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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