Use these targets, vocabulary, rubrics, examples, and score sheet with the instructor's approved lesson and procedure. This is an assessment companion, not a complete lesson or safety authorization.
Student lessons, data, and worked answers: Unit 06 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Dissect a flower; trace its parts forward to seed and fruit.
The student works a Punnett square aloud (Page 4).
Floral parts, cross setup, and predicted ratio kept distinct.
You are making a decision, not adding up points. For each criterion, decide whether the work is Developing, Proficient, or Mastery — the column language tells you which. A criterion counts as mastered only when the student can both do the dissection and defend the plant biology behind it. Each student has three tokens per term; each token retries one rubric criterion. Approved accommodations, equipment failures, and approved absences are handled separately and do not consume these tokens.
Accept listed synonyms; use the distinction column to resolve near-matches.
| Canonical answer | Accepted synonyms | Common confusion / discriminator |
|---|---|---|
| Flower & reproduction | ||
| Stamen | male part (anther + filament) | Anther makes pollen; filament holds it up — not the carpel |
| Carpel | pistil (stigma, style, ovary) | Female part; the ovary becomes fruit, the ovule becomes seed |
| Pollination | pollen transfer | Pollen reaches the stigma — not the same as fertilization |
| Double fertilization | two-sperm fertilization | One sperm makes the embryo, the other the endosperm — unique to flowering plants |
| Seed, fruit & genetics | ||
| Ovule → seed | fertilized ovule | The fertilized ovule matures into the seed; the ovary into the fruit |
| Alternation of generations | sporophyte / gametophyte cycle | Life cycle alternates a diploid sporophyte and a haploid gametophyte |
| Dominant vs recessive | masking allele vs masked | A dominant allele masks the recessive in a heterozygote |
| Punnett square | cross-probability grid | Expected outcomes depend on parental genotypes and the inheritance model |
| Polyploidy | additional chromosome sets | Distinguish base number, gametes, embryo, and fertility assumptions |
| Selection response | offspring mean minus original mean | Environment and study design matter; not an individual genetic percentage |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Flower structure | Thinks a flower is decoration, not a reproductive organ. | Names petals and sepals but confuses the stamen and carpel parts. | Identifies sepals, petals, stamens (anther and filament), and the carpel (stigma, style, ovary) and states each part’s role in reproduction. |
| Pollination & double fertilization | Cannot explain how pollen reaches an egg. | Describes pollination but not double fertilization or its two products. | Traces pollination through double fertilization to the seed embryo and the endosperm, and explains how the ovary becomes fruit. |
| Seed, fruit & alternation of generations | Confuses seed tissues and life-cycle stages. | Names the stages but misassigns chromosome sets. | Explains seed/fruit formation and sporophyte/gametophyte stages, distinguishing embryo, endosperm, and maternal tissue ploidy in assigned examples. |
| Mendelian genetics & breeding | Cannot predict a defined cross. | Uses a model without checking inheritance or environmental assumptions. | Solves a monohybrid cross and assigned dihybrid, chi-square, selection, or ploidy tasks, distinguishing inherited variation from environmental effects. |
| Lab technique (flower dissection) | Cannot open a flower without destroying its parts. | Dissects a flower but mislabels the reproductive structures. | Dissects a flower cleanly, identifies every whorl under the hand lens, and documents a pollination or seed-set observation. |
| Integration (cross-domain) | Makes no supported connection between the source and the science. | Uses the source but needs help connecting evidence, writing, or limitations to the science. | Independently connects History, Reading, and Writing using a cited source, appropriate evidence, a limitation, and a scientific explanation. |
The split between Proficient and Mastery is tracing the part forward: it is not enough to name the ovary — the student follows it to the fruit, and the ovule to the seed. Ask “where does this part end up after fertilization?”
Read these before you grade. They show what Mastery and Developing actually sound like, plus the edge cases where you should coach rather than decide on the spot.
Student: ______________________________________ Date: _______________ Guide: _________________________
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Flower structure | Dev / Prof / Mast | |
| 2 | Pollination & double fertilization | Dev / Prof / Mast | |
| 3 | Seed, fruit & alternation of generations | Dev / Prof / Mast | |
| 4 | Mendelian genetics & breeding | Dev / Prof / Mast | |
| 5 | Lab technique (flower dissection) | Dev / Prof / Mast | |
| 6 | Integration (cross-domain) | Dev / Prof / Mast |
☐ No ☐ Yes — for criterion: __________
Tokens left this term after this session (choose one): ☐ 3 ☐ 2 ☐ 1 ☐ None left
Dev = Developing · Prof = Proficient · Mast = Mastery · Unsure between two levels? Circle the lower one and note what a re-do would need.