Download SOCIAL STUDIES: Skokie DISTRICT 68

SCIENCE: Forest Ridge School District 142
Heredity, Variation, & Biodiversity Unit: Eighth Grade
Unifying Theme: Evidence & Explanation
Essential Question: How can we support our explanations (claims) with supporting evidence gathered through scientific investigation and technological design?
Guiding Questions:
How are characteristics of one generation of organisms passed to the next?
What are the consequences regarding inheritance and variation across generations?
How are the characteristics of one generation of organisms related to the next generation?
Why do individuals of the same species vary in how they look and function?
What are the costs/benefits of genetic engineering and testing?
Big Ideas
Reproduction is a characteristic
of all living systems; some
organisms reproduce sexually
while others reproduce
asexually.
Power Standards
Compare and contrast sexual and asexual
reproduction.
Hereditary information is
contained in genes located in
the chromosomes of each cell.
One or many genes can
determine an inherited trait of
an individual.
Examine DNA evidence to infer patterns of change.
Evidence of change over time
can be inferred by examining
DNA sequences
There are risks/benefits
associated with genetic
engineering and genetic
testing.
Determine the relationship of genes and
chromosomes to inherited traits.
Analyze risks/benefits and develop claims supported
by evidence.
Descriptors: Based on National & State Documents
Justify why DNA is referred to as the blue print of life.
Predict visible effects and variations amongst physical
features and cellular functions of organisms based
upon genetic combinations.
Analyze patterns of inheritance and probability of
genes and traits being passed on using Punnett
squares and pedigrees.
Analyze the transmission of genetic traits, diseases
and defects.
Compare and contrast mitosis and meiosis.
Compare and contrast characteristics of organisms
produced from a single parent with those of
organisms produced by two parents.
Analyze the risks/benefits of genetic testing and
engineering.
ASSESSMENT
Summative:
Support with evidence the pro
and/or diseases based upon an
transmission of genetic traits,
Formative:
 Compare and contras
 Diagram meiosis and
 Compare characterist
parent (asexual) with
parents (sexual).
 Create a Punnett Squ
 Analyze a Punnett Sq

Explain why DNA is re
Summative:
Formulate a position on genet
claim with evidence.
Formative:

Create a cost/benefit
personal cost, person
a decision of genetic

Distinguish claim from
Summative Assessment
Write to a person who had a m
with evidence why they should
State what experiences they m
Formative Assessment
 Use formative assessm
Baby Mice - Adaptatio
 Journal Entry
 Graph Data/Conduct An
 Calculations
Scientific Inquiry
Scientific inquiry is a dynamic
process that is not limited to
one scientific method.
Propose scientific questions and engage in active
inquiry gathering and prioritizing evidence,
formulating explanations, making connections to
scientific knowledge and communicating and
justifying explanations.
Prioritize evidence
Develop an explanation based upon evidence/data
Develop a vaccine based upon analysis of generated
data from coin toss. (DNA Sequence)
Formative:

Collect and represent

Analyze data (DNA Se

Use analysis to devel
Generate, represent and analyze data
Generate data
Organize data
Represent data
Analyze data
Formative:

Collect and represent

Analyze data (DNA Se

Use analysis to devel
Justify explanations
Formative:

Create a cost/benefit
personal cost, person
a decision of genetic

Distinguish claim from
Inquiry engages learners in
asking scientifically oriented
questions, gathering and
prioritizing evidence,
formulating explanations,
making connections to scientific
knowledge and communicating
and justifying explanations.
The Nature of Science
Science is an imaginative
endeavor that is subject to
modification as new information
challenges current theories. It
involves the collection of data,
the use of logical reasoning,
argumentation and the devising
of hypotheses and explanations
informed by evidence.
Habits of Mind
Scientists keep
honest/unbiased, clear and
accurate records, value
hypotheses and understand
that more than one explanation
can be given for the same
evidence.
Summative:
Formulate a position on genet
claim with evidence.
Scientists value the role of
computation and estimation in
their work.
Scientists use a variety of tools
to inform their observations.
Scientists organize information
using tables, graphs, diagrams
and symbols.
Scientists question claims
based on vague attributions
and are skeptical of arguments
based on small data samples.
Scientists embrace unexpected
results.
Vocabulary
Tier Two: evidence, claim, support, argue, defend, analyze, justify, generation
Tier Three: DNA, Punnett Square, nucleotides, sexual, asexual, meiosis, mitosis, genetic engineering, cloning, genetic testing, dominant, recessive, alleles,
chromosomes, inheritance, variation