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Asbury Park School District
Name of Unit: Inheritance and Variation of Traits
Unit Duration: One marking period
Content Area: Honors Biology
Grade Level: 10
Overview/Rationale/Big Idea:
Students analyze data develop models to make sense of the relationship between DNA and chromosomes
in the process of cellular division, which passes traits from one generation to the next. Students determine
why individuals of the same species vary in how they look, function, and behave. Students develop
conceptual models of the role of DNA in the unity of life on Earth and use statistical models to explain the
importance of variation within populations for the survival and evolution of species. Ethical issues related to
genetic modification of organisms and the nature of science are described. Students explain the
mechanisms of genetic inheritance and describe the environmental and genetic causes of gene mutation
and the alteration of gene expressions.
Essential Questions:
I Can Statements:
 Predict the possible offspring of a genetic cross
 How are characteristics from one generation
by using a Punnett square.
related to the previous generation?
 Make and interpret a pedigree chart.
 How does inheritable genetic variation occur?
 Organize chromosomes into a karyotype.
 Why do individuals of the same species vary in
 Analyze how meiosis maintains a constant
how they look, function and behavior?
number of chromosomes within a species.
 What connections are found between genetics

Analyze the pattern of sex-linked inheritance
and heredity by examining the cellular structure

Explain and illustrate complex patterns of
of genes?
inheritance.
 How does the information in DNA get

