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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.

Georgia Performance Standards Framework for Science – Grade 7

Georgia Department of Education Kathy Cox, State Superintendent of Schools Science Grade 7 Genetics and Heredity

September 26, 2006 Page 1 of 25 Copyright 2006 © All Rights Reserved

Introduction Heredity – Genetics Unit Framework Annotation This unit will lead students to an understanding of biological traits and heredity. Students will understand the roles that genes and chromosomes have in how traits are passed through generations by sexual or asexual reproduction in organisms. This understanding will guide them to the concept of selective breeding and how it can be used to produce desired traits in plants and animals. Approximate Duration for the Unit Framework: Five weeks

Standards Focus Content Standards S7L3 Students will recognize how biological traits are passed on to successive generations. a. Explain the role of genes and chromosomes in the process of inheriting a specific trait. b. Compare and contrast sexual and asexual reproduction in organisms (bacteria, protists, fungi, plants & animals). c. Recognize that selective breeding can produce plants or animals with desired traits. Integrated Characteristics of Science Standards S7CS1.Students will explore of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Understand the importance of—and keep—honest, clear, and accurate records in science. b. Understand that hypotheses can be valuable, even if they turn out not to be completely accurate. S7CS2 Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate techniques in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. S7CS4 Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities. a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and create simple files.

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Georgia Department of Education Kathy Cox, State Superintendent of Schools

b. Use appropriate tools for measuring objects and/or substances. c. Learn and use on a regular basis standard safety practices for scientific investigations. S7CS5 Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts can be related to other parts in a system such as predator/prey relationships in a community/ecosystem. b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing. S7CS6 Students will communicate scientific ideas and activities clearly. a. Write clear, step-by-step instructions for conducting particular scientific investigations, operating a piece of equipment, or following a procedure. b. Write for scientific purposes incorporating data from circle, bar and line graphs, two-way data tables, diagrams, and symbols. c. Organize scientific information using appropriate simple tables, charts, and graphs, and identify relationships they reveal. S7CS8 Students will investigate the characteristics of scientific knowledge and how that knowledge is achieved. Students will apply the following to scientific concepts: b. When new experimental results are inconsistent with an existing, well-established theory, scientists may pursue further experimentation to determine whether the results are flawed or the theory requires modification. c. As prevailing theories are challenged by new information, scientific knowledge may change. S7CS9 Students will investigate the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Investigations are conducted for different reasons, which include exploring new phenomena,

confirming previous results, testing how well a theory predicts, and comparing competing theories.

b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence.

c. Scientific experiments investigate the effect of one variable on another. All other variables are kept constant.

d. Scientists often collaborate to design research. To prevent this bias, scientists conduct independent studies of the same questions.

e. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator’s credibility with other scientists and society.

f. Scientists use technology and mathematics to enhance the process of scientific inquiry. g. The ethics of science require that special care must be taken and used for human subjects and

animals in scientific research. Scientists must adhere to the appropriate rules and guidelines when conducting research.

Science Grade 7 Genetics and Heredity September 26, 2006 Page 2 of 25

Copyright 2006 © All Rights Reserved




S7CS10 Students will enhance reading in all curriculum areas Complementary Standards S7L2. Students will describe the structure and function of cells, tissues, organs, and organ

systems. a. Explain that cells take in nutrients in order to grow and divide and to make needed

materials. b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, and

mitochondria) to basic cell functions.

Understanding and Goals

Unit Understandings, Themes, and Concepts Many traits of an organism are inherited from its biological parents. Genes and chromosomes determine the expressions of inherited traits. All organisms reproduce sexually or asexually. Selective breeding is used to enhance a desired trait.

Essential Questions

How do genes contribute to an organism’s survival? Why are genes important in determining hereditary traits? How can a mutation be helpful? Why do I look the way I do? How can I predict what traits will be passed from one generation to another? Why is selective breeding important to me? How is genetic material passed from parents to their offspring? How can our knowledge of genetics be useful?

Misconceptions: (What students may think)

Genes and chromosomes are the same. The homophones “Gene” and “Jean” are the same. All hereditary traits are passed through the blood. All mutations are harmful. Dominant traits are those that will take over in a population. All traits are determined by a single gene. Since humans are more complex, they have more chromosomes.






Balanced Assessments Informal Observations

Dialogue and Discussion Selected Responses

Constructed Responses

Self-Assessments

Teacher observations of student on task behavior Require clarification and explanation of work Journal checks Peer Partner Sharing (Students turn to a partner and answer the question posed by the teacher.) Student hand held white board (The teacher should ask a question and students write and display their answers on white boards.) Thumbs up and thumbs down (The teacher asks a question and students respond by giving thumbs up or thumbs down.) Three things I understand about heredity. Two things I want to know about heredity. One thing I don’t understand.

