Download Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA

Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
Overview
In this chapter, students will learn about DNA and be able to describe its role in controlling the characteristics of
organisms. They will use models and diagrams to represent relationships between DNA, genes and chromosomes.
They will be able to explain the role of meiosis and fertilisation in the passing on of genetic information, describe
patterns of inheritance of a simple dominant/recessive characteristic through generations of a family and predict
simple ratios of offspring genotypes and phenotypes. They will describe and explain mutations as changes in DNA or
chromosome numbers, describe the development of the double helix model and investigate the history and impact of
developments of genetic knowledge. They will discuss applications of gene technologies and genetic modification;
they will describe the role of genetic testing in decision-making relating to embryo selection and identification of
carriers of genetic mutations and the use of this information by companies and medical authorities.
Strand
Content description and elaborations
Science understanding
BIOLOGICAL SCIENCES
The transmission of heritable characteristics from one generation to the next involves DNA and genes
 describing the role of DNA as the blueprint for controlling the characteristics of organisms
 using models and diagrams to represent the relationship between DNA, genes and chromosomes
 recognising that genetic information passed on to offspring is from both parents by meiosis and fertilisation
 representing patterns of inheritance of a simple dominant/recessive characteristic through generations of a
family
 predicting simple ratios of offspring genotypes and phenotypes in crosses involving dominant/recessive gene
pairs or in genes that are sex-linked
 describing mutations as changes in DNA or chromosomes and outlining the factors that contribute to causing
mutations
Science as a human endeavour
NATURE AND DEVELOPMENT OF SCIENCE
Scientific understanding, including models and theories, are contestable and are refined over time through a process
of review by the scientific community
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
 investigating the development of the Watson and Crick double helix model for the structure of DNA
 investigating the history and impact of developments in genetic knowledge
Advances in scientific understanding often rely on developments in technology and technological advances are often
linked to scientific discoveries
 recognising that the development of fast computers has made possible the analysis of DNA sequencing, radio
astronomy signals and other data
USE AND INFLUENCE SCIENCE
Advances in science and emerging sciences and technologies can significantly affect people’s lives, including
generating new career opportunities
 investigating the applications of gene technologies such as gene therapy and genetic engineering
The values and needs of contemporary society can influence the focus of scientific research
 considering the use of genetic testing for decisions such as genetic counselling, embryo selection, identification
of carriers of genetic mutations and the use of this information for personal use or by organisations such as
insurance companies
Science inquiry skills
QUESTIONING AND PREDICTING
Formulate questions or hypotheses that can be investigated scientifically
 evaluating information from secondary sources as part of the research process
 developing ideas from students’ own or others' investigations and experiences to investigate further
PLANNING AND CONDUCTING
Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to
collect reliable data; assess risk and address ethical issues associated with these methods
 combining research using primary and secondary sources with a student’s own experimental investigation
 using modelling and simulations, including using digital technology, to investigate situations and events
Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and
record data
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
 explaining the choice of variables to be controlled, changed and measured in an investigation
 ensuring that any investigation involving or impacting on animals is justified, humane and considerate of each
animal’s needs
 learning specific skills for the use of scientific instruments
 considering the potential hazards of chemicals or biological materials used in experimental investigations
 describing specific safety precautions required for investigations
PROCESSING AND ANALYSING DATA AND INFORMATION
Analyse patterns and trends in data, including describing relationships between variables and identifying
inconsistencies. Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
 designing and constructing appropriate graphs to represent data, and analysing graphs for trends and patterns
 calculating means and ranges from data and considering the distribution of sets of quantitative data
 using spreadsheets to present data in tables and graphical forms and to carry out mathematical analyses on data
 comparing conclusions with earlier predictions and reviewing scientific understanding where appropriate
 suggesting more than one possible explanation of the data presented
EVALUATING
Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve
problems
 explaining why suggested changes will improve the accuracy of investigations
 researching the methods used by scientists in studies reported in the media
 describing how scientific arguments are used to make decisions regarding personal and community issues
COMMUNICATING
Communicate scientific ideas and information for a particular purpose, including constructing evidence-based
arguments and using appropriate scientific language, conventions and representations
 presenting results and ideas using formal experimental reports, oral presentations, slide shows, poster
presentations and contributing to group discussions
 using secondary sources as well as a student’s own findings to help explain a scientific concept
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
Unit 1.1 DNA the molecule
Strand
Content description and elaborations
Suggested teaching and learning strategies
Pearson science 10
resources
Science
understanding
BIOLOGICAL SCIENCES
The transmission of heritable characteristics
from one generation to the next involves
DNA and genes
 describing the role of DNA as the
blueprint for controlling the
characteristics of organisms
 using models and diagrams to
represent the relationship between
DNA, genes and chromosomes
Interactive lesson – The nucleus as a store of
genetic material
Drag and drop – The molecule of life
Pearson Reader
science4fun – What do you know?
