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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 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 11 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 13