Download You Be the Geneticist

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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE
approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Science – GRADE 7
Unit Organizer: Genetics
(Five weeks)
OVERVIEW:
By taking on the role of a geneticist, students will be able to relate the mechanisms by which traits are passed from one generation to the next
through the inheritance of genes and chromosomes, what determines whether a trait will appear in an individual (genotype, dominant/recessive)
or a generation (probabilities), and how this process can potentially be controlled (selective breeding). The students will also understand that
organisms can reproduce both sexually and asexually.
STANDARDS ADDRESSED IN THIS UNIT
Focus Standard(s):
S7L3. Students will recognize how biological traits are passed on to successive generations.
a. Explain the role of genes and chromosomes in the process of inheriting a specific trait.
b. Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals).
c. Recognize that selective breeding can produce plants or animals with desired traits.
Supporting Standard(s):
S7L4. Students will examine the dependence of organisms on one another and their environments.
c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.
S7L5. Students will examine the evolution of living organisms through inherited characteristics that promote survival of organisms and
the survival of successive generations of their offspring.
a. Explain that physical characteristics of organisms have changed over successive generations (e.g. Darwin’s finches and peppered moths of
Manchester).
b. Describe ways in which species on earth have evolved due to natural selection.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 7  YOU BE THE GENETICIST
JULY 2008 Page 1 of 9
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Georgia Performance Standards Framework for SCIENCE – GRADE 7
STANDARDS ADDRESSED IN THIS UNIT (continuation)
Characteristic of Science:
S7L3. Students will recognize how biological traits are passed on to successive generations.
a. Explain the role of genes and chromosomes in the process of inheriting a specific trait.
b. Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals).
c. Recognize that selective breeding can produce plants or animals with desired traits.
S7CS1. Students will explore of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their
own efforts to understand how the world works.
a. Understand the importance of—and keep—honest, clear, and accurate records in science.
b. Understand that hypotheses can be valuable, even if they turn out not to be completely accurate.
S7CS2. Students will use standard safety practices for all classroom laboratory and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and violations.
S7CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers, fractions, decimals, and
percents.
b. Use the mean, median, and mode to analyze a set of scientific data.
d. Draw conclusions based on analyzed data.
e. Decide what degree of precision is adequate, and round off appropriately.
S7CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities.
b. Use appropriate tools for measuring objects and/or substances.
c. Learn and use on a regular basis standard safety practices for scientific investigations.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 7  YOU BE THE GENETICIST
JULY 2008 Page 2 of 9
Copyright 2008 © All Rights Reserved
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Georgia Performance Standards Framework for SCIENCE – GRADE 7
S7CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing.
S7CS6. Students will communicate scientific ideas and activities clearly.
a. Write clear, step-by-step instructions for conducting particular scientific investigations, operating a piece of equipment, or following a
procedure.
b. Write for scientific purposes incorporating data from circle, bar and line graphs, two- way data tables, diagrams, and symbols.
c. Organize scientific information using appropriate simple tables, charts, and graphs, and identify relationships they reveal.
S7CS7. Students will question scientific claims and arguments effectively.
b. Identify the flaws of reasoning that are based on poorly designed research (i.e., facts intermingled with opinion, conclusions based on
insufficient evidence).
c. Question the value of arguments based on small samples of data, biased samples, or samples for which there was no control.
d. Recognize that there may be more than one way to interpret a given set of findings.
Nature of Science:
S7CS8. Students will investigate the characteristics of scientific knowledge and how that knowledge is achieved.
Students will apply the following to scientific concepts:
a. When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant,
which often requires further study. Even with similar results, scientists may wait until an investigation has been repeated many times
before accepting the results as meaningful.
b. When new experimental results are inconsistent with an existing, well-established theory, scientists may pursue further experimentation
to determine whether the results are flawed or the theory requires modification.
c. As prevailing theories are challenged by new information, scientific knowledge may change.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 7  YOU BE THE GENETICIST
JULY 2008 Page 3 of 9
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Georgia Performance Standards Framework for SCIENCE – GRADE 7
S7CS9. Students will investigate the features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing how
well a theory predicts, and comparing competing theories.
b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense
of collected evidence.
c. Scientific experiments investigate the effect of one variable on another. All other variables are kept constant.
d. Scientists often collaborate to design research. To prevent this bias, scientists conduct independent studies of the same questions.
e. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator’s credibility with other
scientists and society.
f. Scientists use technology and mathematics to enhance the process of scientific inquiry.
g. The ethics of science require that special care must be taken and used for human subjects and animals in scientific research. Scientists
must adhere to the appropriate rules and guidelines when conducting research.
