Download Student Investigations

Unit H: Heredity and Reproduction
Standards Addressed During
Unit
Overview
Students 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. Students will be able to
compare and contrast the general processes of sexual and asexual reproduction. Students will connect
their learning to societal issues and biotechnology. They learn that science provides an understanding of
the natural world by giving meaning through the shared exchange and progression of knowledge. Students
study the nature of science by focusing on the practice of science as they are actively engaged in
laboratory investigations.
Fundamental Skills:
 Background of scientific knowledge and thinking
 Familiarity with cells and characteristics of organisms
Science laboratory safety practices including an SDS.
SC.7.L.16.1
SC.7.L.16.2
SC.7.L.16.3
SC.7.L.16.4
Highlighted Nature of Science
Standards
SC.7.N.1.1
Coherence
In the grade prior students…
o Reproduction in flowering plants (pollination, fertilization, seed dispersal,
germination)
o Characteristics of plants and animals are inherited vs. characteristics due to
environment
o Behaviors are inherited and learned
o Major stages in life cycles in Florida
 Complete/incomplete metamorphosis
o Flowering/non-flowering seed bearing plants
Not addressed in 5th or 6th grade
In the future grades students will…
 Use Mendel's laws of segregation and independent assortment to analyze
patterns of inheritance.
 Discuss observed inheritance patterns caused by various modes of
inheritance, including dominant, recessive, codominant, sex-linked, polygenic,
and multiple alleles.
 Describe the basic process of DNA replication and how it relates to the
transmission and conservation of the genetic information.
 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.
 Explain the basic processes of transcription and translation, and how they
result in the expression of genes.
Unpacking the Standards: What do we want students to Know, Understand and Do (KUD)
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect all students to
learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will look and sound like when the
standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use with students). When creating a KUD, it is
important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery.
Unit H: Heredity and Reproduction
How are inherited traits passed on and predicted?
Standards: SC.7.L.16.1 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.
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.
SC.7.L.16.4 Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Genetic information is passed from generation to generation by an organisms DNA.
Know
Declarative knowledge: Facts, vocabulary, information.
1.
DNA is located in chromosomes within the cells of living things and carries
genetic information to be passed to future generations known as heredity.
Punnett squares can be used to determine the probability of phenotypes and
genotypes.
1.
3.
Sexual reproduction requires the process of meiosis. Asexual reproduction
requires the process of mitosis.
4.
4.
Specific ways that biotechnology impacts society, individuals, and the
environment are cloning, artificial selection, and genetic engineering.
2.
2.
3.
Do
Procedural knowledge: Skills, strategies & processes that are transferrable to
other contexts.
Observe physical traits reflected by genetic information by explaining how
hereditary information is located in the chromosomes of each cell.
Use Punnett squares to determine the genotype and phenotype of offspring.
Show the sequence of the cell processes of mitosis and meiosis and the
outcome.
Develop a logical argument that supports or does not support genetic
engineering, cloning, or artificial selection.
Performance Task: Defined STEM Module: Crime Scene Investigator https://pasco.instructure.com/courses/43913
You have been hired by the district attorney's office and the regional police force to help educate the police officers on basic crime scene investigation tools and tactics. Both
groups plan to jointly create a crime scene investigation unit within the regional police force. Your audience will be members of the district attorney's office and regional law
enforcement personnel, including the individuals assigned to the new crime scene investigation unit.
Concept: SC.7.L.16.1 Understand and explain that every organism requires
Unit H: aHeredity
set of instructions
and Reproduction
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.
Sample Scale
Score 4.0
Score 3.5
Score 3.0
Score 2.5
Score 2.0
Score 1.5
Score 1.0
Sample Performance Tasks
In addition to Score 3.0, in-depth inferences and applications that go
In a research paper, choose an animal and compare its chromosome number
beyond what was taught.
to humans and predict why there is a difference.
I can:
Make predictions about how various genetic changes can influence
generations.
I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
SC.7.L.16.1 Understand and explain that every organism requires a set
Use Punnett Squares to explain hereditary traits including the probability of
of instructions that specifies its traits, that this hereditary information
these instructions being passed from one generation to another.
(DNA) contains genes located in the chromosomes of each cell, and that
heredity is the passage of these instructions from one generation to
another.
I can:
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.
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
I can:
o
List examples of sexual and asexual reproduction.
recognizes and describes how when asexual reproduction
occurs, the same genetic information found in the parent cell is
copied and passed on to each new daughter cell.
o recognizes and describes how when sexual reproduction
occurs, genetic material from both parents is passes on and
combined to form the genetic code for the new organism.
The student will perform basic processes, such as:
contrasts the offspring in asexual and sexual reproduction.
I can do everything at a 1.0, and I can demonstrate partial success at score 2.0.
With help, a partial understanding of some of the simpler details and
processes and some of the more complex ideas and processes.