Recognize that the instructions for specifying the
transferred into observable traits?
characteristics of the organism are carried in
DNA.
 Explain how the chemical and structural
properties of DNA allow for genetic information
to be both encoded in genes and replicated.
 Model transcription and translation and then
construct a model protein.
 Explain how mutations can increase genetic
diversity.
Next Generation Science Standards
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the
structure of proteins which carry out the essential functions of life through systems of specialized cells.
HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from:
(1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3)
mutations caused by environmental factors.
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.
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed
traits in a population.
Interdisciplinary Connections:
1
CCSS.ELA-LITERACY.RST.9-10.1
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise
details of explanations or descriptions.
CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions
defined in the text. CCSS.ELA-LITERACY.RST.9-10.7 Translate quantitative or technical information
expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed
visually or mathematically (e.g., in an equation) into words.
CCSS.ELA-LITERACY.RST.9-10.9
Compare and contrast findings presented in a text to those from other sources (including their own
experiments), noting when the findings support or contradict previous explanations or accounts.
CCSS.MATH.CONTENT.HSS.MD.A.1 (+) Define a random variable for a quantity of interest by assigning a
numerical value to each event in a sample space; graph the corresponding probability distribution using the
same graphical displays as for data distributions.
Technology Integration:
(Standards included only if students will be demonstrating knowledge/understanding/skill.)
8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems individually and collaboratively and to create and communicate
knowledge.
8.1. A. The use of technology and digital tools requires knowledge and appropriate use of operations and
related applications.
8.1. B. The use of digital tools and media-rich resources enhances creativity and the construction of
knowledge.
8.1. C. Digital tools and environments support the learning process and foster collaboration in solving local
or global issues and problems.
8.1. D. Technological advancements create societal concerns regarding the practice of safe, legal, and
ethical behaviors.
8.1. E. Effective use of digital tools assists in gathering and managing information.
8.1. F. Information accessed through the use of digital tools assists in generating solutions and making
decisions.
Texts
Reading Texts Used for this Unit
Biology: The Dynamics of Life / Edition 1 by McGraw-Hill Education, Dinah Zike, Kathleen G. Tallman,
Peter Rillero, Linda Lundgren
Modern Biology: Student Edition 2009 1st Edition by RINEHART AND WINSTON HOLT
Secondary/Supplemental Texts:
Preparing for the New Jersey Biology EOC Test by Rick Hallman/
Suggested Instructional Activities/Strategies
 Have individual students place Punnett squares on the chalkboard to demonstrate possible inheritance
patterns of each human genetic disorder described in the text.
 Modeling Meiosis: Students create a model to illustrate meiosis, and then use their model to support a
claim for how genetic diversity is increased through meiosis, crossing over, and independent
assortment.
 Make a bulletin board display of disorders caused by abnormal chromosomes, which result from
nondisjunction.
 Chromosome mutation - This activity students mimic chromosomes mutations by cutting and pasting
paper chromosomes. Students then use this activity to defend a claim that inheritable variations can be
caused by mutations. file:///C:/Users/user/Downloads/chromosome_mutation_activity.pdf
 Dihybrid Punnett Square Activity is about 2 trait crosses and Mendel’s law of independent assortment
and determine the probability of different human traits
2
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
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file:///C:/Users/user/Downloads/dihybrid_crosses_ws.pdf
Statistics & Probability: ABO blood types - file:///C:/Users/user/Downloads/abo_blood_typing_ws.pdf
Learn about the different blood types, blood transfusions, and blood antibodies. Students will learn
about multiple alleles and co-dominance using Mendel's Punnett squares.
Karyotyping lab
Pedigree activity
Have individual students research several human genetic disorders on the internet and report back to
the class.
DNA Extraction Lab: Conduct an investigation in which students extract and observe strawberry DNA.
Mutations and Protein Folding: Students model transcription and translation using pencil and paper and
then construct a model protein. They then analyze the effects of a mutation on their model protein.
Each student or group of students will research a disorder caused by a genetic mutation and present
their research in a multimedia presentation.
Testing UV-protective fabrics
UV protective clothing is designed to protect people from UV light. In this activity, you will work with
your classmates to develop a testing system that could be used to identify fabrics that can be used for
UV-protective clothing. The system should be easy to use and cost less than one hundred dollars. The
testing should allow up to 10 different fabrics per day to be tested, and the system should fit within a 9foot by 9-foot area.
Protein Synthesis - Students will simulate transcription and translation by building a sentence
“polypeptide” from words “amino acids”. Great kinesthetic and visual activity to introduce protein
synthesis. file:///C:/Users/user/Downloads/protein_synthesis_sentence_activity.pdf
Teacher Resources
http://learn.genetics.utah.edu/content/basics/
http://teach.genetics.utah.edu/content/heredity/
Teacher Resource Kit: Transparency Books, Reinforcement and Study Guide, Laboratory manual.
• Glencoe online learning: www.bdol.glencoe.com
 One-stop Planner CD-ROM.
https://www.teachingchannel.org/videos/dna-lesson-plan
http://sciencenetlinks.com/lessons/cell-dna/
• National Science Teachers Association online links: www.scilinks.org
http://www.biology101.org/studyguides/punnett.pdf
https://www.biologycorner.com/lesson-plans/genetics/
DNA from the beginning- http://www.dnaftb.org/1/problem.html
Vocabulary
Domain Specific Academic Vocabulary (Tier 3)
Specific Science Vocabulary
General Academic Vocabulary (Tier 2)
Not specific to science vocabulary
●
Heredity, trait, genetics, gamete, fertilization,
● sperm, egg, sexual reproduction, hybrid,
zygote, pollination, allele, recessive, law of
dominant
segregation, phenotype, genotype,
homozygous, heterozygous, law of independent
assortment, diploid, haploid, homologous
chromosome, meiosis, crossing over, genetic
recombination, nondisjunction, incomplete
dominance, codominant allele, multiple allele,
autosome, sex chromosome, sex-linked trait,
polygenic inheritance, karyotype.
Assessments
Formative Assessments:
Summative Assessment:
3
1. Type two lab reports from the labs completed in
this unit.
2. Have individual students research several human
genetic disorders on the internet and report back to
the class.
http://mrscienceut.net/GeneticDisorderBrochureProj
ect.pdf.
Genetic Disorder Rubric
http://www.boone.k12.ky.us/userfiles/13/Classes/50
0/genetic%20disorder%20rubric.pdf?id=510836.
●
●
●
●
-Unit test and chapter tests
-Analyzing traits in Tomato plants.
Imagine you’re a farmer and want to know the
genotypes of your tomato plants regarding skin
color. You ran several test crosses to determine the
genotypes of your plants.
With your team write a statement outlining the
problem you’ve been asked to solve. Make a plan
organizing the data and approaching the problem.
Develop a system for modeling the yellow and clear
alleles. Research ways scientists might alter or
enhance this trait. Why might they want to do so?
Write a report describing your findings and the
process you used to determine how this trait is
influenced by different alleles.
A rubric will be used to score this activity.
3. Case Study-Malformed frogs.
Students research how genes and proteins are
related to the trend of malformations in frogs.
Students explore how DNA controls the structure,
function, and regulation of proteins. Students will
construct and use a model that shows how
environmental factors led to changes in the frog.
Students will then construct an explanation outlining
their findings.
Students will get a scoring rubric for this activity.
Type
Differentiation/Scaffolding
(For example ELL, students who are classified, struggling learners, etc.)
Visual
●
Have illustrations for all vocabulary and concepts
●
Incorporate video into the lesson
●
Use on online dictionary that includes an image for the words
●
Use color contrast on all PowerPoints and worksheets
●
Be mindful of font size and type.
●
Use proper font – never use all capitals when typing or PowerPoint design
that presents using all capital letters
●
Proper spacing
●
Model note taking
●
