Unit 3 Title: Picture Perfect
AOI: Community and Service
Significant concept: Things may not be as perfect as they seem.
Unit Question: How perfect is perfect?
Assessment Criteria: A (One World), B (Communication in Science), and C
(Knowledge and Understanding of Science)
Your Task:
Part 1:
Part 1 will be comprised of short answer and constructed response questions on the topics of mitosis, meiosis, genetics
and heredity and their impact on Evolution. You will need to integrate scientific vocabulary to construct scientific
explanations and solve problems related to the above mentioned topics. THIS
PART OF THE
ASSESSMENT WILL BE COMPLETED IN CLASS ON JANUARY 19/20 AND WILL
BE ASSESSED USING CRITERION A AND B.
Part 2:
This part of the summative assessment will be assessed using Criterion C (next page).

Keeping in mind The Giver or related novel from ELA, as a group, you take a stance for or against utopias. To do
this, you will each create a poster that must include the following:
o
If you are for or against utopias from a scientific perspective.
o
Clearly identify a trait (my chosen trait is: ____________________________________) that you would want
to be expressed in your utopia. You must make up the letters that you want to represent the dominant and
recessive alleles.
o
3 Punnett squares that show the cross between a heterozygous male parent and 3 different alleles for his
possible mate.
o
Using the correct vocabulary explain in detail the alleles of the male and of the female for each Punnett square
and the outcomes (percentages, phenotypes, and genotypes) of each cross in each Punnett square.
o
Explain which crosses would increase the chances of the offspring expressing the trait that you’ve chosen.
o
Create a pedigree chart for the trait that you have chosen that has three generations that shows how the trait
could be passed through generations of a family.
o
Explain the pedigree chart using the correct scientific vocabulary at each generation and the possible long
term effects if that trait is “removed”, such as in The Giver or its sequel.
 Poster is due on January 23/24
Criterion C: Knowledge and understanding of science
Summative Assessment Unit 3 Title: Picture Perfect
Maximum: 6
Achievement
level
Level descriptor
0
The student does not reach a standard
described by any of the descriptors below.
1-2
The student recalls some scientific ideas,
concepts and/or processes.
Indicators


The student applies scientific understanding
to solve simple problems.







3-4
The student describes scientific ideas,
concepts and/or processes.
The student applies scientific understanding
to solve complex problems in familiar
situations.
The student analyses scientific information
by identifying parts, relationships or causes.







5-6
The student uses scientific ideas, concepts
and/or processes correctly to construct
scientific explanations.


The student applies scientific understanding
to solve complex problems including those
in unfamiliar situations.

The student analyses and evaluates
scientific information and makes
judgments supported by scientific
understanding.



The student’s work does not show any evidence towards
completing the task.
The student identifies a trait and may/may not states what the
alleles are for that trait and the letters to represent the alleles.
Somewhat demonstrates an understanding of some of the science
terms associated with Punnett squares.
Somewhat demonstrates an understanding of how to construct
and interpret Punnett squares.
Partially explains which crosses would increase the chances of
the offspring expressing the trait that you’ve chosen.
Partially demonstrates an understanding of how to construct a
Pedigree chart that has three generations.
Partially explains the Pedigree chart using some of the correct
scientific vocabulary.
Partially states the possible long term effects of “removing” the
trait, such as in The Giver.
The student clearly identifies a trait and states what the alleles are
for that trait and the letters to represent the alleles.
Mostly demonstrates an understanding of most of the science
terms associated with Punnett squares.
Mostly demonstrates an understanding of how to construct and
interpret Punnett squares.
Mostly explains, in some detail, which crosses would increase the
chances of the offspring expressing the trait that you’ve chosen.
Mostly demonstrates an understanding of how to construct a
Pedigree chart that has three generations.
Mostly explains, in detail, the Pedigree chart using most of the
correct scientific vocabulary.
Mostly analyzes and evaluates the possible long term effects of
“removing” the trait, such as in The Giver.
The student clearly identifies a trait and states what the alleles are
for that trait and the letters to represent the alleles.
Clearly demonstrates an understanding of all of the science terms
associated with Punnett squares.
Clearly demonstrates an understanding of how to construct and
interpret Punnett squares.
Explains, in detail, which crosses would increase the chances of
the offspring expressing the trait that you’ve chosen.
Clearly demonstrates an understanding of how to construct a
Pedigree chart that has three generations.
Explains, in detail, the Pedigree chart using all of the correct
scientific vocabulary.
Clearly analyzes and evaluates the possible long term effects of
“removing” your chosen trait, such as in The Giver. Makes
judgments to those effects.