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HS-LS4-1 2014 HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. [Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.] D. Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction. Essential Questions How is genetic information passed through generations? What is the evidence of CommonAncestery? Content Statements Genes are segments of DNA molecules located in the chromosome of each cell. DNA molecules contain information that determines a sequence of amino acids, which result in specific proteins. Enduring Understandings There are predictable patterns of inheritance, and the variation that exists within a species is related to its mode of reproduction (sexual or asexual) Labs, Investigation, and Student Experiences 1. Use jelly beans to show inheritance of traits over generations. 2. Allele Frequencies and Sickle Cell Anemia Lab http://genetics-educationpartnership.mbt.washington.edu/class/activities/HS/sicklebean.htm Cumulative Progress Indicators Explain the value and potential applications of genome projects. (5.3.12.D.1) 3. The Blue People of Troublesome Creek The story of an Appalachian malady, an inquisitive doctor, and a paradoxical cure http://www.nclark.net/BluePeopleofTroublesomeCreek.html 4. Pipe Cleaner Babies In this activity you will play the role of a parent, your lab partner will play the role of the other parent. You will use chromosome and gene models to create four offspring and determine their genotypes and phenotypes. Then mathematically, you will determine the probability of having offspring with different traits. http://www.biologycorner.com/worksheets/pipecleaner.html 5. Using Blood Tests to Identify Babies and Criminals http://serendip.brynmawr.edu/sci_edu/waldron/pdf/BloodTypeG eneticsProtocol.pdf Modifications (ELLs, Special Education, Gifted and Talented) · Teacher tutoring · Peer tutoring 1 HS-LS4-1 2014 21st Century Life and Careers 9.3HL.1-.6 9.3ST.1-.6 Common Core Standards Connections ELA/Literacy: RST.11-12.1 RST11.12.8 WHST.9-12.2 WHST.9-12.5 WHST.9-12.7 WHST.9-12.9 SL.1112.4 Mathematics: MP.2 MP.4 Desired Results Students will be able to… 1. Compare and contrast asexual and sexual types of reproduction that occur on the cellular and multicellular organism levels. Understand how asexual reproduction differs from sexual reproduction. Know the advantages and disadvantages of each. 2. Explain through the use of models or diagrams, why sexuallyproduced offspring are not identical to their parents. 3. Describe the events that occur in each meiotic phase. 4. Compare mitosis and meiosis; cite similarities and differences 5. Recognize that during the formation of gametes, or sex cells (meiosis), the number of chromosomes is reduced by one half, so that when fertilization occurs the diploid number is restored. 6. Recognize random mutation (changes in DNA) and events that occur during gamete formation and fertilization (i.e., crossing over, independent assortment and recombination of chromosomes) as the sources of heritable variations that give individuals within a speciessurvival and reproductive advantage or disadvantage over others in the species. Text: Holt, Rinehart and Winston: Modern Biology May 13, 2002 Essentials of Anatomy & Physiology (4th Edition) Jan 13, 2006 by Frederic H. Martini and Edwin F. Bartholomew Campbell Biology (9th Edition) Oct 7, 2010 by Jane B. Reece and Lisa A. Urry 2 HS-LS4-1 2014 7. Explain why sex-linked traits are expressed more frequently in males. 8. Recognize that any environmental factor that influences gene expression or alteration in hormonal balance may have an impact on development. 9. Describe early embryonic development and distinguish each: oogenesis, fertilization, cleavage, gastrulation and organ formation. 10. Describe the structure and function of the human male and female reproductive systems. 11. Model a random process (e.g., coin toss) that illustrates which alleles can be passed from parent to offspring. 12. Describe the relationship between DNA, genes, chromosomes, proteins and the genome. 13. Explain that a gene is a section of DNA that directs the synthesis of a specific protein associated with a specific trait in an organism. 14. Use Punnett squares, including dihybrid crosses, and pedigree charts to determine probabilities and patterns of inheritance (i.e. dominant/recessive, co-dominance, autosomal/sex-linkage, multiple-allele inheritance). 15. Analyze a karyotype to determine chromosome numbers and pairs. Compare and contrast normal and abnormal karyotypes. 16. Explain how sex chromosomes inherited from each parent determines the gender of the offspring. YOUR TASK 1. What did the scientists find out in this study? Write down everything they found out. 3 HS-LS4-1 2014 2. Look at this model. This is for cells with tumor DNA injected: Telomeres get short. The cell starts making telomerase Telomeres stop getting shorter. Cells become immortal (they keep dividing after 50 divisions). Does the study support this model; contradict this model, or neither? Why? 4