I can:
•define key vocabulary such as:
sexual reproduction, asexual reproduction, Punnett Squares, genetics,
heredity
Unit H: Heredity and Reproduction
Concept: Heredity
Driving Questions:
SC.7.L.16.1 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.
How do dominant and recessive genes; acquired and
inherited traits, and chromosomes determine who we
are?
What is the difference between acquired and
inherited traits?
What is the difference between dominant and
recessive genes?
Student Investigations:
Vocabulary:
trait, physical traits, DNA, fertilization genetics, Punnett square,
gene, genotype, heredity, chromosome (x and y),* allele,
phenotypes
Notates FCAT 2.0 Science Glossary Term-Grade 8
Sample Formative Assessment:
Interactive:
http://www.sonic.net/~nbs/projects/anthro201/expe
r/
Build a DNA Molecule This is an online
interactive activity to help students build a
DNA molecule.
Berry full of DNA extraction Lab
Activities to be used as formatives:
http://www.nclark.net/Genetics
Resources:
Student Text:
Student Misconceptions:
Deeper Learning Opportunities:
Fusion Digital Resources:
Interactive Digital Curriculum: Punnett Squares and Pedigrees
Websites:
Sex-Linked Traits
Fusion Correlations:
Hardy-Weinberg Principle
TE: pgs. 564-577
STEM Module “Crime Scene Investigator” will be used to
teach Science/Math focus standards in this unit.
SE: U8L4: pgs. 430-441, U9L1: pgs. 464-475
Lab Manual:
Quick Lab pgs. 405, 408, 418, 437, 441, 450
Sciencesaurus:
pgs. 112-123
Article on DNA: https://student.societyforscience.org/article/dnacan-now-store-images-video-and-other-typesdata?mode=topic&context=39
Heredity Article:
https://student.societyforscience.org/article/news-brief-ancientteeth-point-neandertal-relatives?mode=topic&context=39
STEM Modules can be accessed on Canvas at:
https://pasco.instructure.com/courses/43913
Every body cell of an individual organism
(with a few exceptions) contains an identical
set of DNA molecules and, therefore, contains
identical genetic information.
Additional misconceptions:
http://assessment.aaas.org/topics/RH - /
Building a DNA Model
http://www.discoveryeducation.com/teachers/freelesson-plans/building-a-model-dna.cfm
https://www.teachingchannel.org/videos/dna-lessonplan
http://sciencenetlinks.com/lessons/cell-dna/
Concept: Punnett Squares
SC.7.L.16.2
Determine the probabilities for genotype and phenotype
combinations using Punnett Squares and pedigrees
Driving Questions:
How do Punnett squares predict genotypes and
phenotypes?
How are genes and alleles related to genotypes in
offspring?
o on its kinetic energy
Student Investigations:
Vocabulary:
allele, dominant, recessive, homozygous,
heterozygous, F1 generation, *P generation,
pedigree, phenotypes, genotypes, alleles,
incomplete Punnett square, probability
Notates FCAT 2.0 Science Glossary Term-Grade 8
Sample Formative Assessment:
Demonstrate with a Punnett Square, the genetic
code of the offspring.
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).
Interactive:
http://www.biology.arizona.edu/mendelian_genetics/pr
oblem_sets/monohybrid_cross/01t.html
http://comelearnmore.com/websites-by-topic/genetics- What percent of the offspring are expected to have
games/
curled ears as a result of a cross between the cats
shown?
Genotype and Phenotype Activity
A. 100 B. 75 C. 50 D. 25V
http://www.troup.org/userfiles/929/My%20Files/Scien
ce/MS%20Science/7th%20Science/Genetics/gene_com
bination/Genotype%20and%20Phenotype%20Activity.
pdf?id=8280
http://www.sas.upenn.edu/~trindal/index_files/bugbabi
es.pdf
ocabulary
Resources
Student Text:
Fusion Digital Resources:
Interactive Digital Curriculum: Punnett Squares and
Pedigrees
Fusion Correlations:
TE: pgs. 580-592
Student Misconceptions:
Deeper Learning Opportunities:
Berry full of DNA extraction Lab
Websites:
http://www2.edc.org/weblabs/punnett/punnettsquares.html
Dihybrid Cross-SeaWorld Classroom Activity
Sex-Linked Traits
Hardy-Weinberg Principle
SE: U8L5: pgs. 444-455
Lab Manual:
Quick Lab pgs. 411, 415, Unit Lab p. 427
Sciencesaurus:
pgs. 112-123
Article:
http://sciencelearn.org.nz/Contexts/Uniquely-Me/ScienceIdeas-and-Concepts/Genotype-and-phenotype
STEM Module “Crime Scene Investigator” will be used to
teach Science/Math focus standards in this unit.
STEM Modules can be accessed on Canvas at:
https://pasco.instructure.com/courses/43913
https://www.ngsslifescience.com/biology_lesson_plans_meiosis_and_genetics.html
Concept: Asexual and Sexual Reproduction
SC.7.L.16.3
Compare and contrast the general processes of sexual
reproduction requiring meiosis and asexual reproduction
requiring mitosis.
