Download KS3 BIOLOGY: Genetics and evolution Inheritance, chromosomes

KS3 BIOLOGY:
Genetics and evolution
Inheritance, chromosomes, DNA and genes
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
About this section of the curriculum
Pupils should be taught about:
• heredity as the process by which genetic information is transmitted from one generation to the next
•a
simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Wilkins and
Franklin in the development of the DNA model
• differences between species
• the variation between individuals within a species being continuous or discontinuous, to include measurement and
graphical representation of variation
• the variation between species and between individuals of the same species means some organisms compete more
successfully, which can drive natural selection
• c hanges in the environment may leave individuals within a species, and some entire species, less well adapted to
compete successfully and reproduce, which in turn may lead to extinction
• the importance of maintaining biodiversity and the use of gene banks to preserve hereditary material.
PAGE 1
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Genetics and evolution
Inheritance, chromosomes, DNA and genes
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Learning demand
The key concepts in this section of the curriculum are variation between and within species, the types of variation, survival
of the fittest, and inheritance of features.
Genetics is a very complex area with many concepts and abstract ideas. Making and evaluating models helps to make this
topic more concrete for pupils. The more opportunities that pupils have to undertake practical activities, the more pupils will
start to make sense of the theory that they are learning. For further information and support, see the Secondary National
Strategy materials: ‘Key concepts in genetics’. This booklet covers both KS3 and KS4 genetics. http://www.education.
leeds.ac.uk/assets/files/research/cssme/ns-tu/key_concepts_in_genetics.pdf
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Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Genetics and evolution
Inheritance, chromosomes, DNA and genes
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Where this section of the curriculum fits in
This section of work covers some aspects of several QCA topics. The most significant links are:
7A ‘Cells’
7B ‘Reproduction’
7D ‘Variation and classification’
This unit lays the foundation for work in key stage 4 on inheritance and genetics
PAGE 3
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Genetics and evolution
Inheritance, chromosomes, DNA and genes
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Expectations
Within this section of the curriculum in terms of working scientifically
all pupils will: select information from secondary sources about inheritance and selective breeding; collect, store and use
data about a large number of individuals; use ICT to produce graphs and identify patterns in these
most pupils will: select and make effective use of secondary sources of information about inheritance and selective
breeding; plan how to collect, store and use data about a large number of individuals; use ICT to produce graphs and draw
conclusions from these; evaluate the strength of evidence in relation to sample size and variation within the sample;
some pupils will have progressed further and will: synthesise information about inheritance and selective
breeding and identify limitations in the data assembled; decide whether the data collected about individuals is sufficient for
firm conclusions
in terms of Biology: Genetics and evolution
all pupils will: identify some inherited characteristics and some influenced by environmental conditions; describe sexual
reproduction as the joining of two cells; identify some characteristics of an animal or plant which are desirable in particular
circumstances
most pupils will: identify some inherited characteristics and describe how some characteristics are influenced by
environmental conditions; describe how sexual reproduction results in genetic information being inherited from both parents;
identify characteristics in a plant or animal which are desirable in particular circumstances; outline how these characteristics
might be passed on; suggest some of the issues to be considered in relation to selective breeding
some pupils will have progressed further and will: describe how selective breeding can result in offspring with
particular characteristics; recognise that asexual reproduction produces clones
PAGE 4
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Genetics and evolution
Inheritance, chromosomes, DNA and genes
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Health and safety
Risk assessments are required for any hazardous activity. Ensure that guidance is followed by referring to the latest editions
of Safeguards in the School Laboratory, Topics in Safety and current CLEAPSS documentation.
PAGE 5
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Genetics and evolution
Inheritance, chromosomes, DNA and genes
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Language for learning
Through the activities in this unit pupils will be able to understand, use and spell correctly:
•w
ords and phrases relating to inheritance, e.g. clone, gene, genetic information, gamete, genetically modified, selective
breeding
• specialised words, e.g. clone, gene, gamete
• words with different meanings in scientific and everyday contexts, e.g. cell, variety
• words with similar but distinct meanings, e.g. variety, breed, species
• words and phrases relating to scientific enquiry, e.g. data set
Through the activities pupils could:
• appraise texts quickly and effectively for their usefulness
• write closely argued text where precise links and connections are made within sentences
• ask different sorts of questions to extend thinking and refine ideas
PAGE 6
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Genetics and evolution
Inheritance, chromosomes, DNA and genes
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Resources
Resources include:
Equipment Links:
• pictures of large family groups from which inherited
characteristics can be identified
• secondary sources giving information about variation,
reproduction and selective breeding in animals and
plants, including different varieties of plant
• graphics software for producing graphs illustrating
variation in a sample
• CD-ROMs on plants, e.g. a gardening reference work
• software simulations or video clips showing gametes
and fertilisation and how animal and plant cells pass on
genetic information
• information leaflets about breeds of farm animal
• information about cloning and genetically modified
organisms (GMOs) from environmental groups and
farming and governmental organisations
• plant specimens, e.g. common fruits and vegetables,
showing variation such as size, shape and colour
• wind- and insect-pollinated flowers and photomicrographs
of pollen and ovules
PAGE 7
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Genetics and evolution
Inheritance, chromosomes, DNA and genes
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Independent learning
Pupils could:
• v isit libraries or museums to find out more about selective breeding of Scottish fold cats, broiler chickens, dairy/beef
cows, pigs etc.
