Author(s)
REVISION: 6/2007
Farmington Public Schools
Wenzel, Mirecki, Buckley
, Wilbur
1
Human Heredity and
Genetic Engineering Advances
Farmington Public Schools
Grade Level
8
Science
Author(s)
REVISION: 6/2007
Farmington Public Schools
Wenzel, Mirecki, Buckley
, Wilbur
2
Table of Contents
Unit Summary
………………….….…
………..page3
Stage One: Standards
Stage One identifies the desired re
sults of the unit including the broad
understandings, the unit outcome statement and essential questions that
focus the unit, and the necessary knowledge and skills.
The Understanding by Design Handbook, 1999
……………………………....
pages 4
Stage Two: Assessmen
t Package
Stage Two determines the acceptable evidence that students have acquired the
understandings, knowledge and skills identified in Stage One.
………………………………
page 9
Stage Three: Curriculum and Instruction
Stage Three helps teachers plan learning exper
iences and instruction that aligns
with Stage One and enables students to be successful in Stage two. Planning and
lesson options are given, however teachers are encouraged to customize this stage
to their own students, maintaining alignment with Stages On
e and Two.
………………..………………
page 11
Appendices
….....……………………….
pag
e 14
Author(s)
REVISION: 6/2007
Farmington Public Schools
Wenzel, Mirecki, Buckley
, Wilbur
3
Unit Summary
This 8
-
week unit for a heterogeneous class of eighth graders is part of a year
-
long life science
course. It follows a u
nit on human body systems and precedes a unit on
evolution and
ecology.
Chromosome the
ory, principles of genetics, patterns of i
nheritance and
advances in
genetic engineering
are studied.
The unit links back to cell division and lays groundwork for
underst
anding the connection between genetics and natural selection of traits. The unit will
include a three day review of CMT labs and practice constructed response questions just
prior to the Science CMT. The unit also includes a grade 9
-
10 CAPT task concerning
GM
foods.
Author(s)
REVISION: 6/2007
Farmington Public Schools
Wenzel, Mirecki, Buckley
, Wilbur
4
Stage One: Standards
Stage One identifies the desired results of the unit including the broad
understandings, the unit outcome statement and essential questions that focus the unit,
and the necessary knowledge and skills.
The Understanding b
y Design Handbook, 1999
Science Essential Understandings and Content Standards
#1
-
Scientific inquiry is an ongoing process building knowledge about events and
phenomena
The students will:
1.15
-
explain that scientists believe that the basic rules gover
ning nature have been
and are discovered by careful, systematic investigation
1.22
-
select appropriate format to communicate findings
*
#2
-
Science is a human endeavor which has lasting impact on civilization
The students will:
2.14
-
describe the contribu
tions made by various people an
d
cultures to the
advancement of science and technology, and explain their impact on civilization
2.16
-
recognize that scientists help people understand the likely causes and possible
effects of matters of public concern
2.1
7
-
recongize the influence of societal factors (such as cultural values, human needs,
resources) on the development of science and technology
2.18
-
identify current ethical issues involving the use of humans and other animals in
scientific investigations
Author(s)
REVISION: 6/2007
Farmington Public Schools
Wenzel, Mirecki, Buckley
, Wilbur
5
#7
-
There is unity among the diverse types of life on Earth
The student will:
7.15
-
describe
…
meiosis and
[its]
importance to organism growth and development
7.18
-
expla
i
n how diseases and other factors affect the health of life forms
7.19
-
a
pply the pr
inciples of genetics
#9
-
Constancy, patterns,
change
and evolution permeate all systems
The student will:
9.10
-
u
se patterns of change to make predictions and to solve practical problems
State Frameworks Expected Performances
:
8.2
-
Reproduction is a
characteristic of living systems and it is essential for the continuation of
every species.
The student will:
C
25 Explain the similarities and differences in cell division in somatic and germ cells.
C27 Describe how genetic information is organized in gen
es on chromosomes, and
explain sex determination in humans.
