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Heredity and Adaptation
Crazy Traits
™
Real Investigations in
Science and Engineering
Overview Chart for Investigations–Crazy Traits
Investigation
Key Question
Summary
Learning Goals
A1
Dominant and
Recessive Traits
Pages 1-6
50 minutes
What are dominant
and recessive traits?
• Explain that there is a dominant
and recessive allele for
many genes.
• Discuss why traits can
“skip” generations.
• Observe that the dominant allele is
not necessarily the most common
allele in a given population.
A2
Other Patterns of
Inheritance
Pages 7-12
50 minutes
What are some
exceptions to
the basic model
of inheritance?
A3
Crazy Traits
Pages 13-20
100 minutes
What role does
probability play
in heredity?
A4
Predicting Traits
Pages 21-28
50 minutes
How can you
predict genotypes
and phenotypes?
A5
Adaptations
Pages 29-36
50 minutes
How do adaptations
help an organism
survive in
its environment?
Students discover that some traits
typically have two forms—a dominant
form and a recessive form. The students
look at a sample population of Crazy
Creature faces and count how many
individuals have each form of the
facial traits. Students use this data to
hypothesize which form of each trait is
dominant and which is recessive.
Students look at some Crazy Creature
data about traits that do not follow
the basic rules for dominance.
Students make predictions about
skin and eye color from what they
already understand about how traits
are passed on. Then, students color
data sheets for these traits and count
the creatures with each form to
learn about incomplete dominance
and codominance.
Students learn how probability
affects an organism’s genetic makeup.
Students flip coins to determine which
alleles a Crazy Creature offspring will
inherit from its parents. Students build
the creature and compare their creation
to their classmates. They discover how
genetically diverse the population can
be even with just 14 traits.
Students look at Punnett squares
to determine the most probable
phenotype for each trait of the
offspring. Students then flip coins to see
what genotypes and phenotypes the
offspring will actually have. This shows
students that even though Punnett
squares can be used to predict the
outcome, chance still plays a huge role
in genetics.
Students are challenged to think
about how an organism is suited for
its environment. The class rolls a die
to determine habitats. Then students
choose traits that will be advantageous
for survival. Finally, students play the
game of Adaptation Survivor to explore
the connection between adaptations
and changes in the environment.
Vocabulary
allele
dominant allele
gene
recessive allele
trait
• Develop and use models to predict codominance
the inheritance of traits.
complete dominance
• Predict phenotypes that are the
incomplete
result of incomplete dominance.
dominance
phenotype
• Model how the alleles an organism
receives are determined by which
of its parents’ alleles are passed on.
• Identify the role probability plays
in determining an organism’s
genetic makeup.
• Relate that an organism’s genotype
determines its phenotype.
genotype
heterozygous
homozygous
phenotype
probability
• Read and interpret
Punnett square
Punnett squares.
• Use Punnett squares to determine
the most probable genotype and
phenotype for a given cross.
• Compare predictions to actual
results and model how probability
influences heredity.
• Describe what is meant by the
term adaptation.
• Distinguish between physical and
behavioral adaptations.
• Understand how certain
adaptations are favorable
in given habitats and in
particular scenarios.
adaptation
evolution
extinction
natural selection
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Overview Chart for Investigations–Crazy Traits
A6
Investigation
Key Question
Changing
Environments
Pages 37-42
50 minutes
How do changes in
the environment
influence
adaptations?
Summary
Learning Goals
Vocabulary
Students further explore the concept
that an organisms’ adaptations are
specially designed for its particular
habitat. Students use the Crazy Creature
that they created in Investigation A-6.
The class rolls for a new environment.
Then, students describe how the
changing environment will affect
their creature.
Engineering Crazy How do breeders
Students explore the concept of
Creatures
“engineer”
artificial selection, also called selective
organisms
suited
for
breeding. They design a creature to
Pages 43-50
a
specific
purpose?
perform a specific agricultural task.
50 minutes
Then, they model how breeders select
traits over generations until they
achieve the desired result.
• Explain, using examples, that
organisms are specially adapted
for their environment.
• Develop an appreciation for
the conservation of the world’s
disappearing habitats.
