Download SC.7.L.16.1 - Understand and explain that every organism requires

Standard #: SC.7.L.16.1
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Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes
located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
Subject Area: Science
Grade: 7
Body of Knowledge: Life Science
Big Idea: Heredity and Reproduction A. Reproduction is characteristic of living things and is essential for the survival of species.
Date Adopted or Revised: 02/08
B. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism.
C. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led
to genetically modified organisms.
Content Complexity Rating: Level 3: Strategic Thinking & Complex Reasoning - More Information
Date of Last Rating: 05/08
Status: State Board Approved
Assessed: Yes
Remarks/Examples
Integrate HE.7.C.1.4. Describe how heredity can affect personal health.
TEST ITEM SPECIFICATIONS
Reporting Category: Life Science
Item Type(s): This benchmark will be assessed using: MC item(s)
Also Assesses
SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees.
SC.7.L.16.3 Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis.
Clarification :
Students will describe and/or explain that every organism requires a set of instructions that specifies its traits.
Students will identify and/or explain that hereditary information (DNA) contains genes located in the chromosomes of each cell and/or that heredity is the passage of these
instructions from one generation to another.
Students will use Punnett squares and pedigrees to determine genotypic and phenotypic probabilities.
Students will compare and/or contrast general processes of sexual and asexual reproduction that result in the passage of hereditary information from one generation to
another.
Content Limits :
Items may assess the general concepts of mitosis and meiosis but will not assess the phases of mitosis or meiosis. Items will not use the terms haploid or diploid.
Items referring to sexual reproduction will not address human reproduction.
Items addressing Punnett squares or pedigrees will only assess dominant and recessive traits.
Items addressing pedigrees are limited to assessing the probability of a genotype or phenotype of a single individual. Items may require the identification of parental genotypes
that result in certain genotypic or phenotypic probabilities in offspring.
Items will not assess incomplete dominance, sex-linked traits, polygenic traits, multiple alleles, or codominance.
Items addressing Punnett squares are limited to the P and F1 generations.
Items will not assess mutation.
Items will not address or assess the stages of meiosis, fertilization, or zygote formation.
Items will not address or assess human genetic disorders or diseases.
Stimulus Attributes :
Genotype and phenotype probabilities will only be in percent.
page 1 of 5 Response Attributes :
Options may be in the form of percents or percentages.
Prior Knowledge :
Items may require the student to apply science knowledge described in the NGSSS from lower grades. This benchmark requires prerequisite knowledge from SC.4.L.16.1,
SC.4.L.16.2, and SC.4.L.16.3.
SAMPLE TEST ITEMS (1)
Test Item #: Sample Item 1
Question: The gene for curled ears (C) is dominant over the gene for straight ears (c). The picture below shows a cat with curled ears (Cc) and a cat with straight ears (cc).
What percent of the offspring are expected to have curled ears as a result of a cross between the cats shown?
Difficulty: N/A
Type: MC: Multiple Choice
Related Courses
Course Number
2000010:
7820016:
2002085:
2000020:
7920030:
7920035:
7920040:
2002070:
2002080:
2000025:
Course Title
M/J Life Science (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
Access M/J Comprehensive Science 2 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
M/J Comprehensive Science 2 Accelerated Advanced (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
M/J Life Science, Advanced (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
Fundamental Integrated Science 1 (Specifically in versions: 2013 - 2015, 2015 - 2017 (course terminated))
Fundamental Integrated Science 2 (Specifically in versions: 2013 - 2015, 2015 - 2017 (course terminated))
Fundamental Integrated Science 3 (Specifically in versions: 2013 - 2015, 2015 - 2017 (course terminated))
M/J Comprehensive Science 2 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
M/J Comprehensive Science 2, Advanced (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
M/J STEM Life Science (Specifically in versions: 2015 and beyond (current))
Related Access Points
Independent
Access Points Number
SC.7.L.16.In.1:
Access Points Title
Explain that some characteristics are passed from parent to child (inherited).
Supported
Access Points Number
SC.7.L.16.Su.1:
Access Points Title
Recognize that offspring have similar characteristics to parents.
