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3
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The student correctly completes the requirements for three of the animals.
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2
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The student correctly completes the requirements for two of the animals.
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1
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The student correctly completes the requirements for one of the animals.
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0
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The student demonstrates lack of understanding or does not attempt to complete the assessment.
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