SB: p. 2
science4fun
Deoxyribonucleic acid
Introduce DNA and what it is, how it is recognised
and its basic characteristics. Describe complementary
base pairing
SB: pp. 2–3
Prac 1 – Investigating DNA
SB: p. 8 Prac 1
Prac 2 – Modelling DNA
SB: p. 9 Prac 2
Prac 3 – Make your own DNA
SB: p. 9, Prac 3
Activity book 1.1 – Structure of DNA
AB: 1.1
Genes and chromosomes
SB: p. 4
Describe the relationship between DNA, genes and
chromosomes
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Register
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
Science as a human
endeavour
Science inquiry
NATURE AND DEVELOPMENT OF
SCIENCE
Scientific understanding, including models
and theories, are contestable and are refined
over time through a process of review by
the scientific community
 investigating the development of the
Watson and Crick double helix
model for the structure of DNA
 investigating the history and impact
of developments in genetic
knowledge
Discovery of DNA
Discuss the contributions that various scientists have
made to the discovery of DNA
Teacher companion extension activities
Teacher companion
Activity book 1.2 – Discovery of DNA
AB: 1.2
Inquiring question 2
SB: p. 7 Inquiring
Q2
PLANNING AND CONDUCTING
Plan, select and use appropriate
investigation methods, including field work
and laboratory experimentation, to collect
reliable data; assess risk and address ethical
issues associated with these methods
 combining research using primary
and secondary sources with a
student’s own experimental
investigation
 using modelling and simulations,
SB: pp. 5–6 SHE
SB: p. 7 Inquiring
Q1–2
Inquiring questions 1–2
Prac 1 – Investigating DNA
SB: p. 8 Prac 1
Prac 2 – Modelling DNA
SB: p. 9 Prac 2
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
including using digital technology, to
investigate situations and events
Prac 3 – Make your own DNA
SB: p. 9 Prac 3
Prac 1 – Investigating DNA
SB: p. 9 Prac 1
Prac 2 – Modelling DNA
SB: p. 9 Prac 2
Prac 2 – Modelling DNA
SB: p. 9 Prac 2
EVALUATING
Critically analyse the validity of
information in secondary sources and
evaluate the approaches used to solve
problems
Inquiring question 1
SB: p. 7 Inquiring
Q1
Prac 2 – Modelling DNA
SB: p. 9 Prac 2
COMMUNICATING
Communicate scientific ideas and
information for a particular purpose,
Inquiring question 1
SB: p. 7 Inquiring
Q1
Prac 1 – Investigating DNA
SB: p. 8 Prac 1
Select and use appropriate equipment,
including digital technologies, to
systematically and accurately collect and
record data
 explaining the choice of variables to
be controlled, changed and measured
in an investigation
PROCESSING AND ANALYSING
DATA AND INFORMATION
Analyse patterns and trends in data,
including describing relationships between
variables and identifying inconsistencies
Use knowledge of scientific concepts to
draw conclusions that are consistent with
evidence
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
including constructing evidence-based
arguments and using appropriate scientific
language, conventions and representations
 using secondary sources as well as a
student’s own findings to help
explain a scientific concept
Unit assessment
Prac 2 – Modelling DNA
SB: p. 9 Prac 2
Prac 3 – Make your own DNA
SB: p. 9 Prac 3
Complete selected unit review questions
SB: p. 7 Unit
review
Research portfolio
SB: p. 7 Inquiring
Q1–2
Unit 1.2 Making new cells
Strand
Content description and elaboration
Suggested teaching and learning strategies
Pearson science 10
resources
Science
understanding
BIOLOGICAL SCIENCES
The transmission of heritable characteristics
from one generation to the next involves
DNA and genes
 describing the role of DNA as the
blueprint for controlling the
characteristics of organisms
 using models and diagrams to
represent the relationship between
DNA, genes and chromosomes
 recognising that genetic information
passed on to offspring is from both
Interactive lesson – Cell division
Interactive activity – Genetics crossword
Pearson Reader
Drag and drop – Meiosis
science4fun – Variation
SB: p. 10
science4fun
Replicating the DNA
DNA is copied in the cells by replication
SB: p. 11
Cell division
Explain mitosis and meiosis using diagrams.
Describe the relationship between the chromosome
number and these processes
SB: p. 12
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Register
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
parents by meiosis and fertilisation
Science inquiry
Unit assessment
Prac 1 – Observing mitosis
SB: p. 17 Prac 1
Activity book 1.3 – Mitosis
AB: 1.3
Prac 2 – Observing meiosis
SB: p. 17 Prac 2
Activity book 1.4 – Meiosis
AB: 1.4
Asexual and sexual reproduction
Discuss the differences between asexual and sexual
reproduction and how this relates to genetic
information carried on chromosomes
SB: p. 14
PROCESSING AND ANALYSING
DATA AND INFORMATION
Use knowledge of scientific concepts to
draw conclusions that are consistent with
evidence
Prac 1 – Observing mitosis
SB: p. 17 Prac 1
Prac 2 – Observing meiosis
SB: p. 17 Prac 2
COMMUNICATING
Communicate scientific ideas and
information for a particular purpose,
including constructing evidence-based
arguments and using appropriate scientific
language, conventions and representations
 using secondary sources as well as a
student’s own findings to help
explain a scientific concept
Prac 1 – Observing mitosis
SB: p. 17 Prac 1
Prac 2 – Observing meiosis
SB: p. 17 Prac 2
Complete selected unit review questions
SB: pp. 15–16 Unit
review
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
Research portfolio
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
SB: p. 16 Inquiring
Q1–3
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
Unit 1.3 Characteristics and inheritance
Strand
Content description and elaboration
Suggested teaching and learning strategies
Pearson science 10
resources
Science
understanding
BIOLOGICAL SCIENCES
The transmission of heritable
characteristics from one generation to the
next involves DNA and genes
 describing the role of DNA as the
blueprint for controlling the
characteristics of organisms
 using models and diagrams to
represent the relationship between
DNA, genes and chromosomes
 representing patterns of inheritance
of a simple dominant/recessive
characteristic through generations of
a family
 predicting simple ratios of offspring
genotypes and phenotypes in crosses
involving dominant/recessive gene
pairs or in genes that are sex-linked
 describing mutations as changes in
DNA or chromosomes and outlining
the factors that contribute to causing
mutations
Interactive lesson – Variation of organisms
Pearson Reader
science4fun – Family resemblances
SB: p. 18
science4fun
Discovering genetics
Introduce the work of Mendel
SB: p. 18
Dominant/recessive inheritance
Explain dominant and recessive and genotype and
phenotype. Explain the use of Punnett squares to
determine the proportions of various genotypes and
phenotypes resulting from a cross
SB: p. 19
Incomplete dominance
Compare complete with incomplete dominance
SB: p. 21
Activity book 1.5 – Punnett squares
AB: 1.5
Activity book 1.6 – Pedigree analysis
AB: 1.6
Sex determination
Explain the link between chromosomes and the
gender of offspring: sex-linkage
SB: p. 22
Prac 1 – Chance variation
SB: p. 24 Prac 1
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Register
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
Activity book 1.7 – Sex-linked genes
AB: 1.7
Chromosomal abnormalities
Introduce mutations as a result of the processes
where the information passed on is different
SB: p. 22
Science as a human
endeavour
NATURE AND DEVELOPMENT OF
SCIENCE
Scientific understanding, including models
and theories, are contestable and are
refined over time through a process of
review by the scientific community
 investigating the history and impact
of developments in genetic
knowledge
Discovering genetics
Introduce the work of Mendel
SB: p. 18
Science inquiry
PLANNING AND CONDUCTING
Plan, select and use appropriate
investigation methods, including field work
and laboratory experimentation, to collect
reliable data; assess risk and address
ethical issues associated with these
