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Transcript
Unit 7 : Heredity Overview Students will deepen their understanding of the flow of genetic information as it is passed from generation to generation by DNA in all organisms. They will investigate that this genetic flow accounts for similarities in related individuals. Fundamental Skills: Standards Addressed During Unit Highlighted Nature of Science Standards Mendel’s Laws SC.912.L.16.1 Define a Problem - Patterns of Inheritance – SC.912.L.16.2 Effects of Mutations SC.912.L.16.4 Mendel’s Laws Patterns of Inheritance Mutations Coherence Prior Learning Experiences: genotype/phenotype – review of these terms is usually beneficial Defining characteristics of theories and laws Basic background on Mendel Unpacking the Standards: What do we want students to Know, Understand and Do (KUD) SC.912.N.1.1 Laws & TheoriesSC.912.N.3.4 Unit 7: Heredity Unit Essential Question: How can we predict what traits an individual will inherit? Standards: SC.912.L.16.1 Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. SC.912.L.16.4 Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Understand “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts. Predictable patterns can be seen in the inheritance of traits. These patterns can be modeled, monitored, and sometimes altered. Know Do Declarative knowledge: Facts, vocabulary, information. Procedural knowledge: Skills, strategies & processes that are transferrable to other contexts. 1. Mendel’s garden pea experiments demonstrate the use of the scientific method. 2. Mendel’s work clarifies the differences between theories and laws. 3. Genetic variation increases from mutations and chromosome recombination. 4. Mendel’s laws of segregation and independent assortment can be used to analyze patterns of inheritance and make models. 5. Mutations in the DNA sequence may or may not result in a phenotypic change in offspring. 1. Summarize the major steps in the scientific method in relation to Mendel’s garden pea experiments. 2. Differentiate between theories and laws in relation to Mendel’s Laws of Heredity. 3. Explain how genetic variation increases from mutations and chromosome recombination. 4. Analyze and model patterns of inheritance using Mendel’s laws of segregation and independent assortment. Culminating Performance Task: Suppose you are in training to be a genetic counselor. A married couple in their late twenties has been referred to you because of their questions regarding the possibility of starting a family. Using the couple’s family history of various disorders and traits, develop a medical report with visual display that details the probability of producing an offspring certain traits. You will share the visual display with other counselors in training and receive feedback on your display. Provide students with a variety of couples with different genetic traits to allow them to peer review each other conclusions in a gallery walk. Science Assessment Resources Additional Resources Biology EOC key terms Pedigree Analysis – how to analyze pedigree charts EOC Key terms are presented in glossary or flash card format depending on your preference. http://www.slideshare.net/sbarkanic/pedigree-analysis29322343 http://quizlet.com/_6s71t Biology Junction – general resource with multiple ideas General Assessment Resource http://www.biologyjunction.com/unit8_genetics.htm http://assessment.aaas.org/topics EOC Success for Me Student and Teacher Resource page Genetics Unit Deeper Learning Experiences Scientific Argumentation or CER (Claim, Evidence, Reasoning): Argument Driven Inquiry – Biology* Lab 21: Models of Inheritance: Which Model of Inheritance Best Explains How a Specific Trait Inherited in Fruit Flies? (Application Level) Scientific Argumentation in Biology* Activity 4: Fruit Fly Traits (Generate an Argument) Activity 29: Misconception About Inheritance of Traits (Refutational Writing) *HS received copies of these books in Fall 2014 & 2015 Blood Typing simulation/game http://www.nobelprize.org/educational/medicine/bloodtypinggame/g ame/index.html Unit G: Heredity Grade Concept: Patterns of Inheritance Score 4.0 Score 3.5 Score 3.0 Score 2.5 Score 2.0 Score 1.5 Sample Scale In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. Sample Performance Tasks Explain how and why certain individuals in a pedigree exhibit specific characteristics. Given an offspring outcome (percent, ratio, or fraction), determine the parents’ genotype and phenotype and identify the mode of inheritance. I can do everything at a 3.0, and I can demonstrate partial success at score 4.0. I can: Complete genetic problems determining the appropriate cross and complete a Punnett square to predict outcome of the Can use Mendel's laws of segregation and independent offspring for dominant/ recessive, sex-linked traits, incomplete assortment to analyze patterns of inheritance. and co dominance inheritance patterns. Can discuss observed inheritance patterns caused by Determine the genotype and phenotype of offspring using various modes of inheritance, including dominant, percentages, fractions or ratios. recessive, codominant, sex-linked, polygenic, and Given two parental phenotypes or genotypes, use a Punnett multiple alleles. square to predict potential offspring outcomes for Mendelian, incomplete, codominance, multiple alleles and sex-linked modes of inheritance. I can do everything at a 2.0, and I can demonstrate partial success at score 3.0. I can: Read a genetic problem and complete a pre-labeled Punnett square to predict outcome of the offspring. Can use a Punnett squares to predict outcomes of a Determine the genotype and phenotype of offspring using monohybrid cross when given a genetic problem. percentages. Use a graphic organizer or concept map to differentiate between Can recall and use correctly such as homozygous, the following word pairs—dominant/recessive, heterozygous, genotype and phenotype phenotype/genotype, homozygous/heterozygous—as well as the meanings of the following modes of inheritance: co-dominance, incomplete dominance, polygenic, sex-linked, and multiple alleles. I can do everything at a 1.0, and I can demonstrate partial success at score 2.0. Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Key Learning: Use Mendel’s laws of segregation and independent assortment to analyze patterns of inheritance. Concept: Mendel’s Laws Driving Questions: How did Mendel’s garden pea experiments lead to the development of his laws of heredity? SC.912.L.16.1 Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. This section also allows for a brief overview of flower structure and function. depend on its kinetic energy? Student Investigations: Investigating Genotype and Phenotype Vocabulary Segregation, Genotype, phenotype, dominant, recessive, allele, homozygous, heterozygous, monohybrid, true-breeding, P, F1 http://www.cpalms.org/Public/PreviewResour ceUrl/Preview/29902 Flower Dissection focusing on Reproductive Structures of the plant can help students to better understand Mendel’s experiment. Students can look at both pollen and ovules under the microscope. Lilies make excellent models for the dissection due to visible reproductive structures. Sample Formative Assessment Task: Suppose you are an avid gardener. One day, you come across a plant with lavender flowers. Knowing that the plant is selfpollinating, you harvest the seeds and plant them. Of the 106 plants that grown from the seeds, 31 have white flowers. Using a Punnett square, draw conclusions about the nature of the allele for lavender flowers. (From Pearson Textbook 11.2 Assessment) Resources Student Text: Textbook and other complex text sources Student Misconceptions: Deeper Learning Opportunities: Gregor Mendel – Part of the 100 Greatest Discoveries Probes Pearson Textbook Reference Chapter 11, sections 1 &2 (Mendel, probability & punnett squares When an organism has more than 10 fingers or toes, the condition is known as polydactylism. Although polydactylism is rare, it is a dominant trait. If two cats that are heterozygous for What’s On Your Genes? polydactylism mate and have a litter with a total of (ScienceNews for Students article about the 12 kittens, how many of them would you expect to difference between genetic traits and have more than 10 fingers or toes? environmental factors impacting phenotypes) https://student.societyforscience.org/articl e/what’s-your-genes Early History of Genetics Revised (New light shed on “rediscovery” of Mendel’s laws of heredity) https://www.sciencedaily.com/releases/20 11/05/110503132713.htm Series from the Science Channel (2 minutes) http://videos.howstuffworks.com/sciencechannel/ 29784-100-greatest-discoveries-genetics-andgregor-mendal-video.htm Mendel’s Dreams Case Study http://sciencecases.lib.buffalo.edu/cs/collectio n/detail.asp?case_id=652&id=652 Popped Secret: The Mysterious Origin of Corn https://www.hhmi.org/biointeractive/filmguide-popped-secret-mysterious-origin-corn Tendency To Hair Loss Inherited From the Mother https://www.sciencedaily.com/releases/20 05/05/050520172151.htm Concord Consortium Geniverse Simulation https://concord.org/stem-resources/geniverse Interventions Tier II Interventions Scenarios and practice problems are an important tool for students who are struggling to grasp this standard. Walking students through genetics problems with a protocol helps them to identify the information that have and what they are being asked. Also an explanation of why the punnett square is designed the way it is helps to make it more than a four box cube. Key Learning: Discuss various patterns of inheritance and how genetic traits can be modeled in families.. Concept: Modeling Patterns of Inheritance SC.912.L.16.1 Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. SC.912.L.16.2 Driving Questions: Sample Formative Assessment Task: How are Mendel’s laws used to model patterns of inheritance? Identify the pattern of inheritance shown in the pedigrees below. What are the different types of inheritance? How are traits traced through a family tree? Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Student Investigations: Argument Driven Inquiry - Biology Lab 20: Are All of Mr. Johnson’s Children His Biological Offspring? (Application Level) Vocabulary Sex-linked, polygenic, codominant, karyotype, Punnett square, pedigree Lab 21: Models of Inheritance: Which Model of Inheritance Best Explains How a Specific Trait Inherited in Fruit Flies? (Application Level) Blood Typing Activity/lab One Fly, Two Fly, Red Fly, Blue Fly http://www.cpalms.org/Public/PreviewResour ceLesson/Preview/128756 Resources Student Text: Textbook and other complex text sources Pearson Textbook Reference Chapter 11, section 3 (incomplete, codominance, multiple alleles & polygenic) Student Misconceptions: Deeper Learning Opportunities: Given the information from the previous lesson, explain how the diagrams below are possible. Using Blood Tests to Identify Babies and Criminals http://serendip.brynmawr.edu/exchang e/waldron/bloodtests Probes Family Health History (Step by step directions of how to develop a pedigree of your own family) https://www.genome.gov/pages/educati on/modules /yourfamilyhealthhistory.pdf Chapter 14, section 1 – Human Heredity (sex-linked & pedigrees) The Truth About Blue Eyes http://www.cpalms.org/Public/PreviewR esourceLesson/Preview/61361 Polygenic Inheritance Activity (flipping coins and collecting data for skin tones) http://texasgateway.org/sites/default/fil es/ resources/documents/Polygenic%20Inhe ritance %20Activity.pdf Interventions Tier II Interventions Non-Mendelian Genetics (incomplete, codominance, sex-linked) -https://www.youtube.com/watch?v=oJ8PuG_gUxc Pedigree Analysis 1: How to solve a genetic pedigree https://www.youtube.com/watch?v=HbIHjsn5cHo BIOLOGY EOC- Content Limits SC.912.L.16.1 Items referring to general dominant and recessive traits may address but will not assess the P and generations. F1 Items addressing dihybrid crosses or patterns that include codominance, incomplete dominance, multiple alleles, sexlinkage, or polygenic inheritance may assess the P and generations. F1