Provide exemplars for all essays, PowerPoints and projects to be
completed.
Auditory
Kinesthetic
●
Study in groups and talk things out
●
Read texts and questions out loud
●
Work out problems aloud
●
Sit in the front of the class
●
Have discussions and debates in class
●
Use verbal analogies and storytelling to demonstrate your point
●
Read explanations out loud
●
Have students explain ideas to other people
●
Have the student discuss ideas verbally whenever possible, even if they
are having a conversation with themselves
●
Incorporate videos into the lesson
 Incorporate hands-on activities that include the following:
 Create models
4
Language
Development
 Create displays
 Experiments
 Games
 Projects
 Puzzles
 Create Prezi
●
Develop clear objectives for each lesson that are communicated multiple
ways (e.g., written on the board, spoken, explained with visual aids)
●
Maintain a Word Wall that includes visual cues
●
Pre-teach and re-teach vocabulary using multimedia and/or tangible
samples of the term whenever possible
●
Links concepts to students’ background, if possible
●
Connect new concepts to past learning
●
Provide students with multiple, short (10-15 min.) opportunities to practice
in relevant, meaningful ways,
●
Divide content into meaningful short chunks by meaning, not just length,
●
Review material periodically,
●
Give students immediate feedback on how well they have done,
●
Include opportunities to connect abstract concepts with concrete
experiences through: Charts and graphic organizers, concept mapping, using
index cards, and rearranging and dismantling models
●
Include activities that allow learners to apply abstract content in personally
relevant ways such as Writing test questions to ask another student, Teaching
concepts to another students, Making and using graphic organizers, Solving
problems in cooperative groups, Engaging in discussion circles, Partnering
students in a project before independent work
●
Provide opportunities for social interaction by varying groupings at least
twice during each lesson (e.g., Think/Pair/Share, Think/Write/Pair/Share,
Numbered Heads Together, Reciprocal Teaching, Jigsaw, etc.)
●
Allow students to report out information orally and in writing
●
Model correct English after a student has made a pronunciation or
grammar error
Appendix 1
(Graphic organizers, rubrics, websites, activities, manipulatives, sample assessments, etc.)
Science graphic organizers:
●
●
●
http://science-class.net/archive/science-class/Teachers_Graphic_Organizers.htm
http://www.actedu.in/wp-content/uploads/2016/03/Science-Graphic-Organizers.pdf
Microsoft Word- Smart Art- Teachers and students can create their own graphic organizers.
Resources for Next Generation Engineering Practices
Asking Questions and defining problems:
 http://www.bozemanscience.com/ngs-asking-questions-defining-problems video
Developing and using models:
 http://www.bozemanscience.com/ngs-developing-using-models video
5
Planning and Carrying out investigations:
 http://www.bozemanscience.com/ngs-planning-carrying-out-investigations video
Analyzing and Interpreting Data:
 http://www.bozemanscience.com/ngss-analyzing-interpreting-data video
Using Mathematics and Computational thinking:
 http://www.bozemanscience.com/ngs-using-mathematics-computational-thinking video
Constructing explanations (for science) and designing Solutions (for engineering):
 http://www.bozemanscience.com/ngs-using-mathematics-computational-thinking video
Engaging in argument form evidence:
 http://www.bozemanscience.com/ngs-engaging-in-argument-from-evidence video
Obtaining, Evaluating, and communicating information:
 http://www.bozemanscience.com/ngs-obtaining-evaluating-communicating-information video
6
Appendix 2
(Quad D Exemplar Lesson Plan)
Phase 1
Lesson Title
Subject
Grade Level
Lesson Description
Lesson Duration
Outcomes (enduring
understandings, essential
questions
Extracting DNA
Honors Biology
10th
All living organisms contain DNA. Some fruits are especially suited for
DNA extractions due to their multiple sets of chromosomes. Strawberries
are octoploid, which means they have 8 copies of each chromosome
(human body cells are diploid; they contain two copies of each
chromosomes).
Students will extract DNA from a single strawberry. They construct an
explanation of the properties of DNA from their observations of the
extracted DNA.
1 block
All living organisms contain DNA: from bacteria to plants, animals, and
humans. DNA is stored in the cell's nucleus and can be extracted using a
few simple steps.
1. Is there DNA in your food? How do you know?
2. If DNA is so small it fits in one cell, how are we able to see it with our
eyes after extraction?
Phase 2
Common Core Standards
Objectives:
Assessment:
Learning Environment:
Academic Vocabulary
Materials (teacher)
Materials (students)
Next Generation Science Standards:
Interdisciplinary Connections:
HS-LS1-1. Construct an explanation based on evidence for how the
structure of DNA determines the structure of proteins which carry out the
essential functions of life through systems of specialized cells.
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.
CCSS.ELA-LITERACY.RST.11-12.3
Follow precisely a complex multi-step procedure when carrying out
experiments, taking measurements, or performing technical tasks; analyze
the specific results based on explanations in the text.
Students will be able to explain why DNA extraction is important to
scientists.
Students will observe first hand that DNA is in the food that they eat.
Students will learn the simple method of DNA extraction and will be able to
explain the rationale of each step.
Grade students’ responses to the lab questions.
Each student will work independently during this lab activity.
DNA (deoxyribose nucleic acid), double helix, nucleotides, chemical base,
base pairs, chromosome, cell nucleus, gene expression, nuclear
envelope, plasma membrane, proteins, replication
Computer with internet access, LCD projector, DNA Model, Microscope,
slide
strawberries ( 1 per student), small Ziploc bag, graduated cylinders, test
tubes, beakers, cheese cloth, alcohol, funnels, and Extraction buffer: (50
ml dishwashing liquid, 900 ml distilled water, 15 grams NaCl)
7
Phase 3
Lesson Introduction
Do Now:
Opening:
Flow (Teach)
Instruction:
Checks For
Understanding:
Differentiation:
Introducing the Lesson
1. What organelle holds the DNA inside of it in the strawberry cell?
2. What layers must we get through in order to access the DNA in a plant
cell?
3. How will you break through the rigid cell wall? (Hint: how do you break
the cell walls when eat a salad? (But you cannot eat the strawberry in
class.)
4. You must then get through the cell membrane. How will you dissolve
the cell membrane? (Hint: What is the cell membrane made of/properties
of the cell membrane? What common substances do you know of that are
powerful at dissolving both polar and nonpolar substances?)
Using the information given (materials list and Pre-lab questions) create
your own procedure.
Procedure: Use the steps, in order, from your planning above, to create a
procedure in order to extract the DNA from the strawberry.
I’ll help you along. I’ve written in some steps.
YOU NEED 1 STRAWBERRY!
Step 1: Breaking Cell Wall
___________________________________________________________
Step 2: Dissolve and break up the membranes, and unravel the DNA from
the histones.
How much of the mixture will use mix with the strawberry?
___________________________________________________
Step 3: Assemble your filtration apparatus as shown to the right.
Step 4: You should ______________________________________
Step 5.Ethanol (alcohol) and DNA don’t mix. DNA will precipitate (opposite
of dissolve) when coming in contact with ethanol. Squirt ethanol into the
test tube. Fill the test tube with about an inch of cold ethanol. OBSERVE:
Step 6: DON’T stir it, but rather use the glass rod / stick to lift the DNA out
of the test tube
Questions to check for Understanding
Why’s:
1. Strawberries? 8 times the amount of DNA of normal cells
2. Why frozen? Ice disrupts cells. Can use fresh strawberries, too.
3. Detergent?
To disrupt cell membranes to liberate the DNA
4. Salt?
To shield the negative charges on DNA to allow
precipitation
5. Alcohol?
To cause DNA to precipitate
Post Lab Questions (Write in complete sentences)
1. What did the DNA look like?
2. Explain what happened to the DNA in the final step, when you added
the ethanol to the mixture.
8
3. Why is it important for Scientists to be able to purify, extract, and study
DNA? List at least two reasons.
4. Is there DNA in the food you eat? How do you know?
Part 2
Write a paragraph explaining the lab activity. Use the questions to help
with your paragraph.
 A person cannot see a single cotton thread 100 feet away, but if you
wound thousands together into a rope, it would be visible at some
distance. How is this statement an analogy to our DNA extraction?
 What other organisms do you think we could do this with?
 Are you surprised by what DNA looks like when extracted? How do
your observations from this lab compare to your previous
impressions?
Closing
Assessment:
Homework/Extension:

What are 3 things you learned from this lab?
Students will go to the Genetic Science Learning Center website and
explore the plethora of information, demonstrations, and animations that
support student understanding of DNA and protein synthesis. Students
will take a page of notes to highlight information that they found
interesting, information that they found interesting, and information that
they would like to learn more about.
9
Scope and Sequence Review
1
Modeling
Meiosis
2
3
4
5
6
7
Fertilization
Karyotyping
Chromosome
Creating
Mendel &
Dihybrid
Mutation
Bulletin Board
Punnett
Punnett
display
Square
Square
and
Chromosomes
abnormal
activity
chromosomes
8
9
10
11
12
13
14
Blood
Incomplete
Pedigree
Analyzing
Human
Genetic
DNA
typing Lab
dominance
Traits in
Genetics
Disorder
Replication
and
Tomato
assessment
Research
codominance
Project
15
16
17
18
19
20
DNA
Protein
Mutations
Testing UV
Case Study –
Projects
Unit
Extraction
Synthesis
and Protein
protective
Malformed
Wrap-up
Assessment
Folding
fabrics
frogs
Project
Submitted by: ____________________________
Date:
Curriculum and Instruction Administration:
Approved Date:
_______________________________________
Board of Education:
Approved Date:
______________________________________
10
Appendix 3
The performance expectations above were developed using the following elements from the
NRC document. A Framework for K-12 Science Education
Science and Engineering Practices
Asking Questions
Problems