Participatory
Access Points Number
SC.7.L.16.Pa.1:
Access Points Title
Recognize a characteristic passed from parents to self, such as eye color.
Related Resources
Lesson Plan
Name
"Hair"-edity:
A Taste of DNA:
Description
This is an introductory lesson for middle school genetics with a focus on vocabulary development and conceptual
understanding.
"A Taste of DNA" is an activity-based lesson intended to be used as a reinforcement of the concepts associated with
the structure of DNA and building DNA. It covers information pertaining to base pairing, DNA shape and structure,
cellular organelles, and the function of DNA. In this lesson students will have the opportunity to move around the
classroom, build a long strand across the science floor, and create their own strand with the knowledge they've
page 2 of 5 gained.
Build-A-Baby:
Students will examine Gregor Mendel's laws of genetics in this lesson. Students will first explore the range of variation
in human physical traits and discuss where this variation comes from. They will be then paired into groups and given
the role of genetic counselors that are trying to predict the traits of offspring using traits of their parents. A toss of a
coin will represent alleles for various characteristics. Students will combine dominant and recessive traits to determine
the phenotype and genotype of their genetic babies. Their predicted baby will be displayed for peers to view. As an
extension to this activity, the students can learn that through gene technology, parents may soon have more choices
available to them: hair color, physical size, intelligence. Students canl research and evaluate how can science answer
new and ethical questions.
Dog DNA---A Recipe for
Students will discover how DNA will "code" for traits by performing a lab activity where segments of paper DNA (genes)
Traits:
are picked at random, a list of traits is made, and a dog is drawn featuring its genetic traits.
Fishy Forms - Adaptations Tell In this lesson, students explore morphology (body shape) of fish and how they can indicate the fish"s lifestyle.
Us Lifestyles:
Students will read "Your Genes, Your Choices." They will explore the impact of Biotechnology and create a brochure
that represents what they have learned. By the end of the lesson, students will have a better understanding of DNA,
Frankenstein Foods- GMO:
GMOs, and Biotechnology.
Students randomly select jelly beans (or other candy) that represent genes for several human traits such as tonguerolling ability and eye color. Then, working in pairs (preferably of mixed gender), students randomly choose new pairs
of jelly beans from those corresponding to their own genotypes. The new pairs are placed on toothpicks to represent
Heredity Mix 'n Match:
the chromosomes of the couple's offspring. Finally, students compare genotypes and phenotypes of parents and
offspring for all the "couples" in the class. In particular, they look to see if there are cases where parents and offspring
share the exact same genotype and/or phenotype, and consider how the results would differ if they repeated the
simulation using more than four traits.
I Have a Pedigree too, Prince In this lesson students will investigate pedigrees and culminate in an activity where students create their own or
imaginary pedigree.
Charles!:
The nucleus of the cell contains genetic material known as DNA. Sections of DNA are genes that code for specific
Location, Location, Location!: traits and DNA coils to create chromosomes. Students will be able to define DNA, chromosomes, and genes.
Students will also create a model to show how these structures are related and where they are found in the cell.
The Hunt for mitochondrial
DNA:
Toothpick Chromosomes:
Through this lesson, students will use pedigree analysis in the context of mitochondrial DNA inheritance to determine
how they would identify a missing person.
Students will use toothpicks (representing chromosomes) with dots on them (representing genes) to understand how
traits are passed from parents to offspring. They will understand the relationship between genes, chromosomes, and
traits.
Uncle Henry's Dilemma:
Uncle Henry's Dilemma is a problem solving lesson to determine the global location for the reading of Uncle Henry's will.
The students will interpret data sets which include temperature, rainfall, air pollution, travel cost, flight times and health
issues to rank five global locations for Uncle Henry's relatives to travel to for the reading of his will. This is an engaging,
fun-filled MEA lesson with twists and turns throughout. Students will learn how this procedure of selecting locations can
be applied to everyday decisions by the government, a business, a family, or individuals.
Understanding the DNA
Replication Process using
Reading Strategies:
Students will use reading strategies to help them understand how the DNA replication process works.
Where Do Our Looks Come
From?:
This is a 7th grade Genetics lesson, primarily on genes, alleles and chromosomes. This lesson will teach dominant and
recessive genes.