Student conferences Class discussion on unique traits that your family has that you feel comfortable sharing. Think-Pair-Share- The teacher will ask the question, “How can I wear my mom and dad’s genes at the same time?” Individually, students will answer the question. Students will then pair with another student to discuss their answers before sharing their collective answer with the large group. Have students read current journal or news articles relating to genetics and then elicit a class discussion on the topic. This should then lead to an opportunity for students to write individual responses on the topic and/or discussion. Student debate

Teacher should develop higher order conceptual based multiple choice questions.

Write an explanation of the difference between genotype and phenotype. Why is selected breeding important to me? Mirror Activity Graph of Classroom Traits

How can I explain what I learned today to my parents? What did I learn today that surprised me? Science Journal self questions: Am I recording my observations accurately? How can I be a better observer? Are my conclusions justified? Am I observing all safety rules? For student activity using Punnett squares, students will self assess using answer sheets posted in the class room. Using flashcards check your knowledge. 3 Minute Quick Write. Have students write continuously for 3 minutes on a related teacher given topic. Students should not stop writing. They should write every thought they have on the topic.






Unit Performance Task(s) Unit Performance Task Title Super Baby Description/Directions: You are a television producer charged with creating a new exciting show. As a cautious new producer, you choose to spin off successful existing shows. You decide to create an offspring of two super-heroes. Your goal is to form your offspring, otherwise known as “Super Baby,” and pitch your idea to the production company executives. Your pitch will include an illustration of the actual offspring as well as a written presentation of the characteristics of the super baby that can not be seen. Also, your actual offspring may not have all of the traits you wish for your new “Super Baby.” Explain what two super heroes you would select for breeding to get the super hero traits. Teacher Note: There will be three students in each group. Two of the students will have superhero parents that reproduce sexually. One student will create an antagonist for the movie. This organism must reproduce asexually (which gives it an advantage of speed of reproduction), and the organism playing the antagonist must be either a bacteria, protist, fungi, or plant. See Week Five for detailed instructions for development of the Super Babies (i.e. identification of dominant and recessive alleles).






Rubric for Performance Task

CATEGORY Exceeds “A” Proficient “B” Meets “C” Mandatory Redo

Vocabulary Uses scientific vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.

Uses scientific vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses scientific vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses conversation or street talk void of scientific language.

Focus on Scientific concepts

Stays focused on scientific concepts almost all (100-90%) of the time. 95% or more of the assigned structures are drawn accurately and are labeled.

Stays focused on scientific concept most (89-80%) of the time. 89-80% of the assigned structures are drawn accurately and are labeled.

Stays focused on scientific concept some (79%-75%) of the time. 79-75% of the assigned structures are drawn accurately and are labeled.

Stays focused on scientific concept less than 75% of the time. Less than 85% of the assigned structures are drawn AND/OR labeled accurately.

Scientific Evidence and Knowledge Gained

Genotype and phenotype concise, clear plan for selective breeding opportunity. When asked about genotype and phenotype of drawing, the student can identify all of them accurately.

Genotype and phenotype is unclear, plan for selective breeding is unclear. When asked about genotype and phenotype drawing, the student identifies most of them accurately.

Little evidence of scientific concepts. Unscientific plan for breeding. When asked about genotype and phenotype of drawing, the student identifies some of them accurately.

No mention of scientific concepts, no plan for selective breeding. When asked about genotype and phenotype of drawing, the student identifies some of them but not accurately.

Student Work Sample with Teacher Commentary (To be added as available)






Sequence of Instruction and Learning

Sequence of Instruction and Learning

Teacher Activities Teacher Demonstration: Dominant/Recessive Relating the Multiplication Table to a Punnett Square Teacher Demo: Sticky Genes Teacher Demonstration: Visual of Cell Division of Body Cells Crack the Code

Student Activities Chromosome Number Line Thumbprints Tell the Story Gene Gems Grow Plants Asexually Concept Maps Flower Power Four Square Punnett Square Student Debate Mutation Talk Teaching how to read a pedigree Wearing My Genes

Sequence of Activities, Tasks, and Assessments for Unit

Safety reminders ( ) are included but do not take the place of a school’s comprehensive safety plan which must be maintained and enforced in the laboratory and classroom.

Day 1

EQ: Why are genes important in determining hereditary traits? Understanding: Genes and chromosomes determine the expression of inherited traits. 3 Minute Quick Write Have students write continuously for 3 minutes on related given topic, such as: heredity or genetics. Students should not stop writing. They should write every thought they have on the topic. “Popcorn” or “pop up” students go around and share their words and chart.






Crack the Code: The purpose of this activity is for students to understand that genes and chromosomes make up our genetic code.