methods
 using modelling and simulations,
including using digital technology,
to investigate situations and events
Inquiring Q1
SB: p. 23 Inquiring
Q1
Prac 1 – Chance variation
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
SB: p. 24 Prac 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
PROCESSING AND ANALYSING
DATA AND INFORMATION
Analyse patterns and trends in data,
including describing relationships between
variables and identifying inconsistencies
 calculating means and ranges from
data and considering the distribution
of sets of quantitative data
Prac 1 – Chance variation
SB: p. 24 Prac 1
Activity book 1.5 – Punnett squares
AB: 1.5
Activity book 1.6 – Pedigree analysis
AB: 1.6
Activity book 1.7 – Depends on sex
AB: 1.7
Use knowledge of scientific concepts to
draw conclusions that are consistent with
evidence
COMMUNICATING
Communicate scientific ideas and
information for a particular purpose,
including constructing evidence-based
arguments and using appropriate scientific
language, conventions and representations
 presenting results and ideas using
formal experimental reports, oral
presentations, slide shows, poster
presentations and contributing to
group discussions
 using secondary sources as well as a
student’s own findings to help
explain a scientific concept
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
Unit assessment
Complete selected unit review questions
SB: p. 23 Unit
review
Research portfolio
SB: p. 23 Inquiring
Q1
Unit 1.4 Gene technology
Strand
Content description and elaboration
Suggested teaching and learning strategies
Pearson science 10
resources
Science
understanding
BIOLOGICAL SCIENCES
The transmission of heritable
characteristics from one generation to the
next involves DNA and genes
 describing the role of DNA as the
blueprint for controlling the
characteristics of organisms
 using models and diagrams to
represent the relationship between
DNA, genes and chromosomes
Interactive lesson – Genetic engineering and its
applications in biotechnology
Video – Genetically modified foods
Pearson Reader
Genetic modification
Define genetic modification and explain how genes
can be modified and how this works using examples
of crops such as:
 canola
 rice
SB: pp. 25–26
Prac 1 – Genetic modification
SB: p. 33 Prac 1
Activity book 1.8 – Genetically modified food
AB: 1.8
science4fun – Spliced vegetables
SB: p. 26
science4fun
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Register
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
Science as a human
endeavour
Gene splicing
Describe the process of gene splicing
SB: p. 26
Human Genome Project
Define a genome and describe the aims of the
Human Genome Project
SB: p. 27
Gene testing
Describe how scientists test for genes. Discuss the
benefits and disadvantages of knowing about a
person’s genetic make up
SB: p. 28
Gene therapy/treating cancer
Explain medical advances in the investigation of
gene therapy and treating cancer
SB: p. 29
Prac 2 – Genetic technologies
SB: p. 33 Prac 2
NATURE AND DEVELOPMENT OF
SCIENCE
Scientific understanding, including models
and theories, are contestable and are
refined over time through a process of
review by the scientific community
 investigating the history and impact
of developments in genetic
knowledge
Stem cells
SB: p. 30–31 SHE
USE AND INFLUENCE SCIENCE
Discuss the research and implications of stem cell
technology
Teacher companion activities considering issues in
science
Teacher companion
Activity book 1.9 – Stem cells
AB: 1.9
Inquiring question 3
SB: p. 32 Inquiring
Q3
Prac 1 – Genetic modification – public opinion
SB: p. 33 Prac 1
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
Advances in science and emerging sciences
and technologies can significantly affect
people’s lives, including generating new
career opportunities
 investigating the applications of
gene technologies such as gene
therapy and genetic engineering
The values and needs of contemporary
