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YES Prep Southeast
Course: _____7th Grade Science_______
Instructor(s): _______Mr. Lance Green_______
Year: 2009 – 2010
Unit4?: __Reproduction, Genetics, and Adaptations
Table of Contents
Section
Big Ideas: Overview of the Unit; Enduring Understandings; Essential Questions
Standards: TEKS and YES Standards; Daily Objectives
Assessments: Unit Summative Test; Unit Performance Assessments;
Unit Vocabulary
Opportunities for Integration
Resources
Calendar
Page Number
1,2
2-9
10
10-11
11
12
13-16
Big Ideas (Overview of the Unit)
7th grade is the only year in middle school that there are specific TEKS objectives for genetics, so there may not be a lot of prior knowledge.
According the TEKS, these are the main ideas within this unit: “During both sexual and asexual reproduction, traits are passed onto the next generation. These traits
are contained in genetic material that is found on genes within a chromosome from the parent. Changes in traits sometimes occur in a population over many generations. One of the
ways a change can occur is through the process of natural selection. Students extend their understanding of structures in living systems from a previous focus on external structures
to an understanding of internal structures and functions within living things.”
There is no focus on dominant and recessive traits—that has been moved to high school biology, however I think that in order to explain how genetic
variation occurs, students need to understand that certain traits dominant or recessive. A way to increase more critical thinking and math skills is to
introduce Punnett squares as a method for predicting what types of traits will be seen in offspring. LTF has a good introduction to creating Punnett
Squares lab. There are also MANY “critter” labs where students can create new offspring using parent genetic data and Punnett Squares—see the
resources section. (AIMS has an excellent lab as well,).
Students also need to gain a basic understanding of “natural selection” –that certain traits allow a species to survive better than other traits. That
inherited traits are directly related to an organism survival →population’s survival. Some humans breed animals in order for them to have desirable
traits—can explore “designer” breeds of dogs or genetically modified crops. This can become a HUGE ethical question, which can provide a good
debate topic.
Southeast Unit Plan
1
Enduring Understandings







Essential Questions
The survival of living organisms is influenced by genetic
inheritance and heavily on the interactions of the environment.
Living organisms adapt through genetic mutations that enhance
their ability to survive and reproduce.
Genetic traits are inheritable. Possible traits can be predicted
using the parental genetic material and probability.
Living systems are made up of various levels of organization
Essential Question
What is the meaning of life?
What factors give one the BEST chances of continuing the species?
What is deemed ethical in the world of genetics?
Traits are inherited or result from interactions with the
environment
Punnett Squares predict through probability the possible
outcome of inherited characteristics
Changes in environmental conditions, naturally or induced
by humans, affect the survival of individuals and species
TEKS and YES Standards
(or College Board Standards,
AP Standards, etc.)
Southeast Unit Plan
Know ledge and Skills
Translated into Daily Lesson Objectives
2
TEKS
YES EXPECTATIONS
VOCAB
6.12( D) identify the
basic characteristics of
organisms, including
prokaryotic or
eukaryotic, unicellular or
multicellular,
autotrophic or
heterotrophic, and mode
of reproduction, that
further classify them in
the currently recognized
Kingdoms; (NOTE:
introduce mode of
reproduction)
SWBAT to define asexual reproduction and sexual
reproduction.
SWBAT to differentiate between sexual and asexual
reproduction.
SWBAT explain the process of sexual reproduction and
fertilization
Offspring
Sexual
reproduction
Sperm
Egg(s)
Asexual
reproduction
Budding
Binary fission
Regeneration


SWBAT define heredity as the passage of genetic
7.14( A)
instructions from one generation to the next.
define
SWBAT distinguish between inherited and acquired traits.
heredity
as the
passage of
genetic
instruction
s from one
generation
to the next
generation
;
Heredity
Chromosomes
Genes
Inherited traits
7.14 (C)
recognize
Genes
Alleles
SWBAT trace the relationship of
CELL→NUCLEUS→CHROMOSOMES→DNA→GENES
Southeast Unit Plan
Acquired traits
CONTENT
KNOWLEDGE
Students should know
the differences between
sexual and asexual
reproduction, as well as
examples of organisms
that engage in those
types of reproduction.
Students can explain
that sexual reproduction
involves two organisms
mating—male sex cell
and female sex cell join
together and begin to
form a new cell, which
begins to divide and
multiply—to create a
new organism. – this will
provide the appropriate
background for
understanding genetics.