Teacher leads a discussion of various types of “coding” (Teacher Note: Examples: Braille, sign language, barcodes, computer binary code, foreign languages, the alphabet, Morse Code)

Teacher directs students to relate these examples of coding to Genetic Coding (Example: Morse Code has two symbols, dots and dashes, which are combined to represent letters of the alphabet or numbers. Students should then be directed to work alone or with a partner and develop a “code” of their own, write a Secret Message using the new code, and then swap with another group or classmate and attempt to “decode” the message, first without the key to the code, then using the code. Begin the Grow Plants Asexually activity giving students introductory instruction on the major context for the activity. Students will need to record their observation of the plant daily for three weeks. The teacher will teach the concept of asexual reproduction during week three of this unit. Grow Plants Asexually

Teacher Note: Use plants that will grow new roots quickly. Possible examples: spider plant, strawberry runners, sweet potato, African violet, carrot, or philodendron.

Introduce this activity within the first few days of this unit so there will be ample time for the plant roots to grow.

Teacher may bring cuttings or ask students to bring a “cutting” of one of the desired plants from home. Encourage students to cut a leaf with a stem that is long enough to be placed in water (2 inches or longer).

Student Instructions: 1. Fill a beaker or clear cup about 2/3 full with water. 2. Cut a square or round piece of waxed paper to fit over the top of the beaker/cup and

overlap the sides. 3. Secure the waxed paper with a rubber band. 4. Gently make a small hole in the center of the wax paper and place the stem of the

“plant cutting” through the hole. 5. If at least 1 inch of the stem is not in the water, remove the wax paper and add more

water. 6. For a potato or carrot:

Cut the potato or carrot in half and use the half with a “bud”. Stick toothpicks into the potato/carrot and rest them on the rim of a beaker or

clear cup. Pour water into the beaker/cup so that the “bud” of the carrot/potato is covered. Observe daily and keep the “bud” covered with water. Plant growth will vary

depending on plant and environmental conditions; therefore, time span is not specified.






7. Observe the plant cutting or carrot/potato daily and record in your journal any changes you see until small roots form.

8. Place the plant with the new roots into potting soil. Place the potted plant in a sunny/light place and keep the soil moist.

9. Observe and record in your journal new growth of the plant as it takes place. 10. Journal topic: Describe the asexual reproduction you observed in this activity.

Prior to the Grow Plants Asexually activity, remind students of the hazards of putting plants in their mouths during lab activities and to wash their hands on completion of the activity. Be cognizant of students who may have certain plant or soil allergies.

Day 2

EQ: Why do I look the way I do? Understanding: An organism is a collection of traits inherited from its parents. Mirror Activity: Students should look in the mirror and write what they see from the neck up (good descriptive writing activity). They should also answer, “What is present that I do not see?” For example, a physical trait that you can see is an attached earlobe, color of eyes, hair color. A physical trait that you cannot see might be bone structure. Next, you can have students separate which traits are inherited.

Remind students of the danger of handling broken materials from which mirrors may be made. Teacher Demonstration: Dominant/Recessive

Fill one beaker half full with water colored with dark green food coloring. Fill a second beaker half full with water colored with yellow food coloring. Mark the water level in each beaker. Pour some of the yellow water into the green water and ask students to make and

record observations. Have students hypothesize where the yellow water has gone. Discuss.

Pour all of the green water into the yellow water. Have students make and record observations. Discuss what happened to the yellow water.

Lead students to the conclusion that the yellow water is still present but is covered by the green water.

Lead students to make the connection that this is how a dominant gene “covers” a recessive gene, realizing that the recessive gene is still present but is covered by the dominant gene. Discussion should also include genotype, phenotype, homozygous, heterozygous.






Day 3

EQ: Why are genes important in determining hereditary traits? Understanding: Genes and chromosomes determine the expression of inherited traits. Teacher Demo: Sticky Genes

Using a toy/object that can be “stuck” together (connecting beads, connecting blocks, Unifix cubes to represent individual genes, lead students to see that genes do not “stick” to a chromosome, but that genes link together to FORM chromosomes.

Lead students to write a journal entry explaining how genes and chromosomes are related.

Thumbprints Tell the Story (Teacher Note: The teacher could obtain examples of fingerprint patterns from the internet or local law enforcement agencies to share with the students. A class discussion of gene pairs should take place prior to this activity.) Materials: Matte paper square (large enough for a thumbprint) Hand lenses Washable ink pads Hand wipes or soap to clean fingers after printing Procedure:

1. Press the thumb of one hand on a washable inkpad. 2. Place the thumb on the paper square by rolling it from one side to the other. 3. Using a hand lens, observe your thumbprint for a whorl, arch, or loop pattern. 4. Wash your hands. 5. Record your pattern under the print. 6. Compare your print with other students.

Data: 1. What pattern does your thumb make? ______________________________ 2. How many other students have your pattern? ________________________ 3. Did any other student have a print identical to yours? ________________

_____________________________________________________________ Why or why not? _______________________________________________

Extending Activity: Check the thumbprints of your parents, brothers, sisters, grandparents, aunts, uncles, etc. Does another person in your family share your pattern? ______ If so, what relation are they to you? _________________________________________ If the pattern was the same, was the print identical? _______________________ Why or why not? If you are a twin or if you have twins in your family, what are their thumbprint patterns? ________________________ Are they identical? _____________






Possible extensions: Graph the class results. Invite a detective to come and speak to the class about thumbprint evidence.