Why Do We Look and Act the Beginning genetics lesson for 7th grade students.
Way We Do?:
Text Resource
Name
Description
A Success for Designer Life:
This informational text resource is intended to support reading in the content area. This article reveals how scientists
have found a way to make a synthetic chromosome and insert it into yeast cells. Scientists discovered that this
chromosome can alter or create new traits in an organism. This research could lead to creating an entirely synthetic
genome, which scientists expect to accomplish in the next few years.
This resource comes from the Cold Springs Harbor Laboratory: DNA from the Beginning online module series. There
Concept 41: "Genes Come in are 41 modules located on this site all focused on DNA and organized by individual concepts. The science behind each
concept is explained in each module by: animations, an image gallery, video interviews, problems, biographies, and
Pairs":
additional links. This is the 2nd module in the series, and it is focused on how genes come in pairs.
What Makes a Dog?:
Where Native Americans
Come From:
Your Inner Neandertal:
This informational text resource is intended to support reading in the content area. Studying dog DNA may have
many applications including helping scientists to have a better understanding of canine origins and how dogs became
domesticated. Understanding and locating certain genes has many breeding applications. Studying and understanding
dog diseases may be able to further the study of human diseases.
This informational text resource is intended to support reading in the content area. The article describes how scientists
have found that Native Americans have ancestral roots in Asia using DNA evidence from a 12,600 year old toddler
skeleton from the Clovis culture in Montana.
This informational text resource is intended to support reading in the content area. Scientists used ancient bones to
compare Neandertal DNA to that of modern humans from around the globe. The results are surprising: many of us
are closer to Neandertals than previously thought. Once considered very unlikely, scientists now believe that humans
and Neandertals may have interbred.
page 3 of 5 Video/Audio/Animation
Name
Description
This 13-minute video segment produced by NOVA Science Now explores the work by one committed family and
Autism Genes:
researchers to identify patterns in the genetic information of autism patients.
Introduction to Basic Genetics This website allows students and/or teachers to refresh their memory on terms such as DNA, traits, heredity, and
Terminology:
genetics.
In this video module, students learn how scientists use genetic information from dogs to find out which gene (out of all
20,000 dog genes) is associated with any specific trait or disease of interest. This method involves comparing hundreds
of dogs with the trait to hundreds of dogs not displaying the trait, and examining which position on the dog DNA is
correlated with the trait (i.e. has one DNA sequence in dogs with the trait but another DNA sequence in dogs not
displaying the trait). Students will also learn something about the history of dog breeds and how this history helps us
find genes. The methods shown are the same as those used in studies looking for genes in people for diseases like
MIT BLOSSOMS - Discovering cancer, diabetes, and heart disease. This lesson will take one full class period. In preparation for the lesson, it may be
Genes Associated with
helpful for students to have some basic understanding of what DNA is and that differences in DNA between people can
Diseases and Traits in Dogs: cause genetic disorders. However, these topics are reviewed briefly in the lesson. All necessary handouts and
worksheets are downloadable in Word and PDF formats, and students need only paper and pen/pencil to complete the
lesson. Other than a few group discussion questions, there are four main in-class activities in this lesson. First, students
match 4 dog breeds to 4 breed behaviors. Second, students make a dog breed by choosing founders from 28 dogs.
Third, students complete a chart showing 3 DNA positions in 8 dogs to demonstrate understanding of what it means
for a site on the DNA to be correlated with a specific trait. Fourth, students use real DNA data from a specific scientific
study to find the gene that is altered in boxer dogs displaying the trait of white coat color.
This lesson focuses on the molecular biology technique of DNA fingerprinting: what it is, how it works, and how the data
from these experiments are used for paternity testing and forensics. DNA can be used to tell people apart because
humans differ from each other based on either their DNA sequences or the lengths of repeated regions of DNA.
