Genetics - Science and Sustainability

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Dec 12, 2012 (4 years and 8 months ago)

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Quarter 2:
Science and Sustainability








Unit 4 Overview


Unit 4: Genetics



Science and
Sustainability Curriculum


Page
1

Knowledge and Skills

SUGGESTED TIME FRAME: 4 weeks


BIG IDEA

PREREQUISITE KNOWLEDGE

Students will learn about the process of
inheritance, the sorting and recombination of
genes, and genetic engineering.



Explain the ways that genetic information is
passed from parent to offspring in
different organisms.




Explain that in sexual reproduction, a single specialized cell from a female
(egg) merges with a specialized cell from a male (sperm) and the fertilized egg
now has genetic information from each pare
nt, multiplies to form the complete
organism with about a trillion cells, the same genetic information is copied in
each cell.




Identify evidence that there is greater variation among offspring of organisms
that reproduce sexually than among those that rep
roduce asexually.




In some kinds of organisms, all the genes come from a single parent, whereas
in organisms that have sexes, typically half of the genes come from each
parent.




New varieties of cultivated plants and domestic animals have resulted from
selective breeding for particular traits.

VSC CONTENT INDICATORS AND OBJECTIVES

Expectation
-

3.3 The student will analyze how traits are inherited and passed on from one generation to another.

Indicator



3.3.1 The student will demonstrate that the sorting and recombination of genes during sexual reproduction has an effect
on variation in offspring.

Indicator



3.3.2 The student will illustrate and explain how expressed traits are passed from parent to o
ffspring.

Indicator



3.3.3 The student will explain how a genetic trait is determined by the code in a DNA molecule.

Indicator



3.3.4 The student will interpret how the effects of DNA alteration can be beneficial or harmful to the individual, society,
an
d/or the environment.


Expectation
-

3.4 The student will explain the mechanism of evolutionary change.

Indicator



3.4.1 The student will explain how new traits may result from new combinations of existing genes or from mutations of
genes in reproductive
cells within a population.


Expectation
-

3.6 The student will investigate a biological issue and develop an action plan.

Indicator



3.6.1 The student will analyze the consequences and/or trade
-
offs between technological changes and their effect on the
in
dividual, society, and the environment.

Indicator



3.6.2 The student will investigate a biological issue and be able to defend their position on their topic.

Quarter 2:
Science and Sustainability








Unit 4 Overview


Unit 4: Genetics



Science and
Sustainability Curriculum


Page
2

VSC SKILLS AND PROCESSES INDICATORS

Goal 1:

The student will demonstrate ways of thinking and acting inherent in the practice of science. The student will use the
language and instruments of science to collect, organize, interpret, calculate, and communicate information.

Expectation



1.1 The stude
nt will explain why curiosity, honesty, openness, and skepticism are highly regarded in science.

Expectation
-

1.2 The student will pose scientific questions and suggest investigative approaches to provide answers to questions

Expectation
-

1.3 The student

will carry out scientific investigations effectively and employ the instruments, systems of
measurement, and materials of science appropriately.

Expectation
-

1.4 The student will demonstrate that data analysis is a vital aspect of the process of scientif
ic inquiry and
communication.

Expectation
-

1.5 The student will use appropriate methods for communicating in writing and orally the processes and results of
scientific investigation.

Expectation


1.6 Students will use mathematical processes.

Expectation
-

1.7 The student will show that connections exist both within the various fields of science and among science and other
disciplines including mathematics, social studies, language arts, fine arts, and technology.


VOCABULARY

ESSENTIAL QUESTIONS

Genetics

Genes

Alleles

Dominant

Recessive

Phenotype

Genotype

Homozygous

Heterozygous

Law of Independent


Assortment

Biotechnology

Genetic Engineering

DNA

Chromosomes

Genome

Replication

Daughter Cells

Mutations

Nucleotide

Double Helix

Cloning

How are
traits passed from parent to offspring?

How do changes in DNA occur?

How can changes in DNA be helpful or harmful to the individual, society, and/or the
environment?

How have changes in technology affected the inheritance of different traits?



COMMON
STUDENT MISCONCEPTIONS

-
Students may believe that traits are inherited from only one of the parents.

-
Students may believe that certain characteristics are always inherited from the
mother and others come from the father.

-
Students may believe in a
“blending” of characteristics.

-
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Quarter 2:
Science and Sustainability








Unit 4 Overview


Unit 4: Genetics



Science and
Sustainability Curriculum


Page
3

Suggested Learning Plan

LEARNING ACTIVITIES
AND STRATEGIES


Activity and Timing

Description

Materials and Suggestions (Materials
listed are those that are not included in
the Science

and Sustainability kits)

17.1 Modeling Inheritance

(1/2 class period)


Students create a model of how genes are
passed from one generation to another.



Use the plastic colored disks and
tasting cups for this activity.

17.2 Genes and Traits

(1/2 class
period)


Students complete a reading on Mendel and
the principles of genetics.



A graphic organizer would enhance
this lesson.


17.3 Rearranging Rice Genes

(1 class period)

Students use allele cards to explore patterns of
inheritance.



Copy student sheets
for allele cards.

17.4 Generation Next: Crossing the
Offspring

(1 class period)

Students examine corn ear cards to gather
data and investigate patterns of inheritance.


18.1 Double Crossing Corn

(1 class period)


Students examine corn ear cards to
investigate
traits determined by multiple genes.



May be omitted due to time
constraints.



Consider scaffolding the lesson to
provide a better transition from
monohybrid to dihybrid corsses.

18.2 Breeding Rice

(1 class period)

Students use allele cards to
apply their
knowledge of genetics to the breeding of a
desirable strain of rice.



Copy student sheets for allele cards.

18.3 The Origins of the Periodic Table

(1 class period)

Students read about the use of selective
breeding and genetic engineering to
produce
desirable crops.



A graphic organizer would enhance
this lesson.

18.4 Cattle Calls

(1 class period)

Students use cattle cards to make choices
concerning breeding and genetically
engineering cattle for different needs.




Copy the cattle cards.

Quarter 2:
Science and Sustainability








Unit 4 Overview


Unit 4: Genetics



Science and
Sustainability Curriculum


Page
4


19.1 Genes, Chromosomes, and DNA

(1 class period)

Students complete a reading on physical
structure and location of genes within cells.




A graphic organizer would enhance
this lesson.

19.2 Modeling DNA Structure

(1/2 to 1 class period)

Students construct

models of the subunits of
DNA and the double helix structure of DNA.




19.3 Fight the Blight

(1 class period)

Students complete a reading on how
recombinant DNA was used to produce new
varieties of rice.




A graphic organizer would enhance
this lesson.

20.1 The Clone Zone

(3+ class periods)

Students research and debate issues
surrounding genetic engineering and cloning in
food production.



Arrange for computer of library access
for research.




Research materials can be previously
selected and provided fo
r the
students.


PRINT
R
ESOURCES


SEPUP


Other Resources

Science and Sustainability textbook and
teacher’s guide

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ONLINE RESOURCESn

www.sciencespot.net

www.enchantedlearning.com

www.biologycorner.com

www.bioedonline.org

www.pbs.org