Remind students to wash the dye from their fingers after the activity and to keep their dyed fingers from touching anything before washing. ***Teacher Note: Finger prints are primarily genetic; however, they are subject to modifications during fetal development. Therefore, even identical twins may have different fingerprints.

Day 4

EQ: How can I predict what traits will be passed from one generation to another? Understandings: An organism is a collection of traits inherited from its biological parents. Genes and chromosomes determine the expression of inherited traits. Probability Lab: Teacher’s discretion—most textbooks contain lab activities working with probability. This activity should offer students to ask questions and allow them to find their own answers.

Remind students to keep lab samples out of their mouths. (Example: food)

Day 5

EQ: How can I predict what traits will be passed from one generation to another? Understanding: An organism is a collection of traits inherited from its parents. Genes and chromosomes determine the expression of inherited traits. Review Probability Lab, Guided notes and discussion. Word Splash Informal check of notes and guided discussion

Day 6

EQ: How can I predict what traits will be passed from one generation to another? Understanding: An organism is a collection of traits inherited from its biological parents. Genes and chromosomes determine the expression of inherited traits. Wearing My Genes See Appendix A Class collects data on inherited traits, for example: widow’s peak, attached earlobe, roll of tongue, hitch-hiker’s thumb, hand dominance, cleft chin, and dimples. Students will then take the data and create a graph.






Day 7

EQ: How can I predict what traits will be passed from one generation to another? Understandings: An organism is a collection of traits inherited from its biological parents. Genes and chromosomes determine the expression of inherited traits. Relating the Multiplication Table to a Punnett Square

Show students a multiplication table grid. Discuss how to find the product of 2 numbers on the grid.

Show/draw a Punnett square for students to see. Lead students to use the same method as used with the multiplication table to find the genotype that will be produced as the “product” of combining two of the alleles.

Teacher Led Discussion: homozygous, heterozygous, alleles, pure bred hybrid, dominant, recessive, genotype and phenotype.

Day 8

EQ: How can I predict what traits will be passed from one generation to another? Understandings: An organism is a collection of traits inherited from its biological parents. Genes and chromosomes determine the expression of inherited traits. Four Square Punnett Square *Teacher Note: Draw one or several life-size Punnett square on a hallway floor or a parking lot surface. Make cards labeled with dominant and recessive traits such as widow’s peak, roll tongue, attached ear lobe, hand dominance, hitch-hiker’s thumb, etc.

Four students will be assigned to a Punnett square. Give each student a card to represent a dominant or recessive trait.

Each student will stand in the appropriate place to begin the Punnett square. The teacher or another student will direct the appropriate students to move to a

block showing which two alleles will be shown for each particular genotype. When the two students move to the appropriate square, the student with the

dominant trait should stand in front while the student with the recessive trait crouches down behind the student with the dominant trait.

After the students transfer the visual Punnett square to paper, the teacher should lead students to discuss whether the “recessive trait” is still present and how the recessive and dominant traits are each shown.

Activity should continue until all four blocks of the Punnett square have been completed and discussed.

The teacher should lead students to relate this activity to the results that occur when dominant and recessive alleles are passed from parent to offspring.

(Teacher Note: Lead students to understand that the recessive trait is still present but is “covered” by the dominant trait.)






Journal: Students will write step-by-step instructions on how to use a Punnett square.

Day 9

EQ: How can I predict what traits will be passed from one generation to another? Understandings: An organism is a collection of traits inherited from its biological parents. Genes and chromosomes determine the expression of inherited traits. Introduce Chromosome Number Line. Trip to computer center/lab to complete Chromosome Number Line. (Teacher Note: Have websites listed for students’ use to prevent the need for students to search the internet). After this activity, encourage students to generate questions concerning what would happen if the chromosome number for an organism is changed. Allow students to conduct research to answer their own questions prior to a class discussion about those questions. Chromosome Number Line The purpose of this activity is to teach students that the number of chromosomes an organism contains is not related to the complexity of the organism. This will dispel the misconception that humans are at the top of the animal kingdom because they have more chromosomes than other organisms. Students will work with a partner/small group to create their part of a class “chromosome line”. Each group of students will make a collection of “chromosome” cards. Students will choose one organism from plants, animals, bacteria, protists, and fungi to highlight on each of their five cards. They should include the name of the organism, type of organism, a picture or drawing of the organism, and the number of chromosomes in the organism’s body cells. Information should be written large enough for displaying gallery style in the hall. Students will then display their five cards in the appropriate place on a number line displayed in the hall. Teacher Note: The teacher will need to provide cards, pictures, and reference materials with chromosome information for the organisms given. The teacher will also need to display a number line large enough for placement of all of the students’ cards. The teacher will display a picture, model, card, etc. of a human on the “chromosome line” displaying that humans have 46 chromosomes.