ENDURING UNDERSTANDINGS
Students will understand that:
Genes and chromosomes determine the expressions of inherited traits.
Selective breeding is used to enhance a desired trait.
All organisms reproduce sexually or asexually.
Many traits of an organism are inherited from biological parents. (With the focus on which traits are and which are not.)
Selective breeding is used to enhance a desired trait.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 7  YOU BE THE GENETICIST
JULY 2008 Page 4 of 9
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for SCIENCE – GRADE 7
ESSENTIAL QUESTIONS:
How can I predict what traits will be passed from one generation to another?
Why is selective breeding important to me?
How is genetic material passed from parents to their offspring?
How can our knowledge of genetics be useful?
Why are genes important in determining hereditary traits?
How can a mutation be helpful?
How can you distinguish between a trait that is inherited from one that is environmentally induced?
Why do I look the way I do?
CONCEPTS:
Role of genes and chromosomes
Inheritance of specific traits
Asexual and sexual reproduction of organisms
Selective breeding
LANGUAGE:
DNA
Gene
Chromosome
Allele
Trait
Phenotype
Genotype
Probabilities
Dominant
Recessive
Sexual
Asexual
Punnett square
Variation
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 7  YOU BE THE GENETICIST
JULY 2008 Page 5 of 9
Copyright 2008 © All Rights Reserved
True-breeding
Homozygous
Heterozygous
Pedigree
Cloning
Genetic cross
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Georgia Performance Standards Framework for SCIENCE – GRADE 7
MISCONCEPTIONS
Genes and chromosomes are the same.
PROPER CONCEPTIONS
Each chromosome may contain many genes.
Dominant traits are those that will take over in a population.
All traits are determined by a single gene.
Dominants traits “cover” up recessive traits but are not necessary
more likely to be passed on to subsequent generations.
Some traits are determined by the environment or by a combination
of genes and the environment.
Hereditary traits are passed through genes/chromosomes present in
the gametes.
Mutations may be benign (harmless), harmful, or helpful depending
on the mutation, the organisms, and the environment.
Some traits are determined by multiple genes.
Since humans are more complex, they have more chromosomes.
An organism’s complexity is unrelated to its chromosome number.
All traits are determined by genes.
All hereditary traits are passed through the blood.
All mutations are harmful.
EVIDENCE OF LEARNING:
Culminating Task
(Students are provided with a bit of the genetic background for the beloved mascot, Uga VI, and challenged to give the pros and cons to cloning
versus breeding the new Uga VII. If they breed Uga VI, they need to describe the ideal attributes of his mate, Ugadette and create a
presentation to make their pitch to Uga’s owner.)
You’ve got a great idea to get season football tickets for every future University of Georgia football game, you’re going to be the parent of the
next UGA mascot, Uga VIII. Well, not you exactly, you’re going to buy a puppy that will mother the next Uga. You’ve just got to choose a
girl puppy (let’s call her Ugadette) and then convince the owners of the current Uga (VII), that your beautiful bulldog is the dog for the job.
This will be a challenge. Paws down, Uga is the cutest mascot in college football. Waddling by in his red jersey and black studded collar, this
prestigious all-white bulldog with a straight wiggling tail comes from a famous family of dogs who have been inspiring fighting spirit in
Georgia fans since 1956. As intimidating as Uga can be for the other team, he is really a loveable drooler who likes to lick children and lounge
inside his air-conditioned dog-house or atop a bag of ice cubes. The beefy 65-pound, all white Uga VI, replaced his father, Uga V as mascot in
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 7  YOU BE THE GENETICIST
JULY 2008 Page 6 of 9
Copyright 2008 © All Rights Reserved
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Georgia Performance Standards Framework for SCIENCE – GRADE 7
1999. Uga VI had eye surgery to repair a cataract. Eventually, Uga VII will be replaced by his son, but this puppy must have the right
combination of fighting spirit and friendliness required for his public appearances and duties on the playing field. Your job is to convince Uga
VII’s owners of how Ugadette could enhance that image.
Assignment: Create a presentation to pitch to Uga VII’s owners that your dog Ugadette is the best mother for the next Uga. Include in your
presentation why breeding with her would be even better than cloning Uga.