•u
se the internet to research the reasons why different varieties of e.g. dogs or cats were bred; find out more about breeds
of domestic and farm animals, e.g.
– how desirable features may be very local depending on the environment, such as short-legged sheep for upland hills
– how some breeds are now no longer used on farms but are still protected to ensure that useful genes are not lost
• research the history of ideas about how ‘desirable’ features have changed through the ages and the origins of
domesticated farm animals
PAGE 8
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Genetics and evolution
Inheritance, chromosomes, DNA and genes
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Getting Practical
The purpose of the practical work identified in this document relate to Getting Practical: Improving Practical Work in Science
http://www.gettingpractical.org.uk/
There is a detailed paper which supports the Getting Practical project written by Robin Millar entitled Analysing practical
activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI)
A copy of this paper can be found at:
http://www.york.ac.uk/media/educationalstudies/documents/research/Analysing%20practical%20activities.pdf
Getting Practical learning objectives:
A: B
y doing this activity, pupils should develop their understanding of the natural world
A1: Pupils can recall an observable feature of an object, or material, or event
A2: Pupils can recall a ‘pattern’ in observations (e.g. a similarity, difference, trend, relationship)
A3: Pupils can demonstrate understanding of a scientific idea, or concept, or explanation, or model, or theory
B: B
y doing this activity, pupils should learn how to use a piece of laboratory equipment or follow a standard practical
procedure
B1: Pupils can use a piece of equipment, or follow a practical procedure, that they have not previously met
B2: Pupils are better at using a piece of equipment, or following a practical procedure, that they have previously met
C: By
doing this activity, pupils should develop their understanding of the scientific approach to enquiry
C1: Pupils have a better general understanding of scientific enquiry
C2: Pupils have a better understanding of some specific aspects of scientific enquiry
PAGE 9
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Genetics and evolution
Inheritance, chromosomes, DNA and genes
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Possible practical activities
Possible practical activities
Purpose
Equipment Links
Modelling DNA using:
DNA Model -12 layer
• foods
A1
A3
• paper
Modelling the structure of DNA allows pupils to clearly visualise the double helix and the base pairing
‘rungs’. It allows them to conceptualise an otherwise complex abstract concept
BT140800
DNA Model 22 layer kit
BT140801
http://www.csiro.au/en/Education/DIY-science/Biology/DNA-model
How to clone a
gene kit
BI130965
Modelling cloning.
A1
A3
This activity allows the pupils to role play and model the cloning process. This will help them to
conceptualise a complex and abstract process
http://www2.le.ac.uk/departments/genetics/vgec/highereducation/dollymixtures
Molecular biology,
classroom game
BT140870
Cauliflower cloning kit
PL95166
Allium root tip squash
PM87135
Allium root tip squash
for metaphase
chromosomes
Observing prepared slides of root tip squashes showing chromosomes at different stages of cell division.
Drawing what is seen in a microscope .
Pupils should also be taught to draw what they see rather than what they think they should see. This activity
also allows pupils to see the chromosomes in the nucleus. At this stage mitosis should not be mentioned.
A1
A3
B2
PM99275
Allium root tip
showing all
mitosis stages
PM99270
Microscope
SFC 100LED
MI55310
Mitosis poster
VI150812
Do onions,
strawberries and
bananas have DNA?
Extracting DNA from plant / animal material.
The purpose of this activity is to show pupils that DNA is in the food that they eat. They also follow a
procedure that allows them to understand the rationale of each step:
A3
B1
C1
http://www.nuffieldfoundation.org/practical-biology/extracting-dna-living-things
http://seplessons.ucsf.edu/node/217
BT140865
What does DNA
look like?
BT97800
Genes in a tube
http://www2.le.ac.uk/departments/genetics/vgec/highereducation/gobananas
BT97805
Researching the roles of Watson, Crick, Chargaff, Wilkins and Franklin in the discovery of the structure
of DNA.
This activity allows pupils to further develop their research skills in preparation for GCSE and ‘A’ level
Biology, how scientists work together and share findings and to understand the parts played by each
scientist in finding the structure of DNA.
