Proficiency Assessment
H.2L.3 Cellular Reproduction
Standard: Describe how asexual and sexual reproduction affects genetic diversity.
Title: Sexual Reproduction v. Asexual Reproduction
Introduction
Asexual Reproduction
 Mitosis produces clones, offspring genetically identical to parents, same # of
chromosomes in parental and offspring cell
 Mutation is the only source of variation
 Explain the generalized process of mitosis
Sexual Reproduction
 Meiosis is the process that produces sperm and eggs (gametes)
 Recombination of genes in meiosis produce a large amount of variation
 This variation in the reproductive cells of parents results in great variety of
possible gene combinations in offspring.
Vocabulary: mitosis, meiosis, haploid, diploid, homologous chromosomes, crossing over,
asexual/sexual reproduction, chromatids, parent cell, daughter cells, mutation, non-disjunction,
replication, spindle, translocation, interphase, prophase, metaphase, anaphase, telophase
Learning targets:
Describe how asexual reproduction affects genetic diversity.
Describe how sexual reproduction affects genetic diversity.
Assessment
In the role of a lawyer in a divorce case, students must write a paper evaluating the efficacy of
sexual and asexual reproduction, arguing why one is better than the other. The framework
provides for a comparison for the two.
Type: Case Study/Essay
Time needed: 1-2 class periods
Materials: Paper and pencil – can be typed at teacher’s discretion
Directions: Randomly assign students a client. Deliver student task description and
scoring guide to students. Give them time to process and write.
Curriculum, Instruction, and Assessment
September 4, 2012
Student Handout
Sexual Reproduction v. Asexual Reproduction Assessment
Docket Number ORMC0069
In the divorce proceedings of Sexual and Asexual Reproduction, there remains one
contested issue: Who gets to take the title “Best Reproductive Strategy Ever”? As
counsel for one of the two parties, you must effectively argue for your client to retain
the title “Best Reproductive Strategy Ever” and present your argument to the jury (me).
As you prepare your brief (that’s lawyer for argumentative paper), be thinking of reasons why
your client is the best reproductive strategy and why the opposition is not.
Your brief should include:
 Introduction to your client
 Reasons why your client is awesome
 Reasons why your client is not awesome
 Reasons why the opposition COULD be considered awesome
 Reasons why the opposition is most definitely NOT awesome
 Summary of why your client should keep the title “Best Reproductive Strategy Ever”
Check list
H.2L.3 Cellular Reproduction
Include the Following
Heading
Title
Name (First and Last)
Date
Class
Elements
Spelling
Conventions (capitalization, punctuation, paragraphs)
Use vocabulary from state standard: mitosis, meiosis, haploid, diploid,
homologous chromosomes, crossing over, asexual/sexual
reproduction, chromatids, parent cell, daughter cells, mutation, nondisjunction, replication, spindle, translocation, interphase, prophase,
metaphase, anaphase, telophase
See Directions/procedures
Scoring
See rubric
Format
Written explanation, argumentative essay format
Curriculum, Instruction, and Assessment
Evidence = X
September 4, 2012
Scoring Guide
H.2L.3 Cellular Reproduction
Standard: Describe how asexual and sexual reproduction effect genetic diversity.
Score
Description:
4.0
Exceeds
Explain how sexual reproduction produces more genetic diversity than
asexual reproduction and that each method has advantages and
disadvantages.
3.5
Can complete level 3.0 and can partially complete level 4.0.
3.0
Meets
Describe how asexual and sexual reproduction affect genetic diversity.
2.5
Can complete level 2.0 and can partially complete level 3.0 or 4.0
2.0
Nearly meets
Recognize that genetic diversity can be affected by the way an organism
reproduces.
1.5
Can complete level 1.0 and can partially complete level 2.0, 3.0, or 4.0.
1.0
Beginning
State the difference between asexual and sexual reproduction, with help
0.5
Can produce some evidence of basic knowledge, with help.
0.0
Has no
understanding
Cannot provide any evidence of knowledge or understanding, even with
help.
Curriculum, Instruction, and Assessment
September 4, 2012