Length differences are typically used in forensics and paternity testing. The technique of gel electrophoresis separates
DNA by size, thus allowing people to be identified based on analyzing the lengths of their DNA. We discuss how gel
electrophoresis works, and lab footage is shown of this technique being performed in real time. Students then analyze
results from these experiments and work on case examples using DNA to match babies to parents and crime scene
MIT BLOSSOMS - Using DNA
evidence to suspects. In terms of prerequisite knowledge, it would be ideal if students already have learned that DNA is
to Identify People:
the genetic material, and that DNA is made up of As, Ts, Gs, and Cs. It also would help if students already know that
each human has two versions of every piece of DNA in their genome, one from mom and one from dad. Necessary
supplies for this lesson include only paper and writing utensils, and the ability to print out or display the provided
handouts. The lesson will take about one class period, with roughly 30 minutes of footage and 30 minutes of activities.
At the end of the lesson, an optional video tour of the Cambridge Police Department's Identification Lab is provided,
giving students an opportunity to see the equipment used in crime labs to isolate both real fingerprints and DNA for
DNA fingerprint analysis, from evidence found at crime scenes.
The video describes how variation can be introduced into a species.
Variation in a Species:
Perspectives Video: Teaching Idea
Name
Clay DNA:
Description
This hands-on DNA modeling idea will reinforce your base knowledge.
Eye Color Genetics Videos:
Do you want to see an idea about teaching eye color patterns and genetics?
Strawberry DNA Extraction:
DNA extraction, for your choice of strawberries or jellyfish.
Perspectives Video: Expert
Name
Description
DNA Microsatellite Analysis for Dr. David McNutt explains how large clonal plant populations can be analyzed with microsatellite analysis of their DNA.
Plant Ecology:
Teaching Idea
Name
Description
As a class, students work through an example showing how DNA provides the "recipe" for making our body proteins.
Engineering Design Challenge:
They see how the pattern of nucleotide bases (adenine, thymine, guanine, cytosine) forms the double helix ladder
DNA, the Human Body
shape of DNA, and serves as the code for the steps required to make genes. They also learn some ways that
Recipe:
engineers and scientists are applying their understanding of DNA in our world.
In this lab, students use genetics and probability to cross two parent "reebops" and create their offspring. The
Reebop Lab Activity
offspring are modeled using marshmallows. It provides an excellent springboard for Punnett squares, probability, and
(Marshmallow Genetics):
genetics discussion.
Original Tutorial
Name
Heredity:
Description
Explore the inheritance of genetic information and its relationship to traits in offspring.
Virtual Manipulative
Name
Punnett Square interactive:
Description
This resource is a fun and interesting way to teach Punnett squares. It includes an interactive as well as worksheets,
and can be done as a whole class or on individual computers.
page 4 of 5 Student Resources
Name
Autism Genes:
Concept 41: "Genes
Come in Pairs":
Heredity:
Description
This 13-minute video segment produced by NOVA Science Now explores the work by one committed family and researchers to
identify patterns in the genetic information of autism patients.
This resource comes from the Cold Springs Harbor Laboratory: DNA from the Beginning online module series. There are 41
modules located on this site all focused on DNA and organized by individual concepts. The science behind each concept is
explained in each module by: animations, an image gallery, video interviews, problems, biographies, and additional links. This
is the 2nd module in the series, and it is focused on how genes come in pairs.
Explore the inheritance of genetic information and its relationship to traits in offspring.
Introduction to Basic
This website allows students and/or teachers to refresh their memory on terms such as DNA, traits, heredity, and genetics.
Genetics Terminology:
Parent Resources
Name
Autism Genes:
Clay DNA:
Description
This 13-minute video segment produced by NOVA Science Now explores the work by one committed family and researchers to
identify patterns in the genetic information of autism patients.
This hands-on DNA modeling idea will reinforce your base knowledge.
Concept 41: "Genes
Come in Pairs":
This resource comes from the Cold Springs Harbor Laboratory: DNA from the Beginning online module series. There are 41
modules located on this site all focused on DNA and organized by individual concepts. The science behind each concept is
explained in each module by: animations, an image gallery, video interviews, problems, biographies, and additional links. This
is the 2nd module in the series, and it is focused on how genes come in pairs.
Eye Color Genetics
Videos:
Do you want to see an idea about teaching eye color patterns and genetics?
page 5 of 5