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Science Grade 7 Unit 7 Grade 7 Unit 2 Bend 3 Organisms: Heredity: Inheritance, and Variation of Traits Table of Contents Section Page Number Unit Prelude Unit Learning Outcomes Unit Language Assessment Tools Learning Activities S.T.E.M Evaluation of Unit Blank Unit Calendar Unit Inventories Background Information: Appendix A 1|Page Unit Completed by: Date: Science Grade 7 Unit 7 Prelude to the Unit: Bend Description In this bend, students will use their understanding of the structure of chromosomes to develop and use a model to describe the difference in genetic variation between asexual reproduction and sexual reproduction. Then develop and use models to describe the effects of genetic mutations. Student expected prerequisite knowledge Common student misconceptions LS1.A (3-5) Reproduction is essential to every kind of organism. Organisms have unique and diverse life cycles. LS1.B (3-5) Reproduction is essential to every kind of organism. Organisms have unique and diverse life cycles. LS3.B (3-5) Different organisms vary in how they look and function because they have different inherited information; the environment also affects the traits that an organism develops. 2|Page Unit Completed by: Date: Science Grade 7 Unit 7 Unit Learning Outcomes Unit Title: Bend Description: Disciplinary Core Ideas: Standards: Grade 1 Unit Length Content Unit 7 Heredity: Inheritance, and Variation of Traits In this bend, students will use their understanding of the structure of chromosomes to develop and use a model to describe the difference in genetic variation between asexual reproduction and sexual reproduction. Then develop and use models to describe the effects of genetic mutations. LS1.B: Growth and Development of Organisms Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. LS1.A: Inheritance of Traits Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes in proteins, which can affect the structures and functions of the organism, and thereby change traits. Variations of inherited traits between parent and offspring arise from genetic differences that result from a subset of chromosomes (and therefore genes) inherited. LS3.B: Variation of Traits In sexually reproduced organisms, each parent contributes half of the genes required (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may be different from each other. In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. MS-LS3-1*: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. 3|Page Unit Completed by: Date: Science Grade 7 Unit 7 MS-LS3-2: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Essential Questions: How do living organisms pass traits from one generation to the next? (These goals should be aligned to Standards.) Goals: (These should be aligned to the Goals above) Learning Targets & Skills Students will be able to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism I can… Students will be able to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation (aligned to goals) Unit Language 4|Page Unit Completed by: Date: Science Academic Language Function(s): Grade 7 Unit 7 Academic Language (What language will students need to sound like experts?) Academic Language Stems: Easy for Beginners Content Vocabulary: Medium for Intermediate Difficult for Advanced and Fluent 5|Page Unit Completed by: Date: Science Grade 7 Unit 7 Unit Assessment Tools Student Name Learning Target Unit of Study Assessment Checklist B = Beginning Notes D = Developing P = Proficient M=Mastery 6|Page Unit Completed by: Date: Science Grade 7 Unit 7 Unit of Study Assessment Rubric Unit # - Unit Title… Learning Target Strand 1 Mastery Proficient Developing Beginning Strand 1 Strand 2 Strand 3 Strand 4 Language Learning Target 7|Page Unit Completed by: Date: Science Grade 7 Unit 7 Learning Activities *Activities Section (see notes) linked to Methods section from Instructional Framework Learning Target(s) Possible Activities Possible Evaluations Engagement Elaboration Explanation Exploration 8|Page Unit Completed by: Date: Science Grade 7 Unit 7 S.T.E.M Evaluation of Unit STEM STANDARDS: STANDARDS/TOPICS/SKILLS SCIENCE TECHNOLOGY ENGINEERING MATH YES NO STEM ATTRIBUTES INCLUDED IN UNIT Integrates Science, Technology, Engineering, and Math. Develops communication and literacy skills. Provides authentic, real-world experiences through contextual learning (may include active citizenship). Forms partnerships with business, industry, agencies, and nonprofits (may occur outside the school). Provides career awareness through postsecondary and career relevant connections. Fosters problem-solving, critical thinking, and argumentation skills through inquiry and design. Includes effective instructional strategies that develop collaboration and teamwork. Uses equitable instructional practices that are inclusive to all students regardless of gender, disability, ethnicity, race, language, socioeconomic status, gender identity and sexual orientation. Uses standards-based performance/proficiency assessments. Date of Unit Evaluation: 9|Page Unit Completed by: Date: Science Grade 7 Unit 7 BLANK UNIT CALENDAR to be Determined by Teacher or Teacher Teams Monday Tuesday Wednesday Thursday Friday 10 | P a g e Unit Completed by: Date: Science Grade 7 Unit 7 Materials Inventory for Teacher Activity Sink or Float Materials in Kit Materials Not Provided 11 | P a g e Unit Completed by: Date: Science Grade 7 Unit/Bend Supply Inventory to submit at end of year: Activity Material Unit 7 Original Quantity Actual Quantity Quantity Needed Sink or Float 12 | P a g e Unit Completed by: Date: Science Grade 7 Unit 7 Appendix A Teacher Background Knowledge (teacher cheat sheet) 13 | P a g e Unit Completed by: Date: