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Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics Overview In this chapter, students will learn about DNA and be able to describe its role in controlling the characteristics of organisms. They will use models and diagrams to represent relationships between DNA, genes and chromosomes. They will be able to explain the role of meiosis and fertilisation in the passing on of genetic information, describe patterns of inheritance of a simple dominant/recessive characteristic through generations of a family and predict simple ratios of offspring genotypes and phenotypes. They will describe and explain mutations as changes in DNA or chromosome numbers, describe the development of the double helix model and investigate the history and impact of developments of genetic knowledge. They will discuss applications of gene technologies and genetic modification; they will describe the role of genetic testing in decision-making relating to embryo selection and identification of carriers of genetic mutations and the use of this information by companies and medical authorities. Strand Content description and elaborations Science understanding BIOLOGICAL SCIENCES The transmission of heritable characteristics from one generation to the next involves DNA and genes describing the role of DNA as the blueprint for controlling the characteristics of organisms using models and diagrams to represent the relationship between DNA, genes and chromosomes recognising that genetic information passed on to offspring is from both parents by meiosis and fertilisation representing patterns of inheritance of a simple dominant/recessive characteristic through generations of a family predicting simple ratios of offspring genotypes and phenotypes in crosses involving dominant/recessive gene pairs or in genes that are sex-linked describing mutations as changes in DNA or chromosomes and outlining the factors that contribute to causing mutations Science as a human endeavour NATURE AND DEVELOPMENT OF SCIENCE Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics investigating the development of the Watson and Crick double helix model for the structure of DNA investigating the history and impact of developments in genetic knowledge Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries recognising that the development of fast computers has made possible the analysis of DNA sequencing, radio astronomy signals and other data USE AND INFLUENCE SCIENCE Advances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities investigating the applications of gene technologies such as gene therapy and genetic engineering The values and needs of contemporary society can influence the focus of scientific research considering the use of genetic testing for decisions such as genetic counselling, embryo selection, identification of carriers of genetic mutations and the use of this information for personal use or by organisations such as insurance companies Science inquiry skills QUESTIONING AND PREDICTING Formulate questions or hypotheses that can be investigated scientifically evaluating information from secondary sources as part of the research process developing ideas from students’ own or others' investigations and experiences to investigate further PLANNING AND CONDUCTING Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods combining research using primary and secondary sources with a student’s own experimental investigation using modelling and simulations, including using digital technology, to investigate situations and events Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics explaining the choice of variables to be controlled, changed and measured in an investigation ensuring that any investigation involving or impacting on animals is justified, humane and considerate of each animal’s needs learning specific skills for the use of scientific instruments considering the potential hazards of chemicals or biological materials used in experimental investigations describing specific safety precautions required for investigations PROCESSING AND ANALYSING DATA AND INFORMATION Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies. Use knowledge of scientific concepts to draw conclusions that are consistent with evidence designing and constructing appropriate graphs to represent data, and analysing graphs for trends and patterns calculating means and ranges from data and considering the distribution of sets of quantitative data using spreadsheets to present data in tables and graphical forms and to carry out mathematical analyses on data comparing conclusions with earlier predictions and reviewing scientific understanding where appropriate suggesting more than one possible explanation of the data presented EVALUATING Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems explaining why suggested changes will improve the accuracy of investigations researching the methods used by scientists in studies reported in the media describing how scientific arguments are used to make decisions regarding personal and community issues