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ECO Organizer – Genetics/Heredity
Spectra Grade 5
M. Bloom
Essential Course Outcomes (ECOs):
The student knows that the variation in each species is due to the exchange and interaction of genetic information as it is passed
from parent to offspring.
Apply genetics vocabulary to describe the process of inheritance.
(Spectra SIP Goal – Vocabulary
6-step process)
Understand:
Students will understand:
1. How the characteristics of living things are passed on through generations. (D.O.K. Level 2) Problem-Solving Strand
2. How to gather and synthesize information from nonfiction books and sources to answer research questions (D.O.K. Level 4)
Research Strand
3. How to describe the advantages and risks of new technologies or patterns of human activity. (D.O.K. Level 4)
Communication Strand
4. How to summarize what others have said, ask for clarification, and take alternative perspectives. (D.O.K. Level 3) Affective
strand
5. How to integrate higher order thinking strategies into projects and class discussions (D.O.K. Level 4) Problem-Solving Strand
Power Standard CA3: Read and evaluate nonfiction works and materials (2)
Power Standard 3.5 Reason inductively from a set of specific facts and deductively from general premises (1-4)
Power Standard 1.10 Apply acquired information, ideas and skills to different contexts as students, workers, citizens, consumers (3)
Power Standard 1.6 Discover and evaluate patterns and relationships in information, ideas and structures (1-4)
Power Standard 2.2 Review and revise communications to improve accuracy and clarity (2, 4)
Know:
Be able to:
 How to apply unit vocabulary and discriminate between:
• Students will be able to effectively select a research topic,
Genotype and Phenotype, Homozygous and
develop research questions, use a variety of resources
Heterozygous, Dominant and Recessive
independently, and collect and organize information.
( Marzano – Similarities and Differences)
How to describe (and label) the DNA molecule, how to
• Students will be able to communicate research findings
define chromosomes and describe how they contribute to through a persuasive essay and debate
the inheritance of traits
 How to use probability through a Punnett square to predict • Students will be able to apply critical thinking strategies to a
the odds of offspring inheriting certain traits.
variety of performance tasks. (drawing inferences,
compare/contrast, classify from category to example to
 How to conduct a research study, using a variety of
description)
information sources, to draw conclusions to answer a
research question.
• Students will be able to describe and apply unit vocabulary,
compare/contrast similarities and differences, complete a Punnett
 How to gather information, formulate an opinion, organize square and describe the process of inheritance in plants and
information and present an argument for or against an
animals.
issue (i.e. genetic engineering, cloning, etc.)
6/20/17
Assessment Activities:
Learning Activities:
Performance tasks:
Several introductory activities are completed to immerse students
in nonfiction readings designed to teach and reinforce key unit
vocabulary.
Several books, magazines and interactive web sites will be used.
Structured problem solving exercises with rubric:
If a normal male and a female who is carrying a recessive lethal
trait on one of her X chromosomes reproduce, what are the
chances of the offspring being a carrier of the lethal trait? Prove
it using a punnett square.
Describe your reasoning.
Spectra Common Assessment for Problem-Solving based on ECO
4:
The Reebop lab is designed to serve as a means to introduce the
terminology in context. The content will be reinforced by the
“Build a Baby” lab and the Spongebob Squarepants and Oompa
Loompa Punnett Squares activities.
An introduction to Gregor Mendel and Punnett squares will also
be done through Unitedstreaming and interactive web sites.
Spectra Common Assessments for Research
Students will create a picture dictionary with key unit vocabulary.
Spectra Common Assessments for Communication
Students will create a rubric for a persuasive essay which will be
used to assess their position paper on a topic of research. It will
include a peer, self and teacher evaluation.
Formative Assessment includes anecdotal records and a
checklist to determine if students have mastered vocabulary and
applied it appropriately in the context of a simulation (Build a
Baby and Spongebob Squarepants and Oompa Loompa Punnett
square activities)
6/20/17
Students construct candy models of DNA.
They play a card game to reinforce an understanding of base
pairings.
Students read biographies on famous geneticists (Gregor Mendel,
Thomas Hunt Morgan, Barbara McClintock, Watson and Crick)
and discuss the contributions of these individuals to the field of
genetics.
Students conduct research studies on topics such as genetic
engineering, cloning, etc, and present a position paper
(persuasive essay).