B1
A Basic Model for
Inheritance
Pages 51-58
50 minutes
How can you identify
dominant and
recessive forms of
a trait?
• Discover that there are dominant
and recessive forms for
many traits.
• Calculate gene frequency in
a population.
• Model how traits can
“skip” generations.
allele
dominant allele
gene
genetics
heredity
recessive allele
trait
B2
Other Patterns of
Inheritance
Pages 59-66
50 minutes
What are some
exceptions to
the basic model
of inheritance?
• Recognize that not all traits are the
result of complete dominance.
• Explain that in codominance,
both forms of a trait are expressed
at once.
• Explain that in incomplete
dominance, both forms of the trait
blend to form a new trait.
codominance
complete dominance
incomplete
dominance
phenotype
A7
Students discover that most traits
typically have two forms—a dominant
form and a recessive form. The students
look at a sample population of Crazy
Creature faces and count how many
individuals have each form of the facial
traits. Students learn to calculate the
gene frequency by creating a ratio and
use this data to hypothesize which form
of each trait is dominant and which
is recessive.
Students look at some Crazy Creature
data about traits that do not follow
the basic rules for dominance.
Students make predictions about
skin and eye color from what they
already understand about how traits
are passed on. Then, students color
data sheets for these traits and count
the creatures with each form to
learn about incomplete dominance
and codominance.
adaptation
evolution
genetic variation
habitat
natural selection
• Model how humans influence the DNA
inherited traits in some organisms. genetic engineering
• Describe how technology has
selective breeding
changed the process of genetic
(also known as
modification and enhancement.
artificial selection)
• Compare and contrast the
processes of natural and
artificial selection.
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Overview Chart for Investigations–Crazy Traits
Investigation
Key Question
B3
Inheritance and
Probability
Pages 67-76
100 minutes
What role does
probability play
in inheritance?
Students flip coins to determine which • Model how traits are passed on
alleles a Crazy Creature offspring will
from parents to offspring.
inherit from its parents. They learn how • Model the role of probability in the
an organism’s genotype determines
process of heredity.
its phenotype. Students build the
• Relate that an organism’s genotype
creature that they flip for and compare
determines its phenotype.
their creation to their classmates’. This
shows students how genetically diverse
the organisms can be even with just
14 traits.
asexual reproduction
gametes
genotype
heterozygous
homozygous
phenotype
probability
sexual reproduction
B4
Punnett Squares
Pages 77-84
50 minutes
How are Punnett
squares used to
make predictions
about inheritance?
• Create Punnett squares to
determine the most probable
genotype and phenotype for a
given cross.
• Make predictions with Punnett
squares and test predictions.
• Calculate the probability of
inheriting a certain genotype
and phenotype.
Punnett square
B5
Pedigrees and
Genetic Disorders
Pages 85-92
50 minutes
How can a pedigree
be used to trace a
genetic disorder
over generations?
• Create a pedigree chart using
genetic information.
• Use the proper terminology when
discussing genetics.
• Model how genetic disorders are
passed down through generations.
carrier
genetic disorder
mutation
pedigree
B6
Crazy Adaptations How does the
environment
Pages 93-100
influence traits?
100 minutes
• Describe how an organism is
adapted to its environment.
• Identify favorable and
unfavorable adaptations.
• Explain that organisms change
slowly over millions of years as the
environment changes.
adaptation
evolution
extinction
natural selection
B7
Natural Selection
Pages 101-108
100 minutes
Students learn how to use Punnett
squares to predict the most likely
traits of the offspring of the creatures
they built. Two groups work together
and “mate” the Crazy Creatures that
they flipped for in the previous
investigation. Students create Punnett
squares to determine the most
probable phenotype for each trait of
the offspring.
Students learn about pedigrees by
studying a sample. Then, students
are challenged to create their own
pedigree about a genetic disorder in
Crazy Creatures called “night blindness.”
Students flip coins to determine what
alleles are passed on from generation
to generation. Students draw and color
the pedigree as they flip for traits.
Students are challenged to think about
how an organism is adapted to its
environment. The class rolls a die to
determine their habitat. They also play
a game of “Adaptation Survivor” in
which points are awarded or deducted
for having or not having a particular
trait in a given scenario. The game
continues until all the creatures are
“extinct” except one—the winner!