and
Defining LS1.A: Structure and Function
in
Argument
All cells contain genetic information in the form of DNA
molecules. Genes are regions in the DNA that contain the
instructions that code for the formation of proteins.
(secondary to HS-LS3-1)
and LS3.A: Inheritance of Traits
Construct an explanation based on
valid and reliable evidence
obtained from a variety of sources
(including students’ own
investigations, models, theories,
simulations, peer review) and the
assumption that theories and laws
that describe the natural world
operate today as they did in the
past and will continue to do so in
the future. (HS-LS1-1)
Engaging
Evidence


Ask questions that arise from
examining models or a theory to
clarify relationships. (HS-LS3-1)
Constructing
Explanations
Designing Solutions

Disciplinary Core Ideas
from

Each chromosome consists of a single very long DNA
molecule, and each gene on the chromosome is a particular
segment of that DNA. The instructions for forming species’
characteristics are carried in DNA. All cells in an organism
have the same genetic content, but the genes used
(expressed) by the cell may be regulated in different ways.

Not all DNA codes for a protein; some segments of DNA are
involved in regulatory or structural functions, and some have
no as-yet known function. (HS-LS3-1)
LS3.B: Variation of Traits

In sexual reproduction, chromosomes can sometimes swap
sections during the process of meiosis (cell division), thereby
creating new genetic combinations and thus more genetic
variation. Although DNA replication is tightly regulated and
remarkably accurate, errors do occur and result in mutations,
which are also a source of genetic variation. Environmental
factors can also cause mutations in genes, and viable
mutations are inherited. (HS-LS3-2)

Environmental factors also affect expression of traits, and
hence affect the probability of occurrences of traits in a
population. Thus the variation and distribution of traits
observed depends on both genetic and environmental factors.
(HS-LS3-2; HS-LS3-3)
Make and defend a claim based on
evidence about the natural world
that reflects scientific knowledge,
and student-generated evidence.
(HS-LS3-2)
Crosscutting Concepts
Cause and Effect

Empirical evidence is required to
differentiate between cause and
correlation and make claims about
specific causes and effects.
(HSLS3-1; HSLS3-2)
Scale, Proportion, and Quantity

Algebraic thinking is used to
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examine scientific data and predict
the effect of a change in one
variable on another (e.g., linear
growth vs. exponential growth).
(HS-LS3-3)
12
Appendix 4- Materials
Topic
Materials Needed
Meiosis, Chromosomes,
Karyotyping
Different colored pop beads, yarn, toothpicks, pipe cleaners, modeling
clay( different colors
prepared slides ( onion tip, blastula) microscopes
Test Cross
DNA extraction Lab
different colored seeds
Strawberry banana
Isopropyl alcohol
Dish soap
Salt
Zipper-lock bag.
Strainer/cheese cloth
Measuring cups and spoons.
DNA models (order from Wards, Flinn Scientific)
Blood Typing Kit ( Wards, NASCO)
Blood Typing
Mutations Lab
Polyurethane Foam System (Part A and Part B) - Available from Flinn
Scientific
Wooden popsicle stick
10mL or 5 ml syringes
Paper towel or wax paper
Disposable shot cups (clear plastic)
beads
goggles
gloves
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