10.4
.
-
In sexually reproducing organisms, each offspring contains a mix of characteristics
inherited from both parents.
The student will:
D36 Explain how meiosis contributes to the genetic varia
bility of organisms.
D37 Use the Punnet Square technique to predict the distribution of traits in mono
-
and di
-
hybrid crossings.
D38 Deduce the probable mode of inheritance of traits (e.g., recessive/dominant, sex
-
linked)
from pedigree diagrams showing phe
notypes.
D39 Describe the difference between genetic disorders and infectious diseases.
Author(s)
REVISION: 6/2007
Farmington Public Schools
Wenzel, Mirecki, Buckley
, Wilbur
6
Technology Standards
#1 Information Accessing Standards
–
Information skill and strategies are necessary to
effectively locate and use resources for solving problems
, conducting research and pursuing
personal interests.
Students will demonstrate ability to extract and record informatio
n collected to meet
their
information needs.*
Students will demonstrate ability to summarize and paraphrase important facts and
detail
s
.*
Student will recognize the need to analyze information based on timeliness, authority,
reliability and relevance
#4 Responsible Information Use
–
The responsibility student will demonstrate legal use of
information resources, computers or other tech
nologies, recognizing the attendant social,
economic and ethical issues.
Students will apply established MLA bibliographic standards for giving credit for information
used.
Author(s)
REVISION: 6/2007
Farmington Public Schools
Wenzel, Mirecki, Buckley
, Wilbur
7
Unit Outcome Statement
As a result of the unit on human heredity and genetic
engineering, student will understand
that traits are passed from parents to offspring in a predictable way. These traits are carried
on genes, which make up chromosomes. Students will explore the current uses and potential
future implication of genetic en
gineering.
Essential Questions
How is the scientific method used to gain knowledge
about heredity?
Why do I have the traits that I have?
Does genetic engineering have more advantages or disadvantages?
Author(s)
REVISION: 6/2007
Farmington Public Schools
Wenzel, Mirecki, Buckley
, Wilbur
8
Knowledge and Skills
The Knowledge and Skills
section includes the key facts, concepts, principles, skills,
and processes called for by the content standards and needed by students to reach
desired understandings.
The Understanding by Design Handbook, 1999
Knowledge
Role of meiosis in chromosome seg
regation
Chromosome Theory
Development of the principles of modern genetics
Patterns of inheritance in humans (including multiple alleles for blood types)
Advances in genetic engineering such as GM foods, DNA fingerprinting, therapy,
and selective breedin
g
Skills/Processes
Create and analyze a Punnett square for single alleles
Create and analyze a Punnett square for multiple alleles
Create and analyze a pedigree chart
/case studies
Evaluate the credibility of web based information
Use web
-
based informatio
n to develop a web
-
based opinion(GM Foods labeling)
Thinking Skills
Sequencing events (meiosis)
Making inferences (inheritance patterns)
Identify pros and cons of GM foods
Author(s)
REVISION: 6/2007
Farmington Public Schools
Wenzel, Mirecki, Buckley
, Wilbur
9
Stage Two: Assessment Package
Stage Two determines the acceptable evidence t
hat students have acquired the
understandings, knowledge and skills identified in Stage One.
*
Authentic Performance Task
:
Creature Feature Genetics Task
(standards 1.22, 7.19, D37)
Goal:
Create a paper pet family with 2 parents and six offspring
with f
ive genetic
traits to demonstrate the principles of genetics
. W
rite an analysis of your findings.
Role:
You are tutoring a fellow eighth
grade student in genetics
.
Audience
:
Eighth grade science
student
Situation
:
Review Punnett Squares
You will be give
n traits for your P generation which you wil
l copy onto your
paper parents
Use Punnett squares to determine possible outcomes for the offspring, the F1
generation
Toss pennies to determine the actual genotypes of the six offspring of your
parents
Complete
the related worksheets
Create a poster
or a 3
-
dimensional display showing the parents and six children
Write a detailed analysis of your results
Products and Performance
Your Paper Pets Creature Feature Presentation should be complete and consist of
a Fa
mily P
ortrait or 3
-
dimensional display showing the parents and six offspring
along with their genotypes and phenotypes written out and the phenotypes drawn
on one side of the pets. All of the traits should be neatly and correctly drawn and
identified.