Day 10

EQ: How is genetic material passed from parents to their offspring? Understanding: An organism is a collection of traits inherited from its parents. Genes and chromosomes determine the inherited traits.






Gene Gems See Appendix B Teacher Note: This is an activity to illustrate that desired traits can be produced through selective breeding. Background Information: Each cell of body contains a complete copy of your genetic code in its nucleus. Your genetic code consists of 25,000 to 30,000 different characters known as genes. A gene is a unit of genetic material that determines a trait. You inherited your genetic material from your parents. Your parents inherited the genetic material that they passed on to you from their parents. Gregor Mendel was among the first to observe and hypothesize that traits and genetic material that carries them are passed from parents to their offspring. He further hypothesized that you receive half of your genetic material from each parent. In this lab, we will model how genetic material is passed from generation to generation using colored beads or “gems.” Materials: Lab Procedure Sheet, Generations Diagram, Container with colored beads representing genes, Colored pencils Six containers (small cups) labeled-Grandfather 1, Grandmother 1 Grandfather 2, Grandmother 2 Father, Mother Teacher Preparation: For each student/group prepare 4 containers to represent the grandparents. Each of these containers should have the colored beads corresponding to the grandparents section of the table. For example: Grandfather 1’s container should have equal numbers of green and black beads/gems. (Example: ten black beads and ten green beads) See Appendix B

Remind students of the hazard of placing lab samples in their mouths. (Example: beads)

Day 11

EQ: How can a mutation be helpful? Understanding: Selective breeding is used to enhance a desired trait. Review body and sex chromosomes. Mutation Talk Teacher Note: The purpose of this activity is to lead the student to understand that although we have spent time making predictions, not all things can be predicted. Students have natural questions and curiosity about this topic.






The teacher should create a sentence of about 10 words, write it on the board, and cover it before students enter the room.

The teacher should whisper the sentence only once to one person at one side of the room; each student should whisper what they heard only once to the next person until everyone in the room has received the sentence. The last person should write down and read what he/she heard.

The teacher should reveal the original sentence written on the board and have students compare it to the student’s final.

Ask students to explain what happened to the sentence. The teacher should introduce the word “mutation”. Define the word “mutation” and how it relates to genetics and heredity. Have students brainstorm a list of movie characters with mutations, such as Swamp

Thing, Spiderman, Godzilla, The Hulk, X-Men, etc. Have them create a future mutated movie character and do an advertisement poster about the mutation.

This could be used as a journal writing topic. Teaching how to read a pedigree The purpose of this activity is to show that a pedigree is a tool geneticists use to trace genetic traits through a family. (Teacher Note: This activity should be used after students have been introduced to the Punnett square. A Punnett square illustrates the probability of what could happen concerning a trait when organisms sexually reproduce. A pedigree illustrates what has happened during several generations of reproduction related to the same trait.)

Use cut-out squares to represent males and cut-out circles to represent females. ( The teacher should assign or allow the class to choose a trait to follow through

several generations. Males that have the trait should be shown by a colored square (Ex: blue). Males

that do not have the trait should be shown with white squares. Males that carry the trait but do not exhibit it should be shown with a half-blue, half-white square.

Females that have the trait should be shown by a colored circle (Ex: pink). Females that do not have the trait should be shown with a white circle. Females that carry the trait but do not exhibit it should be shown with a half-pink, half-white circle.

Begin with two squares and two circles to represent grandparents and draw a vertical line down. Then draw a horizontal line across connecting to the vertical line. From this horizontal line, draw several short vertical lines down to represent offspring. At each vertical line add a male square (blue) or female circle (pink), white or half-blue or pink/half-white showing whether the offspring has the trait, carries the trait, or does not have the trait. (An example of a pedigree can be found at http://web.mit.edu/esgbio/www/mg/pedigrees.html )

Add in partners (Remember, these are not members of the original family!), using the correct shape and color with a lighter shade to show male/female, have the trait, do not have the trait, or carry the trait.



http://web.mit.edu/esgbio/www/mg/pedigrees.html




Continue this pattern to show at least 3 generations of this family. Students should determine which offspring have the trait, do not have the trait, and

why. Journal writing: Why don’t dog breeders breed brothers and sisters? Or, tell how

selective breeding has had an impact on your life. (The teacher should have lead a prior discussion on selectively breed/engineered food, animals, bacteria, etc.)

Teacher Note: Students only need to know that a pedigree is a tool.

Day 12

EQ: Why is selective breeding important to me? Understanding: Selective breeding is used to enhance a desired trait. Flower Power Seeds Galore, a Georgia Seed company, wants us to develop a new flower for next year’s sale on Mother’s Day. The teacher will prepare information on 5-8 plants with different characteristics (smell, insect resistant, color, height, amount of sun, thorns, width, etc.) Students will select two plants. They will then determine what characteristics from each of those two plants they want to see reproduced in a new plant. List the characteristics of the new plant. Illustrate the flower.