COMMUNICATING Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations presenting results and ideas using formal experimental reports, oral presentations, slide shows, poster presentations and contributing to group discussions using secondary sources as well as a student’s own findings to help explain a scientific concept Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics Unit 1.1 DNA the molecule Strand Content description and elaborations Suggested teaching and learning strategies Pearson science 10 resources Science understanding BIOLOGICAL SCIENCES The transmission of heritable characteristics from one generation to the next involves DNA and genes describing the role of DNA as the blueprint for controlling the characteristics of organisms using models and diagrams to represent the relationship between DNA, genes and chromosomes Interactive lesson – The nucleus as a store of genetic material Drag and drop – The molecule of life Pearson Reader science4fun – What do you know? SB: p. 2 science4fun Deoxyribonucleic acid Introduce DNA and what it is, how it is recognised and its basic characteristics. Describe complementary base pairing SB: pp. 2–3 Prac 1 – Investigating DNA SB: p. 8 Prac 1 Prac 2 – Modelling DNA SB: p. 9 Prac 2 Prac 3 – Make your own DNA SB: p. 9, Prac 3 Activity book 1.1 – Structure of DNA AB: 1.1 Genes and chromosomes SB: p. 4 Describe the relationship between DNA, genes and chromosomes Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 Register Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics Science as a human endeavour Science inquiry NATURE AND DEVELOPMENT OF SCIENCE Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community investigating the development of the Watson and Crick double helix model for the structure of DNA investigating the history and impact of developments in genetic knowledge Discovery of DNA Discuss the contributions that various scientists have made to the discovery of DNA Teacher companion extension activities Teacher companion Activity book 1.2 – Discovery of DNA AB: 1.2 Inquiring question 2 SB: p. 7 Inquiring Q2 PLANNING AND CONDUCTING Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods combining research using primary and secondary sources with a student’s own experimental investigation using modelling and simulations, SB: pp. 5–6 SHE SB: p. 7 Inquiring Q1–2 Inquiring questions 1–2 Prac 1 – Investigating DNA SB: p. 8 Prac 1 Prac 2 – Modelling DNA SB: p. 9 Prac 2 Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics including using digital technology, to investigate situations and events Prac 3 – Make your own DNA SB: p. 9 Prac 3 Prac 1 – Investigating DNA SB: p. 9 Prac 1 Prac 2 – Modelling DNA SB: p. 9 Prac 2 Prac 2 – Modelling DNA SB: p. 9 Prac 2 EVALUATING Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems Inquiring question 1 SB: p. 7 Inquiring Q1 Prac 2 – Modelling DNA SB: p. 9 Prac 2 COMMUNICATING Communicate scientific ideas and information for a particular purpose, Inquiring question 1 SB: p. 7 Inquiring Q1 Prac 1 – Investigating DNA SB: p. 8 Prac 1 Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data explaining the choice of variables to be controlled, changed and measured in an investigation PROCESSING AND ANALYSING DATA AND INFORMATION Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies Use knowledge of scientific concepts to draw conclusions that are consistent with evidence Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics including constructing evidence-based arguments and using appropriate scientific language, conventions and representations using secondary sources as well as a student’s own findings to help explain a scientific concept Unit assessment Prac 2 – Modelling DNA SB: p. 9 Prac 2 Prac 3 – Make your own DNA SB: p. 9 Prac 3 Complete selected unit review questions SB: p. 7 Unit review Research portfolio SB: p. 7 Inquiring Q1–2 Unit 1.2 Making new cells Strand Content description and elaboration Suggested teaching and learning strategies Pearson science 10 resources Science understanding BIOLOGICAL SCIENCES The transmission of heritable characteristics from one generation to the next involves DNA and genes describing the role of DNA as the blueprint for controlling the characteristics of organisms using models and diagrams to represent the relationship between DNA, genes and chromosomes recognising that genetic information passed on to offspring is from both Interactive lesson – Cell division Interactive activity – Genetics crossword Pearson Reader Drag and drop – Meiosis science4fun – Variation SB: p. 10 science4fun Replicating the DNA DNA is copied in the cells by replication SB: p. 11 Cell division Explain mitosis and meiosis using diagrams. Describe the relationship between the chromosome number and these processes SB: p. 12 Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 Register Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics parents by meiosis and fertilisation Science inquiry Unit assessment Prac 1 – Observing mitosis SB: p. 17 Prac 1 Activity book 1.3 – Mitosis AB: 1.3 Prac 2 – Observing meiosis SB: p. 