C1
PAGE 10
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Genetics and evolution
Inheritance, chromosomes, DNA and genes
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Possible practical activities
Purpose
Sorting and classifying living organisms by variation in their external appearance e.g. leaves, seeds,
fruits, animals on cards.
Equipment Links
A1
A2
A3
This activity allows pupils to develop their observation skills and understand that variation between
different species is greater than variation within a species.
Measuring variation in leaves e.g. number of spikes and length of leaves of holly.
A2
A3
C2
The purpose of this investigation is make and record appropriate measurements; present data in
tables and use spreadsheet software to produce appropriate graphs; explain how evidence supports
conclusions e.g. longer holly leaves have more spikes.
Investigating variation in tomatoes/apples/potatoes/beans/banded snails etc.
A2
A3
C2
The purpose of this investigation is make and record appropriate measurements; present data in
tables and use spreadsheet software to produce appropriate graphs; explain how evidence supports
conclusions e.g. variation between varieties is greater than variation within varieties.
Height measure
ME10332
Foot and hand
measure
ME10333
Investigating variation in humans e.g. height, eye colour, tongue curling etc.
A2
A3
C2
The purpose of this investigation is make and record appropriate measurements; present data in
tables and use spreadsheet software to produce appropriate graphs; explain how evidence supports
conclusions e.g. people with longer arm spans have longer legs.
PTC test strips
HU110140
Sodium benzoate
test strips
HU110150
Thiourea test strips
HU110160
Control test strips
HU110170
Visiting a visit to a farm or rare-breeds centre, where animals can be observed.
This allows pupils to discuss first hand with the farmers/animal breeders the desirable features of
different animals, the planning of the breeding programmes, the variation within the animal communities
and the health problems that may occur etc.
Dark and clear
grow bell set
Investigating factors that affect the height of seedlings e.g. light/dark; warm/cool etc.
EN130860
The purpose of this activity is to show pupils that seeds grown in different conditions do grow differently,
but not all seeds grown in one condition grow exactly the same. It also allows them to practise key
practical skills such as making predictions, identifying variables, constructing a table, making accurate
observations, drawing a graph, explaining any anomalous results and drawing conclusions
A2
A3
C2
Possible misconception: all seeds of one variety develop into identical plants.
Cress seeds
BL80730
Mung bean seeds
BL80755
Mustard seeds
BL80760
Researching variation in dog or cat breeds.
The purpose of this activity is for pupils to identify why they are considered to be separate breeds;
identify some characteristics that breeders wish to pass on; explain why breeders may wish animals to
have these characteristics; describe in terms of cells how desired characteristics are passed on.
C1
This activity also allows pupils to further develop their research skills in preparation for GCSE and ‘A’
level Biology
PAGE 11
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 BIOLOGY:
Genetics and evolution
Inheritance, chromosomes, DNA and genes
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Possible practical activities
Purpose
Investigating variation and survival of the fittest by a modelling activity.
Equipment Links
A1
A3
C2
The purpose of this activity is to introduce pupils to basic genetics, including genes, inheritance and
adaptation.
https://www.rsb.org.uk/images/geneticons_game_templates_and_guidelines.pdf
Researching cloning e.g. runners, cuttings, grafting, bulbs, corms, budding, Dolly the sheep, Pyrenean
ibex etc.
This activity allows pupils to further develop their research skills in preparation for GCSE and ‘A’ level
Biology and to realise the current research that is using cloning to try and develop living animals from
extinct species
A1
C1
C2
Plant hormones set
PL95135
A1
A3
C1
Observing and drawing runners, bulbs, corms, tubers and rhizomes.
Pupils should also be taught to make careful observations and accurate drawings of what they see.
This activity also allows pupils to practice making accurate biological drawings.
Investigating the effect of growth hormone on the growth of cuttings.
A2
A3
C2
This practical allows pupils to practise key practical skills such as making predictions, identifying
variables, constructing a table, making accurate observations, drawing a graph, explaining any
anomalous results and drawing conclusions
http://www.nuffieldfoundation.org/practical-biology/interpreting-investigation-plant-hormones
Plant hormones set
PL95135
Researching the work of Lamarck, Wallace and Darwin.
This activity allows pupils to understand how different theories arise and the development of ideas about
evolution. It also allows pupils to further develop their research skills in preparation for GCSE and ‘A’
level Biology
C1
Researching why alligators, crocodiles etc. have survived successfully but the dodo, woolly mammoth,
Irish elk, great auk etc. have not.
This activity introduces the ideas of ‘survival of the fittest’ and the impact of human actions on the
environment. It also allows pupils to further develop their research skills in preparation for GCSE and ‘A’
level Biology.
C1
PAGE 12
Produced in partnership with the Association for Science Education
www.timstar.co.uk