Download HSLS4-1

HS-LS4-1 2014
HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
[Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological
evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological
development.]
D. Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic
information that influences their traits, and they pass this on to their offspring during reproduction.
Essential Questions
How is genetic information
passed through
generations?
What is the evidence of
CommonAncestery?
Content Statements
Genes are segments of
DNA molecules located in
the chromosome of each
cell. DNA molecules
contain information that
determines a sequence of
amino acids, which result
in specific proteins.
Enduring Understandings
There are predictable patterns of
inheritance, and the variation
that exists within a species is
related to its mode of
reproduction (sexual or asexual)
Labs, Investigation, and Student Experiences
1. Use jelly beans to show inheritance of traits over generations.
2. Allele Frequencies and Sickle Cell Anemia Lab
http://genetics-educationpartnership.mbt.washington.edu/class/activities/HS/sicklebean.htm
Cumulative Progress
Indicators
Explain the value and potential
applications of genome projects.
(5.3.12.D.1)
3. The Blue People of Troublesome Creek
The story of an Appalachian malady, an inquisitive doctor, and a
paradoxical cure
http://www.nclark.net/BluePeopleofTroublesomeCreek.html
4. Pipe Cleaner Babies
In this activity you will play the role of a parent, your lab
partner will play the role of the other parent. You will use
chromosome and gene models to create four offspring and
determine their genotypes and phenotypes. Then
mathematically, you will determine the probability of having
offspring with different traits.
http://www.biologycorner.com/worksheets/pipecleaner.html
5. Using Blood Tests to Identify Babies and Criminals
http://serendip.brynmawr.edu/sci_edu/waldron/pdf/BloodTypeG
eneticsProtocol.pdf
Modifications (ELLs, Special Education, Gifted and Talented)
· Teacher tutoring
· Peer tutoring
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HS-LS4-1 2014
21st Century Life and
Careers
9.3HL.1-.6
9.3ST.1-.6
Common Core Standards
Connections
ELA/Literacy: RST.11-12.1 RST11.12.8 WHST.9-12.2 WHST.9-12.5
WHST.9-12.7 WHST.9-12.9 SL.1112.4
Mathematics: MP.2 MP.4
Desired Results
Students will be able to…
1. Compare and contrast asexual and sexual types of
reproduction that occur on the cellular and multicellular
organism levels. Understand how asexual reproduction differs
from sexual reproduction. Know the advantages and
disadvantages of each.
2. Explain through the use of models or diagrams, why sexuallyproduced offspring are not identical to their parents.
3. Describe the events that occur in each meiotic phase.
4. Compare mitosis and meiosis; cite similarities and differences
5. Recognize that during the formation of gametes, or sex cells
(meiosis), the number of chromosomes is reduced by one half,
so that when fertilization occurs the diploid number is
restored.
6. Recognize random mutation (changes in DNA) and events
that occur during gamete formation and fertilization (i.e.,
crossing over, independent assortment and recombination of
chromosomes) as the sources of heritable variations that give
individuals within a speciessurvival and reproductive advantage
or disadvantage over others in the species.
Text:
Holt, Rinehart and Winston: Modern Biology
May 13, 2002
Essentials of Anatomy & Physiology (4th Edition)
Jan 13, 2006
by Frederic H. Martini and Edwin F. Bartholomew
Campbell Biology (9th Edition)
Oct 7, 2010
by Jane B. Reece and Lisa A. Urry
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HS-LS4-1 2014
7. Explain why sex-linked traits are expressed more frequently
in males.
8. Recognize that any environmental factor that influences gene
expression or alteration in hormonal balance may have an impact
on development.
9. Describe early embryonic development and distinguish each:
oogenesis, fertilization, cleavage, gastrulation and organ
formation.
10. Describe the structure and function of the human male and
female reproductive systems.
11. Model a random process (e.g., coin toss) that illustrates
which alleles can be passed from parent to offspring.
12. Describe the relationship between DNA, genes,
chromosomes, proteins and the genome.
13. Explain that a gene is a section of DNA that directs the
synthesis of a specific protein associated with a specific trait in
an organism.
14. Use Punnett squares, including dihybrid crosses, and
pedigree charts to determine probabilities and patterns of
inheritance (i.e. dominant/recessive, co-dominance,
autosomal/sex-linkage, multiple-allele inheritance).
15. Analyze a karyotype to determine chromosome numbers and
pairs. Compare and contrast normal and abnormal karyotypes.
16. Explain how sex chromosomes inherited from each parent
determines the gender of the offspring.
YOUR TASK
1. What did the scientists find out in this study? Write down everything they found out.
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2. Look at this model. This is for cells with tumor DNA injected:
Telomeres get
short.
The cell starts
making
telomerase
Telomeres stop
getting shorter.
Cells become
immortal (they
keep dividing
after 50
divisions).
Does the study support this model; contradict this model, or neither? Why?
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