They should also
describe the types of
asexual reproduction,
and identify examples.
TEKS PROCESS
SKILLS/LABS
Students can observe real-life
or video examples of asexual
reproduction: Vegetative
propagation: eyes from a
potato, runners from a spider
plant, ivy plant placed in
water will regrow.
Regeneration: planarian or
starfish. Budding: yeast.
Binary Fission: paramecium
Recognize that every
organism requires a
set of instructions that
specifies its traits.
These instructions are
stored in the
organism’s
chromosomes.
Heredity is the
passage of these
instructions from one
generation to another.
Students can determine what
traits or characteristics are
inherited and what traits are
acquired.
They can do an inherited
traits survey activity, where
they identify and graph
which traits are most
prevalent in the classroom.
Recognize that
hereditary
(D) relate the impact of
3

that
inherited
traits of
individuals
are
governed
in the
genetic
material
found in
the genes
within
chromoso
mes in the
nucleus .
SWBAT identify in sexual reproduction that offspring
receive half their chromosomes from their father and half
from their mother.
SWBAT comprehend that in offspring in sexual
reproduction are genetically different from their parents.
SWBAT define and distinguish genotype from phenotype
(genotype is the genetic expression(gene) of the
phenotype—the physical trait).
SWBAT identify alleles as different forms of a gene and
that alleles can be dominant or recessive.
SWBAT use a Punnett Square to predict potential
offspring outcomes both on the genotype and phenotype
levels.
Nucleus
DNA
Genotype
phenotype
7.14 (B)
compare
the results
of uniform
or diverse
offspring
from
sexual
reproducti
on or
asexual
reproducti
on; and
SWBAT justify that sexual reproduction results in more
diversity within a population.
SWBAT to compare and contrast sexual and asexual
reproduction.
Asexual
reproduction
Sexual
reproduction
diverse
SWBAT explore the benefits/disadvantages of both types
of reproduction (is it better for a species to have offspring
that is all the same or offspring that different?)
Southeast Unit Plan
information is
contained in genes
located in the
chromosomes of each
cell. (A human cell
contains about 30,000
different genes on 23
different
chromosomes)
-------------------------Sex cells (gametes)
contain half of the
total chromosomes
found in other cells.
When a sperm cell
fertilizes a egg, those
two sets of
chromosomes
combine creating a
new, genetically
different offspring.
--------------------------
research on scientific
thought and society,
including the history of
science and contributions of
scientists as related to the
content.
Compare sexual
reproduction
(offspring inherit half
of their genes from
each parent) with
asexual reproduction
(offspring is an
identical copy of the
parent’s cell).
In asexual
reproduction, because
there is only one set
of genetic material,
the offspring will be
Students can compare the
offspring using Punnett
squares.
SWBAT illustrate and
recognize Mendel’s
contribution to the field of
genetics
--------------------------------Students can explore how
chromosome pairs dictate
offspring’s traits through a
“reebop” lab (see resources)
--------------------------------LTF has a DNA extraction
lab that allows students to
visualize DNA and
understand how cell
organelles protect DNA.
4



7.11(B)
explain
variation
within a
population
or species
by
comparing
external
features,
behaviors,
or
physiology
of
organisms
that
enhance
their
survival
such as
migration,
hibernatio
n, or
storage of
food in a
bulb; and
7.11(C)
identify
some
changes in
genetic
traits that
SWBAT relate variation within in a species to the survival
needs of the population.
SWBAT connect variation within a species is caused by
sexual reproduction – reinforcing the previous SWBATs
about genetics.
SWBAT understand that mutations can also cause genetic
variation which leads to genetic variations.
(how these genetic differences/changes amongst a species
allow it to survive better)
Variation
Camouflage
Mutations
migration
SWBAT identify and explain why changes in genetic traits
occur over several generations.
SWBAT define and provide examples of natural selection
and selective breeding.
(this is focusing on the changes throughout generations)
Natural
selection
Selective
breeding
Southeast Unit Plan
identical to the
parent.
Give examples of
ways in which
genetic variation and
environmental factors
are causes of
evolution and the
diversity of
organisms.
These variations can
be caused by
mutations, gene flow
(migration into a new
population, and
sexual reproduction.
EXAMPLES:
Determine as a
district.