Days 13 &

14

EQ: Why is selective breeding important to me? Understanding: Selective breeding is used to enhance a desired trait. Student Debate

Teacher assigns, or has students choose, a related topic to be debated between two students or two groups of students.

Possible topics: Can a mutation be helpful? Do we need selective breeding? Should the government allow cloning? Should farmers produce disease resistant plants? Should humans be cloned for their organs? Should we use DNA analysis in trying cases? Should we genetically alter food? Should parents be allowed to determine the sex of their unborn child? Should cattle be bred for milk/meat production? Should organisms be genetically altered for financial profit? Remember that every topic must have a pro and con representation.

Students should be given opportunity to conduct research on their assigned topic and organize the information gathered to argue their side of the issue. (Teacher Note: Allow students to use approved websites, like Galileo, and various scientific magazines.)

On “Debate Day” each pair of students/groups should be given approximately 3-5 minutes to argue their side of an issue, listen to the argument given by the other side, and then give about a 1 minute rebuttal. Have students not participating in the debate, develop questions for follow-up audience participation.






Optional: After hearing both sides of an issue and the rebuttals, the other students in the class should be prepared to vote on which side gave the most convincing argument. After completion of all of the debates, students could choose one particular debate of interest. In a journal entry they should defend the side of the debate that they support. They should use facts and information collected from the debate to justify their support for the topic.

After debate, discuss foods and medicines that have benefited from scientific advancements.

Day 15

Selected Response Assessment

Day 16

EQ: How is genetic material passed from parents to their offspring? Understanding: All organisms reproduce sexually or asexually. Completion of Grow Plants Asexually–Example: Strawberry, sweet potato, spider plants, African violets, etc. Complete discussion/video streaming/video on cell division/reproduction. Teacher Demonstration: Visual of Cell Division of Body Cells

(Teacher Note: It is not necessary for students to be able to draw or identify the stages of cell division. The purpose of this demonstration is simply to illustrate the end result of this process. While it is not necessary to teach cell division of sex cells, meiosis, in seventh grade, the teacher may want to include in the commentary that the end result of sex cell division is four new cells.) Show a teacher-created flip book of body cell division (*Teacher note:

Chromosomes separate and then duplicate in order to form two new cells that are exactly like the parent cell with the same number of chromosomes: human – 46, horse – 66, cat – 38, potato – 48, dog – 78, corn 20. You can also refer back to Chromosome Line activity.)

**The purpose of introducing this activity is to show the end result. Students should not be required to learn the phases. Think Pair Share- “How can I be wearing both my parent’s genes at the same time?” (Example: I have my Mom’s eyes and my Dad’s nose). Teacher Note: Be sensitive to adoption etc.

Prior to the Grow Plants Asexually activity, remind students of the hazards of putting plants in their mouths during lab activities and to wash their hands on completion of the activity. Be cognizant of students who may have certain plant or soil allergies






Day 17

EQ: How is genetic material passed from parents to their offspring? Understanding: All organisms reproduce sexually or asexually. Teacher Demonstration: Visual of Cell Division of Body Cells: Use flip booklet to review end results of cell reproduction. Teacher lead whole class discussion on sexual and asexual reproduction. **Please clarify for students asexual reproduction can be used for single cell reproduction and multicellular organismal growth and repair. Graphic Organizer: Have students construct a graphic organizer for comparison of concepts of sexual and asexually reproduction. Teacher Note: Graphic organizer could be as simple as folding a sheet of paper in half, label one side Sexually Reproducing Organisms and the other side Asexually Reproducing Organisms. Then for every concept mention on one side, place the corresponding concept for the other side.

Day 18

EQ: How are traits passed differently in asexual and sexual reproduction? Understanding: All organisms reproduce sexually or asexually. The teacher should review the use of a Punnett square to show the possibilities of passing a genetic trait from one generation to another. The teacher should use Punnett squares to show the passing of the XY sex chromosomes. Note: That is the extent to which sex cell division is taught at this age. Students of this age need a basic understanding of XY chromosomes and that the end results of their cell division is four new cells with half the number of chromosomes. They do not need to know or be tested on the phases of meiosis.

Days 19 &

20

EQ: How are traits passed differently in asexual and sexual reproduction? Understanding: All organisms reproduce sexually or asexually. Mobile: Organisms that Reproduce Asexually and Sexually Create a mobile including one of each of the following organisms (Animals, Plants, Fungi, Bacteria, Protists) The mobile must include how each organism reproduces, organism’s name, and an illustration of the organism. The assembled mobile should have the organisms grouped depending on the method of reproduction. Complete and share mobiles.

Days 21-25

EQ: How can our knowledge of genetics be useful? Understandings: An organism is a collection of traits inherited from its parents.