society can influence the focus of scientific
research
Prac 2 – Genetic technologies
SB: p. 33 Prac 2
Activity book 1.8 – Genetically modified food
AB: 1.8
Activity book 1.9 – Stem cells
AB: 1.9
 considering the use of genetic testing
for decisions such as genetic
counselling, embryo selection,
identification of carriers of genetic
mutations and the use of this
information for personal use or by
organisations such as insurance
companies
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
Science inquiry
QUESTIONING AND PREDICTING
Formulate questions or hypotheses that can
be investigated scientifically
 evaluating information from
secondary sources as part of the
research process
 developing ideas from students’ own
or others' investigations and
experiences to investigate further
Prac 1 – Genetic modification – public opinion
SB: p. 33 Prac 1
PLANNING AND CONDUCTING
Plan, select and use appropriate
investigation methods, including field work
and laboratory experimentation, to collect
reliable data; assess risk and address
ethical issues associated with these
methods
 combining research using primary
and secondary sources with a
student’s own experimental
investigation
Inquiring questions 1–3
SB: p. 32
Inquiring Q1–3
Prac 1 – Genetic modification – public opinion
SB: p. 33 Prac 1
Prac 2 – Genetic technologies
SB: p. 33 Prac 2
Select and use appropriate equipment,
including digital technologies, to
systematically and accurately collect and
record data
 learning specific skills for the use of
scientific instruments
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
PROCESSING AND ANALYSING
DATA AND INFORMATION
Analyse patterns and trends in data,
including describing relationships between
variables and identifying inconsistencies
Prac 1 – Genetic modification – public opinion
SB: p. 33 Prac 1
Prac 2 – Genetic technologies
SB: p. 33 Prac 2
Inquiring questions 1–3
SB: p. 32
Use knowledge of scientific concepts to
draw conclusions that are consistent with
evidence
EVALUATING
Critically analyse the validity of
information in secondary sources and
evaluate the approaches used to solve
problems
 describing how scientific arguments
are used to make decisions regarding
personal and community issues
Inquiring Q1–3
Prac 1 – Genetic modification – public opinion
SB: p. 33 Prac 1
Prac 2 – Genetic technologies
SB: p. 33 Prac 2
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
COMMUNICATING
Communicate scientific ideas and
information for a particular purpose,
including constructing evidence-based
arguments and using appropriate scientific
language, conventions and representations
 presenting results and ideas using
formal experimental reports, oral
presentations, slide shows, poster
presentations and contributing to
group discussions
Unit assessment
Prac 1 – Genetic modification – public opinion
SB: p. 33 Prac 1
Complete selected unit review questions
SB: p. 32 Unit
review
Research portfolio
SB: p. 32 Inquiring
Q1–3
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
Chapter review
Suggested teaching and learning strategies
Pearson science 10 resources
Complete the chapter review questions at the end of the chapter
SB: p. 34 Chapter review
Complete the thinking scientifically questions at the end of the chapter
SB: pp. 35–36 Thinking scientifically
Reteach and relearn
Teacher companion
Quick quiz (revision)
Teacher companion
Interactive quiz
Pearson Reader
Activity book 1.10 – Literacy review
AB: 1.10
Review glossary of terms introduced in the chapter
SB: p. 37 Glossary
Chapter test
Pearson Reader
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1
Register
Pearson science 10 Teaching Program
3–4 weeks
Chapter 1
DNA and genetics
Program review and evaluation
Topic
Modifications required in program
Additional practicals and skill development
Assessment for learning strategies
Projects undertaken
Websites
Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1