Brown vs white
rabbits (?)
Students can review case
studies of various
animals to IDENTIFY
genetic variations and
propose reasons as to
why certain genetic
variations are
(D) relate the impact of
research on scientific
thought and society,
including the history of
science and contributions of
scientists as related to the
5
have
occurred
over
several
generation
s through
natural
selection
and
selective
breeding
such as
the
Galapagos
Medium
Ground
Finch
(Geospiza
fortis) or
domestic
animals.

7.12(A)
investigate
and
explain
how
internal
structures
of
organisms
have
advantageous for animal
survival.
Examples: Determine as
a district
Darwin’s finches
England’s Peppered
moths
content.
SWBAT to illustrate and
recognize Darwin’s influence
on the field of animal
genetics.
--------------------------------------
7.3(A) in all fields of
science, analyze, evaluate,
and critique scientific
explanations by using
empirical evidence, logical
reasoning, and
experimental and
observational testing,
including examining all
sides of scientific evidence
of those scientific
explanations, so as to
encourage critical thinking
by the student;
SWBAT articulate the importance of a species ability to
adapt.
SWBAT investigate and explain how internal structures of
organisms have adaptations that allow specific functions
Southeast Unit Plan
Adaptations
Gills
Hollow bones
Xylem (?)
Students will look the
examples in the TEKS
and brainstorm and
back up reasons why
these species have had to
develop those
adaptations.
In resources, there is an
internet scavenger hunt
to explore adaptations.
SWBAT to justify and argue
for and against a TEACHER
CHOSEN scientific
argument—ie evolution,
selective breeding, genetic
testing etc.
Students can really use this
TEK to connect a lot of what
they learned in this unit to a
species—it could be a good
culminating activity—explain
how adaptations would
evolve throughout
generations.
6
adaptation
s that
allow
specific
functions
such as
gills in
fish,
hollow
bones in
birds, or
xylem in
plants;
TEKS
YES EXPECTATIONS
VOCAB
6.12( D) identify the
basic characteristics of
organisms, including
prokaryotic or
eukaryotic, unicellular or
multicellular,
autotrophic or
heterotrophic, and mode
of reproduction, that
further classify them in
the currently recognized
Kingdoms; (NOTE:
introduce mode of
reproduction)
SWBAT to define asexual reproduction and sexual
reproduction.
SWBAT to differentiate between sexual and asexual
reproduction.
SWBAT explain the process of sexual reproduction and
fertilization
Offspring
Sexual
reproduction
Sperm
Egg(s)
Asexual
reproduction
Budding
Binary fission
Regeneration
Southeast Unit Plan
CONTENT
KNOWLEDGE
Students should know
the differences between
sexual and asexual
reproduction, as well as
examples of organisms
that engage in those
types of reproduction.
Students can explain
that sexual reproduction
involves two organisms
mating—male sex cell
and female sex cell join
together and begin to
form a new cell, which
begins to divide and
multiply—to create a
new organism. – this will
provide the appropriate
TEKS PROCESS
SKILLS/LABS
Students can observe real-life
or video examples of asexual
reproduction: Vegetative
propagation: eyes from a
potato, runners from a spider
plant, ivy plant placed in
water will regrow.
Regeneration: planarian or
starfish. Budding: yeast.
Binary Fission: paramecium
7
background for
understanding genetics.
They should also
describe the types of
asexual reproduction,
and identify examples.


SWBAT define heredity as the passage of genetic
7.14( A)
instructions from one generation to the next.
define
SWBAT distinguish between inherited and acquired traits.
heredity
as the
passage of
genetic
instruction
s from one
generation
to the next
generation
;
Heredity
Chromosomes
Genes
Inherited traits
7.14 (C)
recognize
that
inherited
traits of
individuals
are
governed
in the
genetic
material
found in
the genes
within
chromoso
mes in the
nucleus .
Genes
Alleles
Nucleus
DNA
Genotype
phenotype
SWBAT trace the relationship of
CELL→NUCLEUS→CHROMOSOMES→DNA→GENES
SWBAT identify in sexual reproduction that offspring
receive half their chromosomes from their father and half
from their mother.
SWBAT comprehend that in offspring in sexual
reproduction are genetically different from their parents.
SWBAT define and distinguish genotype from phenotype
(genotype is the genetic expression(gene) of the
phenotype—the physical trait).