Driving Questions:
How can the cell processes of mitosis and meiosis be
compared?
http://www.indiana.edu/~ensiweb/lessons/gen.mm.
html
What are the results of reduction division?
http://serendip.brynmawr.edu/exchange/bioactivitie
s/mmfcardsort
Student Investigations:
Vocabulary:
meiosis, mitosis, chromosomes, chromatids,
centrioles, nucleus, asexual reproduction, sexual
reproduction, *budding, *binary fission, haploid
gametes, spores, crossing over, independent
assortment
Notates FCAT 2.0 Science Glossary Term-Grade 8
Sample Formative Assessment Task:
Interactive:
http://www.pbslearningmedia.org/resource/tdc02.sci.lif
e.gen.mitosis/how-cells-divide-mitosis-vs-meiosis/
http://www.cellsalive.com/meiosis.htm
Meiosis Video:
https://www.youtube.com/watch?v=toWK0fIyFlY
Mitosis Video:
https://www.youtube.com/watch?v=gwcwSZIfKlM
Resources:
Student Text:
Student Misconceptions:
Fusion Digital Resources:
Berry full of DNA extraction Lab
Websites:
http://www2.edc.org/weblabs/punnett/punnettsquares.html
Dihybrid Cross-SeaWorld Classroom Activity
Interactive Digital Curriculum: Mitosis, Meiosis, Sexual and
Asexual Reproduction
Sex-Linked Traits
Fusion Correlations: TE: pgs. 522-534, pgs. 536-548, pgs. 550562
Hardy-Weinberg Principle
SE: U8L1: pgs. 400-409, U8L2: pgs. 410-419, U8L3: pgs. 420429
Lab Manual:
Quick Lab pgs. 385, 389, 393, 396, 399, 402
Sciencesaurus:
pgs. 112-123
Deeper Learning Opportunities:
STEM Module “Crime Scene Investigator” will be used to
teach Science/Math focus standards in this unit.
In the early development of an organism,
cells that result from cell division do not
grow before dividing again (AAAS Project
2061, n.d.).
STEM Modules can be accessed on Canvas at:
https://pasco.instructure.com/courses/43913
Article:
https://www.sciencenews.org/article/view-cell
http://www.genetics.org/content/181/1/3
Organisms grow by cell division, but the
cells do not themselves increase in size
or mass (AAAS Project 2061, n.d.).
https://www.sciencedaily.com/terms/meiosis.htm
Ideas:
http://science-class.net/archive/scienceclass/Biology/Cell_Division.htm
http://sciencespot.net/Pages/classbio.html#Anchor-mitosis
In the early development of an
organism, cells grow in size but the
number of cells remains constant (AAAS
Project 2061, n.d.).
In the early development of an organism,
the organism grows in size and mass
without cell division or cell growth (AAAS
Project 2061, n.d.).
Concept: Biotechnology
SC.7.L.16.4
Recognize and explore the impact of biotechnology (cloning,
genetic engineering, artificial selection) on the individual,
society and the environment.
Driving Questions:
How does biotechnology affect the individual, society,
and the environment?
Student Investigations:
Cloning Interactive:
http://learn.genetics.utah.edu/content/cloning/clickand
clone/
http://www.pbslearningmedia.org/resource/biot09.sci.li
fe.gen.cloning/animal-cloning-101/
Vocabulary:
http://www.vtaide.com/png/cloning.htm
biotechnology, cloning, genetic engineering, artificial Articles:
http://news.discovery.com/tech/biotechnology
selection, ethics
These benchmarks should be instructed in conjunction with the Human Growth and Development unit.
Sample Formative Assessment:
Students can use article on cloning to list pros and
cons:
http://learn.genetics.utah.edu/content/cloning/whyc
lone/
Resources:
Student Text:
Fusion Digital Resources:
Interactive Digital Curriculum: Biotechnology
Student Misconceptions:
Deeper Learning Opportunities:
Websites:
http://www2.edc.org/weblabs/punnett/punnettsquares.html
Hardy-Weinberg Principle
Fusion Correlations:
TE: pgs. Pgs. 622-634
STEM Module “Crime Scene Investigator” will be used to teach
Science/Math focus standards in this unit.
SE: U9L2: pgs. 478-489
STEM Modules can be accessed on Canvas at:
Lab Manual:
Quick Lab pgs. 444 & 446
https://pasco.instructure.com/courses/43913
Sciencesaurus:
pgs. 112-123
Research Ideas:
http://www.rff.org/search/google/cloning
Fingerprinting Activity: This activity will teach students about
one way crime scene investigators can identify people using
physical characteristics. Students will learn the importance of
collecting and analyzing fingerprints in crime scene
investigations and will learn how computers are able to
identify people using only a person's fingerprint.
How the Fur Flies- Biotechnology Lessons in Middle School
http://www.beyondbenign.org/K12education/biotech_ms.html