17 Prac 2 Activity book 1.4 – Meiosis AB: 1.4 Asexual and sexual reproduction Discuss the differences between asexual and sexual reproduction and how this relates to genetic information carried on chromosomes SB: p. 14 PROCESSING AND ANALYSING DATA AND INFORMATION Use knowledge of scientific concepts to draw conclusions that are consistent with evidence Prac 1 – Observing mitosis SB: p. 17 Prac 1 Prac 2 – Observing meiosis SB: p. 17 Prac 2 COMMUNICATING Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations using secondary sources as well as a student’s own findings to help explain a scientific concept Prac 1 – Observing mitosis SB: p. 17 Prac 1 Prac 2 – Observing meiosis SB: p. 17 Prac 2 Complete selected unit review questions SB: pp. 15–16 Unit review Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics Research portfolio Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 SB: p. 16 Inquiring Q1–3 Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics Unit 1.3 Characteristics and inheritance Strand Content description and elaboration Suggested teaching and learning strategies Pearson science 10 resources Science understanding BIOLOGICAL SCIENCES The transmission of heritable characteristics from one generation to the next involves DNA and genes describing the role of DNA as the blueprint for controlling the characteristics of organisms using models and diagrams to represent the relationship between DNA, genes and chromosomes representing patterns of inheritance of a simple dominant/recessive characteristic through generations of a family predicting simple ratios of offspring genotypes and phenotypes in crosses involving dominant/recessive gene pairs or in genes that are sex-linked describing mutations as changes in DNA or chromosomes and outlining the factors that contribute to causing mutations Interactive lesson – Variation of organisms Pearson Reader science4fun – Family resemblances SB: p. 18 science4fun Discovering genetics Introduce the work of Mendel SB: p. 18 Dominant/recessive inheritance Explain dominant and recessive and genotype and phenotype. Explain the use of Punnett squares to determine the proportions of various genotypes and phenotypes resulting from a cross SB: p. 19 Incomplete dominance Compare complete with incomplete dominance SB: p. 21 Activity book 1.5 – Punnett squares AB: 1.5 Activity book 1.6 – Pedigree analysis AB: 1.6 Sex determination Explain the link between chromosomes and the gender of offspring: sex-linkage SB: p. 22 Prac 1 – Chance variation SB: p. 24 Prac 1 Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 Register Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics Activity book 1.7 – Sex-linked genes AB: 1.7 Chromosomal abnormalities Introduce mutations as a result of the processes where the information passed on is different SB: p. 22 Science as a human endeavour NATURE AND DEVELOPMENT OF SCIENCE Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community investigating the history and impact of developments in genetic knowledge Discovering genetics Introduce the work of Mendel SB: p. 18 Science inquiry PLANNING AND CONDUCTING Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods using modelling and simulations, including using digital technology, to investigate situations and events Inquiring Q1 SB: p. 23 Inquiring Q1 Prac 1 – Chance variation Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 SB: p. 24 Prac 1 Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics PROCESSING AND ANALYSING DATA AND INFORMATION Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies calculating means and ranges from data and considering the distribution of sets of quantitative data Prac 1 – Chance variation SB: p. 24 Prac 1 Activity book 1.5 – Punnett squares AB: 1.5 Activity book 1.6 – Pedigree analysis AB: 1.6 Activity book 1.7 – Depends on sex AB: 1.7 Use knowledge of scientific concepts to draw conclusions that are consistent with evidence COMMUNICATING Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations presenting results and ideas using formal experimental reports, oral presentations, slide shows, poster presentations and contributing to group discussions using secondary sources as well as a student’s own findings to help explain a scientific concept Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics Unit assessment Complete selected unit review questions SB: p. 23 Unit review Research portfolio SB: p. 23 Inquiring Q1 Unit 1.4 Gene technology Strand Content description and elaboration Suggested teaching and learning strategies Pearson science 10 resources Science understanding BIOLOGICAL SCIENCES The transmission of heritable characteristics from one generation to the next involves DNA and genes describing the role of DNA as the blueprint for controlling the characteristics of organisms using models and diagrams to represent the relationship between DNA, genes and chromosomes Interactive lesson – Genetic engineering and its applications in biotechnology Video – Genetically modified foods Pearson Reader Genetic modification Define genetic modification and explain how