SWBAT identify alleles as different forms of a gene and
that alleles can be dominant or recessive.
SWBAT use a Punnett Square to predict potential
offspring outcomes both on the genotype and phenotype
levels.
Southeast Unit Plan
Acquired traits
Recognize that every
organism requires a
set of instructions that
specifies its traits.
These instructions are
stored in the
organism’s
chromosomes.
Heredity is the
passage of these
instructions from one
generation to another.
Recognize that
hereditary
information is
contained in genes
located in the
chromosomes of each
cell. (A human cell
contains about 30,000
different genes on 23
different
chromosomes)
-------------------------Sex cells (gametes)
contain half of the
total chromosomes
found in other cells.
When a sperm cell
fertilizes a egg, those
Students can determine what
traits or characteristics are
inherited and what traits are
acquired.
They can do an inherited
traits survey activity, where
they identify and graph
which traits are most
prevalent in the classroom.
(D) relate the impact of
research on scientific
thought and society,
including the history of
science and contributions of
scientists as related to the
content.
SWBAT illustrate and
recognize Mendel’s
contribution to the field of
genetics
--------------------------------Students can explore how
chromosome pairs dictate
offspring’s traits through a
“reebop” lab (see resources)
--------------------------------LTF has a DNA extraction
lab that allows students to
8
two sets of
chromosomes
combine creating a
new, genetically
different offspring.
--------------------------
Unit Summative Test
visualize DNA and
understand how cell
organelles protect DNA.
Unit Performance Assessments
Southeast Unit Plan
9
What will students be asked to do in the exam to demonstrate
their level of understanding or growth in each of the items listed in
1-3?
 Students will take a series of formative and summative
assessments leading up to their semester exam December 16-18.
Prior to those dates, students will answer a series of short answer
questions that will require students to access their prior
knowledge over previous topics taught to them.
What performance assessment(s) will students complete in this
unit in order to address the items listed in 1-3?
Students will engage in debates, participate in a week
long genetics project, and constantly practice their
writing short answer ability skills.
Formative Assessments





Exit Tickets
Quizzes (Vocab. and Content)
Labs
Science Literacy Activities
Tests
Unit Vocabulary
Genes
Alleles
Nucleus
DNA
Genotype
phenotype
Heredity
Chromosomes
Genes
Inherited traits
Southeast Unit Plan
10
Acquired traits
Offspring
Sexual reproduction
Sperm
Egg(s)
Asexual reproduction
Budding
Binary fission
Regeneration
Opportunities for Integration (optional)
6th and 7th AH & MST: Explain where you will highlight connections between math and science or history and English;
8th-11th: How will you make a connection to another discipline or to the real world? If you are formally integrating this unit, describe how your class
will come together with another class or classes in a project.
The goal for this six weeks is to integrate a bit of Earth Science and Probability in accordance with Genetics, for example how the the
environment impacts one’s tendency to survive in an environment, and the probability that your offspring will be born with a particular
trait.
Field Trips that integrate genetic components will also be explored, such as attending the HMNS that successfully ties in objectives.
Southeast Unit Plan
11
Resources
How will the classroom environment, local environment, and/or the community be used to facilitate students’ experiences?
How will I incorporate international mindedness throughout the unit?
What resources do I need to teach this unit and to differentiate my lessons?
Resources:
http://health.utah.gov/genomics/familyhistory/documents/Family%20Reunion/reference%20guide.pdf --a pdf file on inherited traits with pictures.
http://training.sedc.k12.ut.us/sci78/7/apr/acquired_inherited_traits.pdf --a pdf file on inherited vs acquired traits
http://www.thetech.org/genetics/index.php Great resource for articles and background info on genetics
http://evolution.berkeley.edu/evolibrary/article/evo_25 EXTREMELY simple explanation of natural selection.
http://evolution.berkeley.edu/evolibrary/home.php A generally solid, teacher friendly resource on evolution.
http://cbe.wisc.edu/assets/docs/pdf/reebops/reebops.pdf -- Reebops lab--students create “babies “ based on chromosome pairs from parents—if you
just google “reebops” you will get endless variations of this lab.
http://www.windows.ucar.edu/ a wide ranging resource, go to “life” and there are good pages on genetics
http://library.thinkquest.org/22016/contribute/asex_sex.htm great resource on advantages and disadvantages of asexual/sexual reproduction
http://www.theage.com.au/news/education-news/variation-is-genetic-key-to-survival/2008/02/22/1203467395770.html a very interesting article that
gives examples on genetic variation and survival—it would need to be modified for student use
http://www.dcs.qmul.ac.uk/sodarace/crossbreed/Selective%20Breeding%20Lesson%20Plan.pdf general explanation of selective breeding and
examples
http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=4750# internet scavenger hunt on adaptations
http://www.nhptv.org/NatureWorks/nwep1.htm# more information on adaptations
Southeast Unit Plan
12
Unit Calendar
November 2009
Sunday
1.