The
worksheets and Punnett squares have to be neatly and correctly
completed.
The word
-
processed analysis needs to:
effectively explain the actual results compared to the expected
results
compare family members and explain their resemblance
make connections a
mong concepts
and
include sophisticated use of
scientific terms
Author(s)
REVISION: 6/2007
Farmington Public Schools
Wenzel, Mirecki, Buckley
, Wilbur
10
S
tandards & Criteria for Success
:
WORKMANSHIP:
1.
All required elements are complete plus additional student created items
2.
The Family Portrait or other visual is exceptionally clear and rel
evant
3.
The analysis is exceptionally clear and relevant
ANALYSIS:
1.
Completely accurate analysis and explanation of actual results from Punnett
squares
2.
Highly effective comparison and explanation of family resemblance
3.
Ratios of genotypes and phenotypes of off
spring have no errors (including sex
-
linked trait)
CONTENT:
1.
Parent phenotypes and genotypes of all traits are correctly identified and neatly
drawn
2.
Offspring phenotypes and genotypes of are complete and correct; including the
sex
-
linked trait
3.
Makes connec
tions among concepts
4.
Sophisticated use of science terms
Tests, Quizzes, and Other Quick and Ongoing Checks for Understanding
Principles of Genetic
s
quiz
(1.15,
2.14)
Punnett Squares Qui
z
(
7.19, 9.10, D37)
Chromosome theory and DNA structure quiz
(C27, D3
6)
Meoisis quiz
(7.15, C25)
Unit test
(7.18, 7.19, C25, D39)
Projects, Prompts, etc.
Penny for Your thoughts Lab
(7.19, 9.10, D37)
Pedigree case studies
(1.22,
7.19, D38)
GATTACA movie
-
ethical implication discussion questions
(2.14, 2.17, 2.18)
GM Foods in
ternet research task
-
evidence
-
based opinion on mandatory labeling
(2.14,
2.16, 2.18 and information literacy standards)
*Bold face indicate
s
required formative and summative assessments
Author(s)
REVISION: 6/2007
Farmington Public Schools
Wenzel, Mirecki, Buckley
, Wilbur
11
Stage Three: Learning Experiences and Instruction
Stage Three helps
teachers plan learning experiences and instruction that align with
Stage One and enables students to be successful in Stage Two.
Learning Experiences and Instruction
Middle Grades : 8
The learning experiences and instruction described i
n this section provide teachers with one
option for meeting the standards listed in Stage One. Teachers are encouraged to design their
own learning experiences and instruction, tailored to the needs of their particular students.
Guiding Questions
In
structional Strategies
Check for Understanding
Lesson Topic: Genetic Principles and Probability
Duration:
6
days
What are the key
concepts in
genetics?
How can we predict
the possible traits of
offspring?
HO
OK: Lab Investigation
:
YOU ARE UNIQUE
: Student
pair
s
discover which traits are inherited (eye &
hair color, tongue
-
rolling ability, color
-
blindness) and which are acquired.
Prompt
: How similar is Mendel’s work to
the scientific
method?
Read 3
-
1 with
orga
nizer.
Notes: Mendel’s principles of Genetics
(connect to prompt as the “findings” of
his work)
Read 3
-
2 and demonstrate punnett square
construction and analysis statements
Rehearsal: Punnett square practice
problems, Sponge Bob Squarepants
genetics, an
d Penny For Your Thoughts
lab
Punnett square exit card
Punnett square and principles
quiz
Penny for Your Thoughts Lab
LEGEND: * = See APPENDIX for this document; RG = See Resource Guide
Author(s)
REVISION: 6/2007
Farmington Public Schools
Wenzel, Mirecki, Buckley
, Wilbur
12
Guiding Questions
Instructional Strategies
Check for Understanding
Lesson Topic: The Cell and Inheritance
Duration: 7
days
What role do
chromosomes play
in inheritance?