genes can be modified and how this works using examples of crops such as: canola rice SB: pp. 25–26 Prac 1 – Genetic modification SB: p. 33 Prac 1 Activity book 1.8 – Genetically modified food AB: 1.8 science4fun – Spliced vegetables SB: p. 26 science4fun Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 Register Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics Science as a human endeavour Gene splicing Describe the process of gene splicing SB: p. 26 Human Genome Project Define a genome and describe the aims of the Human Genome Project SB: p. 27 Gene testing Describe how scientists test for genes. Discuss the benefits and disadvantages of knowing about a person’s genetic make up SB: p. 28 Gene therapy/treating cancer Explain medical advances in the investigation of gene therapy and treating cancer SB: p. 29 Prac 2 – Genetic technologies SB: p. 33 Prac 2 NATURE AND DEVELOPMENT OF SCIENCE Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community investigating the history and impact of developments in genetic knowledge Stem cells SB: p. 30–31 SHE USE AND INFLUENCE SCIENCE Discuss the research and implications of stem cell technology Teacher companion activities considering issues in science Teacher companion Activity book 1.9 – Stem cells AB: 1.9 Inquiring question 3 SB: p. 32 Inquiring Q3 Prac 1 – Genetic modification – public opinion SB: p. 33 Prac 1 Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics Advances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities investigating the applications of gene technologies such as gene therapy and genetic engineering The values and needs of contemporary society can influence the focus of scientific research Prac 2 – Genetic technologies SB: p. 33 Prac 2 Activity book 1.8 – Genetically modified food AB: 1.8 Activity book 1.9 – Stem cells AB: 1.9 considering the use of genetic testing for decisions such as genetic counselling, embryo selection, identification of carriers of genetic mutations and the use of this information for personal use or by organisations such as insurance companies Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics Science inquiry QUESTIONING AND PREDICTING Formulate questions or hypotheses that can be investigated scientifically evaluating information from secondary sources as part of the research process developing ideas from students’ own or others' investigations and experiences to investigate further Prac 1 – Genetic modification – public opinion SB: p. 33 Prac 1 PLANNING AND CONDUCTING Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods combining research using primary and secondary sources with a student’s own experimental investigation Inquiring questions 1–3 SB: p. 32 Inquiring Q1–3 Prac 1 – Genetic modification – public opinion SB: p. 33 Prac 1 Prac 2 – Genetic technologies SB: p. 33 Prac 2 Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data learning specific skills for the use of scientific instruments Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics PROCESSING AND ANALYSING DATA AND INFORMATION Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies Prac 1 – Genetic modification – public opinion SB: p. 33 Prac 1 Prac 2 – Genetic technologies SB: p. 33 Prac 2 Inquiring questions 1–3 SB: p. 32 Use knowledge of scientific concepts to draw conclusions that are consistent with evidence EVALUATING Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems describing how scientific arguments are used to make decisions regarding personal and community issues Inquiring Q1–3 Prac 1 – Genetic modification – public opinion SB: p. 33 Prac 1 Prac 2 – Genetic technologies SB: p. 33 Prac 2 Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics COMMUNICATING Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations presenting results and ideas using formal experimental reports, oral presentations, slide shows, poster presentations and contributing to group discussions Unit assessment Prac 1 – Genetic modification – public opinion SB: p. 33 Prac 1 Complete selected unit review questions SB: p. 32 Unit review Research portfolio SB: p. 32 Inquiring Q1–3 Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics Chapter review Suggested teaching and learning strategies Pearson science 10 resources Complete the chapter review questions at the end of the chapter SB: p. 34 Chapter review Complete the thinking scientifically questions at the end of the chapter SB: pp. 35–36 Thinking scientifically Reteach and relearn Teacher companion Quick quiz (revision) Teacher companion Interactive quiz Pearson Reader Activity book 1.10 – Literacy review AB: 1.10 Review glossary of terms introduced in the chapter SB: p. 37 Glossary Chapter test Pearson Reader Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1 Register Pearson science 10 Teaching Program 3–4 weeks Chapter 1 DNA and genetics Program review and evaluation Topic Modifications required in program Additional practicals and skill development Assessment for learning strategies Projects undertaken Websites Copyright © Pearson Australia 2011 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2366 1