Students model the process of natural
selection using common materials to
represent different populations of Crazy
Creatures. They deduce that individuals
with favorable adaptations survive to
pass their alleles on to offspring.
• Construct an explanation, based
on evidence, for how natural
selection leads to adaptations in
a population.
• Appreciate the importance of
genetic variation in a population
of organisms.
evolution
genetic variation
natural selection
species
How does the
environment
influence traits?
Summary
Learning Goals
Vocabulary
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Overview Chart for Investigations–Crazy Traits
Investigation
Key Question
B8
Speciation
Pages 109-114
100 minutes
How does a new
species evolve?
B9
Biodiversity and
Human Impact
Pages 115-120
250 minutes
How do human
activities influence
biodiversity?
C1
Sex-Linked Traits
Pages 121-126
100 minutes
What are sex-linked
traits and how are
they passed on to
offspring?
C2
The
Hardy‑Weinberg
Principle
Pages 127-134
100 minutes
How can the
frequency of alleles
and genotypes in
a population be
calculated?
Summary
Students study ten ancestors of present
day Crazy Creatures, looking for
similarities and differences. Students
will then be challenged to create a
cladogram showing the evolutionary
history of these organisms. Students
will be asked to think about what
environmental conditions may have
led to the adaptations in the organisms
over time.
Learning Goals
• Recognize similarities
and differences among
related organisms.
• Draw a cladogram that shows
relationships among organisms.
• Hypothesize about what
environmental conditions may
have led to different adaptations.
• Develop a theory about how a new
species forms.
Students conduct research on an
• Use the engineering cycle to solve
endangered or threatened species. They
a problem.
design a proposal to protect the species • Plan and evaluate a solution to a
from extinction. The product will be
problem in the community.
either an electronic presentation or
• Explain why biodiversity is
website, a brochure, or an exhibit about
important to an ecosystem.
the species they chose.
Students learn about sex-linked traits. • Explain that some traits are carried
Students are given information about
on the sex chromosomes.
the parent generation in a family
• Show how sex-linked traits are
that suffers from night-blindness,
passed on from parent to offspring.
a sex-linked disorder carried on the
• Draw pedigrees when given
X chromosome. Students flip coins
genotypes and phenotypes.
to see what possible genotypes and
phenotypes their offspring could have.
Finally, students use the information to
create a pedigree about this family.
Students learn about the
• Apply the Hardy-Weinberg
Hardy‑Weinberg Principle, which can be
principle to a simulation.
used to calculate allele and genotype
• Describe what conditions
frequency in a population. Students
must be met in order to reach
draw cards and simulate mating by
Hardy‑Weinberg equilibrium.
trading cards with other students.
• Model a shift in allele and
Students calculate the gene frequency
genotype frequencies
over five generations to see how the
over generations.
population shifts.
Vocabulary
ancestor
cladogram
evolution
fossil
natural selection
species
biodiversity
ecosystem
extinction
mass extinction
succession
pedigree
sex chromosomes
sex-linked traits
allele frequency
gene pool
Hardy-Weinberg
principle
mutation
Getting Started with Crazy Traits
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Next Generation Science Standards Correlation
CPO Science Link investigations are designed for successful implementation of the Next Generation Science Standards. The
following chart shows the NGSS Performance Expectations and dimensions that align to the investigations in this title.
NGSS Performance Expectations
Crazy Traits Investigations
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more
manageable problems that can be solved through engineering.
B9
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the
environment and biodiversity.
B9
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the
instructions for characteristic traits passed from parents to offspring.
C1
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed
traits in a population.
B1, B2, B3, B4, B5, C2
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from
four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation
of individuals in a species due to mutation and sexual reproduction, (3) competition for limited
resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in
the environment.
B8
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of
populations.
B7
HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result
in: (1) increases in the number of individuals of some species, (2) the emergence of new species
over time, and (3) the extinction of other species.
B6
MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring
with identical genetic information and sexual reproduction results in offspring with
genetic variation.