Why is DNA often
called the “code of
life”?
How does DNA
direct cells to make
protein?
Students
complete p
acket
: Chromosomes
and Inheritance
(see Halina Mirecki)
Read 3.3 with organizer
. Show online
animations of meosis. Label meiosis
diagram.
Rehea
rsal: Alike and Different chart,
Meiosis manipulatives, What are
Chromosomes packet
View Video: Assignment Discovery:
Power of Genes
(Library)
Students brainstorm on w
hat and why
cells need to manufacture substances.
Teacher
deliver
s n
otes on protein
synthesis
.
Show online animations.
Students take notes on
DNA structure
and
mutations
, and complete related
worksheets (Chapter 3.
4
of textbook).
DNA model lab
Misconce
ption Check: Baby Mice Probe
[vol 2#17]
Alike and Different Chart
DNA Model lab
Cell Inheritance and DNA quiz
Creature Feature Paper Pet Performance Assessment Duration: 4 days
(show exemplar posters, review XX and XY for gender)
Science C
MT Preparation
Duration: 3
-
4
days
(use student work in CMT
portfolios to review embedded tasks, complete and discuss
practice constructed response questions)
Author(s)
REVISION: 6/2007
Farmington Public Schools
Wenzel, Mirecki, Buckley
, Wilbur
13
Lesson Topic: Human Heredity
Duration: 6
days
What is a multiple
allele?
What are sex
-
linked
traits?
Notes: Constructing and reading pedigree
charts
Read Section 4
-
1 Human Inheritance
Notes
-
Sex linked traits
Pedigree
Case Studies of sex linked traits
Lab
:
“Bloodless” Blood Type Lab
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mu汴楰汥l慬汥汥猠and sex
-
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䑉
-
捨慬汥lg攠stud敮瑳 w楴h di
-
hybr楤
捲oss敳
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Cas攠
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Guiding Questions
Instructional Strategies
Check for
Understanding
Optional Lesson Topic: Genetic Diseases and Disorders Duration: 2 days (time permitting)
How is an illness different
from a genetic disorder?
HOOK
-
Prompt
: How is an illness
different from a genetic disorder?
Case Studies
:
Sickle Ce
ll Anemia case
study (RG)
Students take notes
and complet
e related
worksheets (Chapter 4.2
of textbook).
Case Studies
:
Sickle Cell Anemia
case study (RG)
Lesson Topic: Advances in Genetics Duration:
10
da
ys
What are three ways
in which an
organism’s traits be
慬瑥a敤?
What are the issues
resulting from
genetic engineering?
Hook: What do you know about Dolly the
cloned sheep?
Read 4.3 and take two
-
column notes
View movie GAT
T
ACA with discussion
quest
ion on ethics of genetic
discrimination
GM Foods magazine with note organizer
Online DNA fingerprinting virtual lab
and video clips from Secrets of the
Sequence
Give study guide for unit test
GM Food CAPT research
GM Food CAPT research
Unit test
Author(s)
REVISION: 6/2007
Farmington Public Schools
Wenzel, Mirecki, Buckley
, Wilbur
14
Appendices
Resources
Textbook:
Prentice Hall: Science Explorer: Cells and Heredity Chapters 3
–
5
Resource Guide: Prentice Hall: Science Explorer: Cells and Heredity
Video:
Assignment Discovery: Power of Genes
(part 1 & 2)
Video:
Assignment Discov
ery:
Cloning
Vi
deo: GATTACA
www. Science
-
explorer.phschool.com
This c
orresponds with
the
textbook. This website
provides on
-
line review and extensions for topics covered. It also provides links for
enrichment.
See following pages for student work sheet
s
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