Bulldogs have been bred since the middle-ages when they were used to bait bulls, and breeders have learned a lot about how traits are inherited
during that time. For example, breeding two all white dogs always results in all white puppies. Brown dogs usually have brown puppies, but
occasionally have white puppies, too. Dogs with nice straight tails have puppies with straight tails, but dogs with screwed tails (twisted at the
base) usually have puppies with screwed tails, but can occasionally have dogs with straight tails. Finally, two dogs with cataracts will always
have puppies with cataracts, but some dogs without cataracts can have puppies with cataracts.
For your argument you will need to have the following:
1. Describe the traits that you would look for in Ugadette before you purchase her. Use some of the traits that there is evidence for
inheritance or make up your own. For each of these traits indicate if it would be necessary to include what her parents looked like.
2. Describe how each of the genes for white fur, straight tails, and cataracts are inherited. If you made up a trait, indicate how you think it
would have to be inherited to make the best Uga pup.
3. Diagram out the information you know about these traits in Uga VII and Ugadette.
4. Be able to make a prediction for Uga’s owners about what their son would likely look like, including his likelihood of developing
cataracts or some of the other traits Uga has.
5. A researcher has already approached Uga VII’s owners about producing a clone of Uga to serve as the next mascot. Explain how the
son of Uga VII and Ugadette would be better than a clone.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 7  YOU BE THE GENETICIST
JULY 2008 Page 7 of 9
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Georgia Performance Standards Framework for SCIENCE – GRADE 7
Rubric for Performance Task
CATEGORY
Exceeds “A”
Language and Evidence throughout the
Vocabulary
entire answer of use of
vocabulary to enhance
expression of meaning at
a level appropriate for the
audience. Text conveys
a uniform impression of
correctness.
Gene
Inheritance
description
All three traits are listed
correctly as recessive and
an explanation provided
for rationale.
Ugadette
description
All of the genotypes and
are given, and these are
tied to her phenotype.
All of the genotypes and
are given, and these are
tied to her phenotype.
All of the genotypes and
are given, and these are
tied to her phenotype.
Uga VII
description
Offspring
Proficient “B”
Evidence through much of
the answer of use of
vocabulary to enhance
expression of meaning at a
level appropriate for the
audience. Several errors
occur in word choices, but
they are minor.
All three traits are listed as
correctly as recessive, but no
rationale is given, or only
some of the traits are listed
correctly as recessive but the
rationale is good for those
that are correct.
Most of the genotypes and
are given, and these are tied
to her phenotype.
Most of the genotypes and
are given, and these are tied
to her phenotype.
Most of the genotypes and
are given, and these are tied
to her phenotype.
Meets “C”
Portions of the test
demonstrate use of
vocabulary to enhance
expression of meaning.
Errors occur in word
choices, but they do not
appear to be accidental,
but rather reveal gaps in
knowledge.
Some of the traits are
mistakenly presented as
dominant and the rationale
is faulty.
Mandatory Redo
There is little or no evidence of
use of appropriate vocabulary to
enhance expression of meaning.
There is an overall impression of
the text being error-ridden.
Genotypes and are given,
as are a description of
phenotype.
Genotypes and are given,
as are a description of
phenotype.
Genotypes and are given,
as are a description of
phenotype.
No genotypes or phenotypes are
given.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 7  YOU BE THE GENETICIST
JULY 2008 Page 8 of 9
Copyright 2008 © All Rights Reserved
No mention is made of whether
traits are dominant or recessive.
No genotypes or phenotypes are
given.
No genotypes or phenotypes are
given.
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Georgia Performance Standards Framework for SCIENCE – GRADE 7
Clone benefits
A complete comparison
is made between the
genotype of Uga VII and
his potential offspring. It
is clearly stated to what
degree that the clone
would resemble Uga VII,
and a decision of
preference is stated.
The genotype of Uga VII and
his offspring are partially
compared, and it is clearly
stated to what degree that the
clone would resemble Uga
VI, and a decision of
preference is stated.
Uga VII’s clone is
mentioned as is his
offspring, but it is unclear
to what degree the clone
would resemble Uga VI,
so an accurate a decision
of preference is not
possible.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SCIENCE  GRADE 7  YOU BE THE GENETICIST
JULY 2008 Page 9 of 9
Copyright 2008 © All Rights Reserved
No comparison is made between
Uga VII’s clones and his
offspring.