Monday
2. District Day
Tuesday
3. Notebook Setup /
Tracking Sheets/
Syllabus/ Essential
Questions/ Review of
Anatomy of a
Prokaryotic Cell vs. A
Eukaryotic Cell
- Seating Charts
Wednesday
Thursday
4. (Shortened Period)
5.
Levels of Organization
pt. II
Cell -> Nucleus ->
Chromosomes ->
DNA -> Genes
Cell (Prokaryotic vs.
Eukaryotic)
Structure and Function
HW: Cell Type
Foldable (Pro vs. Eu)
HW: KWL Chart about
the way we are(brown eyes)
8.
9. Quiz on Levels of
Organization
(Review Genes and
Heredity)
Alleles, Genotypes,
Phenotypes, Punnett
Squares,
Notes: Graphic
Organizers of Punnett
Square.
10.
Alleles, Genotypes,
Phenotypes, Punnett
Squares
Lesson: Focus is more
practice-repetition –
maybe small
investigation
11. (Vocab. Quiz on
Alleles, Genotypes,
Phenotypes, Punnett
Squares, )
Homozygous,
Heterozygous,
Dominant, Carrier,
Recessive
Southeast Unit Plan
Friday
6.
Genes and Heredity
Gregor Mendel
Traits
Saturday
7.
Reading Article on
Mendel
Activities: Pipe
Cleaners to model
Hierarchy
12.
Homozygous,
Heterozygous,
Dominant, Carrier,
Recessive pt. II
13.
(Vocab. Quiz on
Homozygous,
Heterozygous, Dominant,
Carrier, Recessive pt. II)
14.
Review on:
1. Levels of
Organization
2. Genes,
Heredity,
Traits
3. Punnett
Square
4. Homo/Heter
ozygous
13
15.
16.
Test I
1.
2.
3.
4.
22
29
Levels of
Organization
Genes,
Heredity,
Traits
Punnett
Square
Homo/Heter
ozygous
17.
18.
19.
20.
Intro to Probability and
Punnett Squares
Genetic Group Lab
(Where the Wild
Things Are)
Genetic Group Project
(Where the Wild
Things Are)
Group Presentations
Start of Genetic Lab
HW: Probability and
Intense Pre-Lab
(Where the Wild
Things Are)
21.
HW: Students take
home review packets
23
24
25
26
27
Thanksgiving Break!
Thanksgiving Break!
Thanksgiving Break!
Thanksgiving Break!
Thanksgiving Break!
28
30
Review Study Packet
from Info. Over Test I
+ probability
Southeast Unit Plan
14
December 2009*To prepare kids for short answer, give random short answer homework questions!*
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
1
2.
3
4
Test II
Natural Selection,
Selective Breeding,
Compare / Contrast
Natural Selection,
Diversity,
Variation
(Camouflage,
Mutations,
Migration) with
Selective Breeding.
Sexual vs. Asexual
Reproduction
HW: Reading/ Article
about Charles Darwin
and Natural Selection
/ Evolution
Diversity,
Variation
(Camouflage,
Mutations,
Migration)
Saturday
5
HW: Short Answer
Practice
Sexual vs. Asexual
Reprodcution
Take home Quiz
6
13
7
8
9
10
11
Short Answer Quiz
Adaptations
Pre-Lab
Adaptation Lab
Extravaganza!
Writing Section of
Final Exam Grade
Review
14
Review
15
Review
16
Review
17
Review
18 Final Exam
Southeast Unit Plan
12
19
15
20
21
Christmas Break
22
Christmas Break
23
Christmas Break
24
Christmas Break
25
MERRY
CHRISTMAS !
26
27
28
Christmas Break
29
Christmas Break
30
Christmas Break
31
Christmas Break
JAN. 1, 2010
JAN. 2, 2010
Southeast Unit Plan
16