Genes and chromosomes determine the inherited traits. All organisms reproduce sexually or asexually. Selective breeding is used to produce a desired trait. Introduce Culminating Performance Task: Super Baby. Give students the rubrics. Have a class discussion to develop a “super physical traits” key determining the genotypes and phenotypes. For example: Ask students what characteristics are common among superheroes and list on the board. (At this time, you may want to pick the top 10 to 20). Assign the genotype and phenotype. Also, it needs to be determined which traits will be dominate and which will be recessive. Student will need to choose a super hero. The teacher can have a list from which students can choose, heroes could be randomly assigned, or students could be allowed to independently select any super hero. (Teacher note: Be sure to have male and female super heroes).Students should determine the phenotype and genotype of their super hero noting which traits are recessive and which are dominate. Draw/Illustrate your super hero according to the genotype/phenotype. If time allowed, students could do a Punnett square activity to determine all the possibilities of new organisms when their parent heroes mate. Transfer the genotypes to a chart that can be cut apart, cut the squares, and place all individual pieces in a bag. Find a partner whose super hero is of the opposite sex. Working with partner each person will pull one trait at a time from a container and record on a chart. When you pull a genotype that is a trait that has already been pulled, place it to the side. Together, partners develop genotypes and phenotypes for Super Baby based on the chart of randomly pulled genotypes. Independently, students should draw/illustrate the Super Baby developed the day before. Teacher should begin holding oral student conferences. (See Rubric) While conferences are being held, students should begin working on written and oral “pitch” to the movie executives persuading them to pick their Super Baby based on their traits. Also, included in the pitch should be if they could have chosen any super hero to partner with to get the most desirable traits, who would they have chosen and why? Groups present: Persuasive Pitch The audience (other students) should generate questions to be answered by the students as time permits.

Language: heredity, gene, chromosome, genotype, phenotype, dominant, recessive, traits, homozygous, heterozygous, asexual reproduction, sexual reproduction, Punnett square, hybrid, selective breeding, mutation, genetic engineering, offspring, purebred






Web Resources:

www.k12science.org/curriculum/genproj/index.html World Genetics Project http://www2.edc.org/weblabs Web Labs on Genetics http://newscientist.com/hottopics/cloning/ Site contains various articles related to genetics and heredity. http://www.pbs.org/wgbh/nova/baby/divide.html Cell Division http://www.pbs.org/safarchive/4_class/45_pguides/pguide_602/4562_food.html A simulation of hybrid vigor http://gslc.genetics.utah.edu Genetics interactive site http://www.worldwildlife.org/fun/games.cfm Interactive site with genetic/heredity games http://genetics-education-partnership.mbt.washington.edu/download/toothpickfish.pdf Genetics project from University of Washington—Tooth Pick Activity



http://www.k12science.org/curriculum/genproj/index.html

http://www2.edc.org/weblabs

http://newscientist.com/hottopics/cloning/

http://www.pbs.org/wgbh/nova/baby/divide.html

http://www.pbs.org/safarchive/4_class/45_pguides/pguide_602/4562_food.html

http://gslc.genetics.utah.edu/

http://www.worldwildlife.org/fun/games.cfm

http://genetics-education-partnership.mbt.washington.edu/download/toothpickfish.pdf




Appendix A Wearing My Genes Your goal is to identify your genetic traits, and show those traits on an example of a DNA strand. Then compare your strand of traits to that of other students in the class. Procedure:

1. Use the table provided to identify your genetic traits. 2. Find your genes matching the traits on each strand. (The teacher should remind students

that in sexual reproduction one strand comes from the mother and one from the father.) 3. Color the genes to match the color code from the table. (Each trait is represented by a

different color.)

Trait Name Trait Gene Combination Color code

Sex traits Female Male XX XY Blue Eye Color brown blue

green grey BB bb GG gg

brown

Hair Color black brown red blonde

LL ll QQ qq

yellow

Hair Type curly straight HH hh orange Forehead Hair No widow’s peak widow’s peak WW ww black

Cheek Dimples no dimples dimples DD dd purple

Chin Shape no cleft chin cleft chin KK kk green

Ear Lobe Attachment attached unattached AA aa pink

Freckles no freckles freckles FF ff grey

Tongue non-roller roller RR rr red

Hand Dominance right handed left handed TT tt turquoise






Trait Name Trait Gene Combination Color code

Sex traits Female Male XX XY blue

Eye Color Brown Blue green grey

BB bb

GG gg

brown

Hair Color black brown

red blonde

LL ll QQ qq

yellow

Hair Type curly straight HH hh orange

Forehead Hair widow’s peak no peak WW ww black

Cheek Dimples dimples no dimples DD dd purple

Chin Shape cleft chin no cleft KK kk green

Ear Lobe Attachment

Attached Unattached AA aa pink

Freckles Freckles No Freckles FF ff grey

Tongue Roller Non Roller RR rr red

Hand Dominance Right Handed Left Handed TT tt turquoise

Procedure, continued:

4. With members of your group compare and contrast the chart then answer the following questions:

1. How is the DNA of your group members alike? 2. How is the DNA of your group members different? 3. Is your DNA code exactly like anyone else in your group? 4. What traits would your group predict are dominant? 5. What traits would your group predict are recessive 5. Using information from all of the members of your class develop a bar graph to illustrate the numbers of individuals who show each trait. Answer the following questions from whole class discussion and observations from your graph. 1. What traits appear dominant within the class? 2. Are those traits considered truly scientifically dominant? 3. What traits appear recessive? 4. Are those traits considered truly scientifically recessive?