A1, A2, A3, A4
MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits
in a population increase some individuals’ probability of surviving and reproducing in a
specific environment.
A5, A6
MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans
influence the inheritance of desired traits in organisms.
A7
*
Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that
developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.
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Next Generation Science Standards Correlation (cont’d)
NGSS
Science and
Engineering
Practices
Crazy Traits
Investigations
NGSS
Disciplinary Core
Ideas
Crazy Traits
Investigations
NGSS Crosscutting
Concepts
Crazy Traits
Investigations
Analyzing and
Interpreting Data
B1, B2, B3, B4, B5, C2
LS2.C: Ecosystem
Dynamics, Functioning,
and Resilience
B9
Cause and Effect
A1, A2, A3, A4, A5,
A6, A7, B5, B6, B7,
B8, C1
Constructing
Explanations and
Designing Solutions
A5, A6, A7, B6, B7,
B8, B9, C1
LS3.A: Inheritance of
Traits
A1, A2, A3, A4
Scale, Proportion, and
Quantity
B1, B2, B3, B4, C2
Develop and use a
model to describe
phenomena
A1, A2, A3, A4
LS3.B: Variation of Traits A1, A2, A3, A4, B1,
B2, B3, B4, B5, C2
Stability and Change
B9
Engaging in Argument
from Evidence
B6
LS4.B: Natural Selection A5, A6, A7, B7, B8, C1
Obtaining, Evaluating,
and Communicating
Information
A7
LS4.C: Adaptation
B6, B7, B8
LS4.D: Biodiversity and
Humans
B9
Getting Started with Crazy Traits
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Common Core State Standards Correlation
Crazy Traits Investigations
A5, A6
6.SP.B.5
CCSS-Mathematics
Understand the concept of a ratio and use ratio language to describe a ratio relationship between
two quantities.
Summarize numerical data sets in relation to their context.
7.RP.A.2
Recognize and represent proportional relationships between quantities.
A5, A6
HSN-Q.A.1
HSN-Q.A.2
Use units as a way to understand problems and to guide the solution of multi-step problems; choose
B7, B9
and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and
data displays.
Define appropriate quantities for the purpose of descriptive modeling.
B7, B9, C1
HSN-Q.A.3
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
B9
MP.2
Reason abstractly and quantitatively.
B1, B2, B3, B4, B5, B6, B7, B8, B9, C2
MP.4
Model with mathematics.
A1, A2, A3, A4, B4, B8, C1, C2
6.RP.A.1 A1, A2, A3, A4, A5, A6
CCSS-English Language Arts & Literacy
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important
distinctions the author makes and to any gaps or inconsistencies in the account.
Crazy Traits Investigations
B7, B8, C1
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
quantitative data, video, multimedia) in order to address a question or solve a problem.
B9
RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data B6, B9
when possible and corroborating or challenging conclusions with other sources of information.
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
C1
RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise
details of explanations or descriptions.
A1, A2, A3, A4, A5, A6, A7
RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they
are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
A1, A2, A3, A4
RST.6-8.7
Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
A1, A2, A3, A4
RST.6-8.9
Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic.
A5, A6
RST.9-10.8
Assess the extent to which the reasoning and evidence in a text support the author’s claim or a
recommendation for solving a scientific or technical problem.
B9
SL.11-12.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant
evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate
volume, and clear pronunciation.
B8, B9
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Common Core State Standards Correlation (cont’d)
SL.8.1
SL.8.4
SL.8.5
CCSS-English Language Arts & Literacy (cont’d)
Crazy Traits Investigations
Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led)
A5, A6
with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing
their own clearly.
Present claims and findings, emphasizing salient points in a focused, coherent manner with
A5, A6
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation.
Include multimedia components and visual displays in presentations to clarify claims and findings A1, A2, A3, A4
and emphasize salient points.
WHST.6-8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
WHST.6-8.8
Gather relevant information from multiple print and digital sources; assess the credibility of each A7
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
providing basic bibliographic information for sources.
Draw evidence from informational texts to support analysis, reflection, and research.
A5, A6
WHST.6-8.9
A5, A6
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
B7, B8
WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
B9
B6, B7, B8, B9
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