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Teacher’s Notes
Unit 4 – Making and using variation
(Student’s Book, pp. 29–35)
Coverage
NC 2014 KS3: B10.2 A simple model of chromosomes, genes and DNA in heredity, including the parts played by key
scientists in the development of the DNA model.
NC 2014 KS3: B10.5 How variation can lead to competition between organisms and natural selection.
NC 2014 KS3: B10.7 The importance of maintaining biodiversity and the use of gene banks to preserve hereditary material.
Prior knowledge
Biology Unit 3: Living things are classified according to the characteristics they share (Student’s Book, page 24).
Biology Unit 3: Individual living things of the same species show variation (Student’s Book, page 27).
Literacy activity
Missing vowels for key words, PowerPoint file ss_la_biol_04_using_variation.
Data handling
Researching data and using tables to compare different countries and the GM foods grown there.
Contexts
The use of selective breeding to improve crop yields and to develop stronger or more productive animals such as cows.
How genetic modification is an extension of selective breeding.
Life-saving benefits of genetic engineering/genetic modification, such as producing insulin to treat diabetes.
How genetic modification is used to produce new strains of crops, and the ongoing debate about genetic modification.
Related resources
Four Structured Questions ss_sq_biol_04_using_variation_qs and marking guide ss_sq_biol_04_using_variation_mg.
Controlled Assessments ‘A tale of two fish’ ss_ca_biol_04_using_variation_si and teacher’s guide
ss_ca_biol_04_using_variation_tg.
Progression
ALL students should (levels 3–4):

Recall that all organisms contain genetic codes composed of chains that determine how each living thing functions.
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Describe what is meant by natural selection and selective breeding.
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Relate a short history of how selective breeding has been used for centuries in farming.
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Recall the later history of the discovery of the structure of DNA, including the role of Crick and Watson.
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State what genetic modification does.
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Give examples of genetic modification and its uses.
MOST students should (levels 5–6):
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Explain what DNA does and what atoms it contains.
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Describe the earlier stages in the history of the discovery of DNA, including the roles of Miescher, Griffith and Franklin.
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Explain what causes type I diabetes and the role of insulin, and how genetic modification helps diabetic people.
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Describe some of the objections to genetic modification.
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Describe the different kinds of gene banks and their purpose.
SOME students will (levels 6–7):
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Explain ancestry and variation in terms of mutations.
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Construct reasoned arguments for and against the use of genetically modified foods, using scientific evidence.
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Explain how DNA was discovered and its structure elucidated, including the use of X-ray crystallography.
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Suggest ways in which scientists can research the long-term effects of genetic modification.
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Research the uses of genetic modification in other, less familiar contexts.
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Explain the importance of gene banks, including zoos, botanical gardens and seed banks.
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