Appendix B Gene Gems Teacher Note: This is an activity to illustrate that desired traits can be produced through selective breeding. Essential Question: How is genetic material passed from parents to their offspring? Background Information: Each cell of body contains a complete copy of your genetic code in its nucleus. Your genetic code consists of 25,000 t0 30,000 different characters known as genes. A gene is a unit of genetic material that determines a trait. You inherited your genetic material from your parents. Your parents inherited the genetic material that they passed on to you from their parents. Gregor Mendel was among the first to observe and hypothesize that traits and genetic material that carries them are passed from parents to their offspring. He further hypothesized that you receive half of your genetic material from each parent. In this lab, we will model how genetic material is passed from generation to generation using colored beads or “gems.” Materials: Lab Procedure Sheet, Generations Diagram, Container with colored beads representing genes, Colored pencils Six containers (small cups) labeled-Grandfather 1, Grandmother 1 Grandfather 2, Grandmother 2 Father, Mother Teacher Preparation: For each student/group prepare 4 containers to represent the grandparents. Each of these containers should have the colored beads corresponding to the grandparents section of the table. For example: Grandfather 1’s container should have equal numbers of green and black beads/gems. (Example: ten black beads and ten green beads) Procedure: 1. Open your container with Gene Gems and check to be sure that each section has the correct genetic material as shown in the data table below: Grandfather 1 Green & Black

Grandmother 1 Purple & Pink

Grandfather 2 Yellow & White

Grandmother 2 Orange & Red

Paternal genetic material comes from the male and will be represented by a square, and maternal genetic material comes from the female and will be represented by a circle on your generation diagram.






Generation Diagram Grandfather 1 Grandmother 1 Grandfather 2 Grandmother 2 (Green Black) (Purple Pink) (Yellow White) (Orange Red) (Paternal) (Maternal) (Paternal) (Maternal) Father Mother Child 1-Juan Child 2-Brittany Child 3-Alex Child 4-Nabresha Identify where each of the traits came from on the Grandfather/Grandmother line. (The square from each came from the father of the grandfather or grandmother. The circle of each came from the mother of that generation. 2. Draw and color your generation diagram to match the information given in the chart. For example; Grandfather 1 will have one green square and one black circle drawn and colored. 3. Without looking, select one gene gem from your Grandfather 1 container and put it into the Father’s container. Draw and color the squares in the father’s cell on your generation diagram to match the gene gem selected. Note: If the student draws a black bead/gem from his grandfather, record the code by coloring the square black since it came from the male (paternal genetic material). 4. Without looking, select a gene gem from your Grandmother 1(maternal genetic material) container and put it into the Father’s container. This represents the other half of the genetic material that the father inherited which came from his mother. Draw and color the circles in the father’s cell on your generation diagram to show the color selected. The father’s cell should contain two of these colors-black, green, purple, and pink gene gems. Note: If the father receives a purple gem from his mother, record the color purple in the circle since it is being inherited from his mother. 5. Now repeat steps 4 and 5, using the Grandfather 2 then Grandmother 2 gene gems. These gene gems should be placed in the mother’s container. (The mother’s cell in your generation diagram should have two of these colors-yellow, white, orange and red gene gems.) 6. Now you are to assume that father and mother have four children; Juan (1), Brittany (2), Christopher (3), and Nabresha (4). You will determine the genetic material passed to each child from its parents. Without looking, select one gene gem from the father’s container and place it in





Georgia Department of Education Kathy Cox, State Superintendent of Schools Science Grade 7 Genetics and Heredity

September 26, 2006 Page 25 of 25 Copyright 2006 © All Rights Reserved

the child’s section. Draw and color the square in the generation diagram to match the gene gem drawn. Without looking, select a gene gem from the mother’s container and place it in the child’s section. Draw and color circles in the generation diagram to match the gene gems selected. Return the gene gems to each parent’s container. Be certain that you match the information in their cells. Note: Students need to be reminded that parents do not lose their genes when they have offspring. The genetic code is passed not given up. 7. Close the container and gently shake between selections for the children. 8. Repeat Step 6 until all four children have been coded. 9. This activity should be followed by a question/answer session using both teacher and student generated questions. Students should be encouraged to ask questions during/after this activity. If possible, allow students to search for answers to their own questions.

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