Understanding by Design s2

Unit Design For

Patterns of Inheritance

Developed by Danielle Sciatto

Marvin L. Winans Academy of Performing Arts

UBD Unit Design Worksheet / Saginaw Valley State University 1 Understanding by Design Unit Design Worksheet

Unit Title: Patterns of Inheritance Course: Biology

Topic: Cell division, differentiation, and Grade: High School Name: Danielle Sciatto genetics

Stage 1 - Desired Results Established Goals: Content Goals (High School Science Content Expectations):

1. HS.LS-IVTb Use a model to explain how mitotic cell division results in daughter cells with identical patterns of genetic materials essential for growth and repair of multicellular organisms. 2. HS.LS-IVTc Construct an explanation for how cell differentiation is the result of activation or inactivation of specific genes as well as small differences in the immediate environment of the cells. 3. HS.LS-IVTd Use a model to describe the role of cellular division and differentiation to produce and maintain complex organisms composed of organ systems and tissue subsystems that work together to meet the needs of the entire organism. 4. HS.LS-IVTa Ask questions and obtain information about the role of patterns of gene sequences in DNA molecules and subsequent inheritance of traits. 5. HS.LS-IVTe Communicate information about the role of the structure of DNA and the mechanisms in meiosis for transmitting genetic information from parents to offspring. 6. HS.LS-IVTf Communicate information that inheritable genetic variations may result from: (1) genetic combinations in haploid sex cells, (2) errors occurring during replication, (3) crossover between homologous chromosomes during meiosis, and (4) environmental factors. 7. HS.LS-IVTg Use probability to explain the variation and distribution of expressed traits in a population.

Literacy Goals (Common Core State Standards):

8. WHST.9-10.4 Produce clear and coherent writing in which the development, organizations, and style are appropriate to task, purpose, and audience. 9. WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of idea, avoiding plagiarism, and following a standard format for citation. 10. RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. 11. RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experimentation), nothing when the findings support or contradict previous explanations or accounts.

UBD Unit Design Worksheet / Saginaw Valley State University 2 Understandings: Essential Questions: Students will understand that 1. Why is mitotic cell division important for growth 1a. somatic cells are created by mitosis. and repair at the cellular level? 1b. somatic cells are necessary for the growth and 2. How does gene activation and deactivation repair of multicellular organisms. determine a cell’s function? 2. specific genes determine the development of a 3. How are the intricate complexities of organisms cell. produced and maintained? 3. cellular division and differentiation allow for 4. How do genotypic patterns determine phenotype? creation and maintenance of intricate organ 5. Are DNA structure and meiosis mutually systems. exclusive? 4. the phenotypes of individuals are determined by 6. What factors determine the amount of genetic specific genotypic sequences. variation in a population? 5. DNA structure and mitosis are interwoven 7. What role does probability play in explaining the processes that allow the transmission of genetic variation and distribution of expressed traits in a information from parent to offspring. population? 6. genetic variations arise from four main sources. 7. probability can explain the variation and distribution of expressed traits in a population.

8. clear and coherent communication is achieved through thoughtful research and selective integration of textual evidence. 9. clear and coherent communication is achieved through thoughtful research and selective integration of textual evidence. 10. comparing and contrasting multiple sources in imperative to thoughtfully integrate and cite specific textual evidence. 11. comparing and contrasting multiple sources in imperative to thoughtfully integrate and cite specific textual evidence.

UBD Unit Design Worksheet / Saginaw Valley State University 3 Students will know Students will be able to

1a. that somatic cells are created by mitosis. 1a. describe and draw the formation of somatic cells. 1b. that somatic cells are necessary for the growth and 1b. explain the function and purpose of somatic cells. repair of multicellular organisms. 2. compare gene activation and deactivation to a light switch. 2. that specific genes determine the development of a 2. explain the effect of a cell’s immediate cell. environment on cell differentiation. 3. that cellular division and differentiation allow for 3. use the hierarchy of life as a tool to explain how creation and maintenance of intricate organ an organism’s complexity is dependent on systems. cellular division and differentiation. 4. predict the protein sequence produced by a strand 4. that the phenotypes of individuals are determined of DNA based on gene sequence patterns. by specific genotypic sequences. 4. participate in a mock criminal investigation 5. that DNA structure and mitosis are interwoven where they ask questions and record information processes that allow the transmission of genetic regarding gene sequence patterns in order to information from parent to offspring. determine the protein combination of the “criminal”. 6. that genetic variations arise from four main 5. explain and illustrate the central dogma through sources. the production of a DNA storybook. 7. that probability can explain the variation and 6. show that inheritable genetic variations can result distribution of expressed traits in a population. from: genetic combinations in gametes, replication errors, crossing over events in meiosis Literacy and environmental factors through the design of their genetic disorder Facebook pages. 8. that clear and coherent communication is achieved 7. explain the variation and distribution of through thoughtful research and selective expressed traits through the use of probability integration of textual evidence. and Punnett squares. 9. that clear and coherent communication is achieved Literacy through thoughtful research and selective integration of textual evidence. 8. create tangible products that are well- developed 10. how to compare and contrast multiple sources so and audience appropriate. that they can thoughtfully integrate and cite 9. actively research and sift through authoritative specific textual evidence. print and digital sources to integrate and cite 11. how to compare and contrast multiple sources so supporting facts into their debates and public that they can thoughtfully integrate and cite service announcements. specific textual evidence. 10. accurately cite supporting textual evidence in their debate preparation and their crime scene investigation. 11. compare and contrast different reputable opinions and findings to strengthen their debate preparation.

UBD Unit Design Worksheet / Saginaw Valley State University 4 Unit Enduring Understanding: Unit Question:

All students will understand that specific patterns and Why are all members of a population genetically processes dictate and allow for a randomized distinct? population.

Stage 2 - Assessment Evidence Performance Tasks:

GOAL: Your task is to predict the probabilities of genetic variation in a specific population. ROLE: National Geographic Research Analyst AUDIENCE: The general public (who do not have a strong science background) SITUATION: World-renowned scientists have just returned from the Congo rainforest with an important announcement: They have discovered a new species! This species is being unofficially named Acomys porcupinous, due to it similarities to the African Spiny Mouse. These scientists have asked YOU to analyze the phenotypic information they have collected for at least 5 traits and determine the probabilities of each. They predict that there are approximately 1000 individuals in the population. You must keep in mind that you are communicating and reporting to the general public. In your report, you will need to provide background information (what is mitosis, meiosis, DNA, differentiation, and inheritance?) as well as explain why populations have variations. PRODUCT: You will create a typed two to three page article to be released to the public in the next issue. You should include figures, data and pictures. STANDARD: Your article will be scored with a rubric.

UBD Unit Design Worksheet / Saginaw Valley State University 5 Key Criteria: Story Writing: National Geographic – Special Report

Teacher: ______Student: ______

CATEGORY 5 3 1 0 Title Title is creative, sparks Title is related to the Title is present, but does No title. interest and is related to article and topic. not appear to be related the article and topic. to the article and topic. Introduction There is a "grabber" or There is a weak A catchy beginning was No attempt was made to catchy beginning. "grabber". attempted but was catch the reader's confusing rather than attention in the first catchy. paragraph. Focus on All five traits analyzed 3-4 of the traits analyzed 1-2 of the traits analyzed None of the traits assigned topic are related back to the are related back to the are related back to the analyzed are related topic. topic. topic. back to the topic. Accuracy of All 5 traits are properly 3-4 traits are properly 1-2 traits are properly None of the traits are Facts analyzed, showing all analyzed, with all work analyzed, with all work properly analyzed. No work. shown. shown. work is shown.

Requirements All of the written Almost all (about 90%) Most (about 75%) of the Many requirements were requirements were met: the written requirements written requirements not met.  2-3 pages were met. were met, but several  Figures/ data for were not. ALL traits  Pictures Illustrations Original illustrations Almost all (about 90%) Almost all (about 75%) Many requirements were are: the illustration the illustration not met.  Detailed requirements were met. requirements were met.  Attractive  Colored  Creative  Relate to the text on the page.

RUBRICS FOR B LEVEL ACTIVITIES:

DNA Storybook

UBD Unit Design Worksheet / Saginaw Valley State University 6 Include and EXPLAIN the words: ______Transcription (2 points) Facebook Page ______Translation (2 points) Which disease______Replication are you assigned? (2 points) ______DNAa. Down’s (2 points) Syndrome ______RNAb. Turner’s (2 points) Syndrome ______Proteinc. Tay- Sachs Synthesis Disease (2 points) ______Amino Acid (2 points) d. Huntington’s Disease ______Showe. that AdditionalA pairs with choice T and Cwith pairs teacher with G approval (6 points) ______Explain the difference between DNA and RNA (5 points) Your______Have Facebook characters profile and must a story include line the(make following: it as creative and wacky as you want!) (15 points) ______Have illustrations (8 points) ______Be______colored Profile (2 points) picture: Karyotype (5 points) ______Friends: Other genetic disorders or people that it affects (5 points) ______About Me: Symptoms (5 points) ______Pages: Effects it has on human function (learning disabilities, etc) (5 points) ______Sources: At least 3 (5 points) ______Creative/ Neat/ Colored (5 points) ______Status updates/ Wall posts: Extra credit

Other Evidence: Before During After

Do Now: (to be done on different Do Now: (to be done on different For mitosis: days) days)  Students will create scripts – Where in the body do we – What are the bases of and act out the process of find DNA? What is the DNA? cell division. function of DNA? – What are the bases of For cell differentiation: – What organelle makes RNA? protein? – What is the central dogma?  Students will write or given an oral presentation – Why do we look the way Differentiate between replication, that we do? arguing for (or against) stem transcription and translation. cell research. They must Brainstorming: What is a pattern? What molecules or organelles are use concepts of cellular Are there patterns in nature? Give involved in each process? How do differentiation in their evidence for your claim. Why do they all work together? defense. these patterns exist? Exit Slips: (to be done on different For DNA/ meiosis: Chalk Talk: What caused the days)  Students will create pattern? (Have a different pattern or – What are the 5 phases of storybooks to explain the scenario on each sheet of paper) mitosis? role of DNA structure and Gallery Walk: Multiple true/ false – How is meiosis similar to meiosis in transmitting statements will be posted around mitosis? How is it genetic information from the room regarding patterns, different? Give at least 3 parent to offspring. inheritance, cell division and DNA. examples. – How is DNA similar to For genetics: Students will be asked to walk  Students will research around and mark on a sheet of RNA? How is it different? Explain. genetic disorders and create paper whether they think that each Facebook pages or a short statement is true or false. Once – What factors are responsible for genetic research paper that they return to their seats, they will variation in a population? explains how inheritable UBD Unit Design Worksheet / Saginaw Valley State University 7 be asked to justify why they think – How is probability related genetic variations may certain statements are false. Discuss to genetic variation? result from genetic as a class when everyone has K-W-L: Give each student three combinations in haploid sex completed his or her justifications. sticky notes, with a different color cells, errors occurring for each hour. On three wall- size during replication, crossover sticky notes, write “I already between homologous knew”, “I knew this but I had chromosomes during forgotten”, and “I learned”. Have meiosis, and environmental students fill out a sticky note and factors. place it on each wall- sized note. For the unit: Discuss as a class trends in  Students will complete a learning. The following day, GRASP to predict the revisit the charts and look at the probabilities of genetic responses from the other hours as variation in a specific well. This can be done for the population. main ideas of cell division, DNA  Students will take an and inheritance to gauge objective- based test that understanding before moving on. gauges their understanding Daily assignments and practice and affords them practice problems: Students will complete taking a multiple- choice daily assignments and practice test. problems that will be graded to assess understanding. Hand Signals: “Thumbs Up/ Thumbs Down” will be used throughout the unit to informally assess student understanding.

Describe the assessment/s and state the prompt if applicable. x F x S See above for descriptions

What type of scoring tools will be used for evaluation? x Analytic rubric x Checklist □ Holistic rubric x Answer Key □ Criterion rubric x Other (Participation) The National Geographic article will be graded with an analytic rubric. All other materials will be graded based on a checklist, answer key or participation in activity.

UBD Unit Design Worksheet / Saginaw Valley State University 8 Student Self-Assessment and Reflection:

Students will have continual opportunities to metacognitively assess their knowledge and understanding of the subject matter. At the end of every class, they will be asked to write down two things that they understand more clearly and two questions that they still need answered. At the beginning of class on the following day, students will engage in a Think- Pair- Share to share their current understandings of the content and discuss further questions that they have. As a class, we will reconvene and discuss important points and questions that still have not been answered. Throughout the unit students will engage in class discussions, activities and projects that allow them to reflect on their current understandings and demonstrate their mastery. After the National Geographic article and the unit test, students will have the opportunity to complete a final journal entry where they reflect on their brainstorming from the beginning of the unit and discuss the content- specific and real world knowledge that they will take away from the unit.

Stage 3 - Learning Plan Differentiated Instruction:

C Level (All activities are mandatory; 40 points) 1. Vocabulary dictionary of key terms from the unit. Students must include a definition and a symbol or image for each* (20 points) 2. “Do Now” log of bell work activities* (10 points) 3. Brainstorming prompts* (10 points)

B Level (160 points) (Students must do 1 and need to pick one activity each from the following clusters: 1 & 2; 3 & 4; 6 & 7; 8 & 9; 10 & 11) 1. DNA storybook (50 points) 2. Mitosis Skit (20 points) 3. Mitosis Comic Strip (20 points) 4. Stem Cell research argument (written) (20 points) 5. Stem Cell research presentation (3-5 minute oral presentation) (20 points) 6. Facebook page (with 3 sources) (30 points) 7. Research paper (2 pages with 3 sources) on a genetic disorder. (30 points) 8. Practice problems: Replication, Transcription, Translation (20 points) 9. Design and solve 3 problems involving the central dogma (20 points) 10. Practice problems: Mendelian genetics (20 points) 11. Design and solve one story problem requiring a monohybrid cross and one story problem requiring a dihybrid cross. (20 points)

A Level (150 points) (Students must do 1 & 2, and have a choice between 3 & 4) 1. Unit Test* (30 points) 2. GRASP: National Geographic article* (30 points) 3. Research the history, effects and current outlook on cloning. Write a 2 page letter to a congressman explaining your opinions on cloning and what stance you believe the government should take on the issue. (45 points) 4. Research and determine the criminal from a given set of evidence. Write a 2 page response explaining who the criminal is and what evidence you have to make that claim. (45 points) UBD Unit Design Worksheet / Saginaw Valley State University 9 *denotes mandatory activity/350 points

Learning Activities:

W Where are we going? To a deeper understanding of the specific patterns and processes that dictate and allow for a randomized population. Why? Because this empowers us to think critically and engage in intellectual discussion of current genetic engineering endeavors, research of genetic disorders and controversial issues, such as stem cell research. Through education and intellectual discourse now, students will be equipped to be more thoughtful future voters. What is expected? Discussion of the unit goal and structure, performance requirements and evaluative criteria. H I will hook student interest by posing the question – “Are all members of a giraffe population genetically distinct? Why or why not?” Finally, I will hold student interest through different modalities, allowing students to think and express the content in visual and verbal ways. E Students will be equipped to do well on this unit through think- pair- share activities, a variety of lessons and assignments (both visual and written), class discussions, and the final National Geographic article project. R Students will be asked to rethink and revise their work through journaling and peer editing before, during, and after the unit is completed. The National Geographic article is designed to incorporate all aspects of the unit in written form while allow students the freedom to do so in a creative way. E Students will self-evaluate through journaling activities and a reflection activity at the end of the unit. T Learning will be tailored by using the differentiated instruction above. O The unit will be organized so that key concepts build upon one another. See calendar below for day-by- day schedule.

Essential Vocabulary Activation: To make active; cause to function. Cells: A usually microscopic structure containing genetic and cytoplasmic material and enclosed by a semi permeable membrane; the smallest unit of life. Cellular division: The process by which a parent cell divides into two or more daughter cells. Combinations: To bring into or join in a close union or whole; unite. Crossover: The interchange of corresponding chromatid segments of homologous chromosomes with their linked genes. Daughter cell: A cell that forms from cell division. Differentiation: The process by which cells or tissues change from relatively generalized to specialized kinds during development. DNA: Genetic material of a cell comprised of two nucleotide strands. Environment: The aggregate of surrounding things, conditions, or influence. Environmental factors: Any abiotic or biotic influence on living things. Error: A deviation of accuracy or correctness.

UBD Unit Design Worksheet / Saginaw Valley State University 10 Expressed: To be active the in the production of a protein. Genes: The basic physical unit of heredity. Growth: Size or stage of development. Haploid: A single set of chromosomes. Homologous: Having the same alleles or genes in the same order of arrangement. Identical: Similar or alike in every way. Inactivation: To stop the activity of. Inheritance: The genetic characters transmitted from parent to offspring. Mechanism: The means by which a purpose is accomplished. Meiosis: The process of gamete formation. Mitosis: The process of somatic cell replication. Model: A representation to show the construction or appearance of something. Multicellular: Consisting of more than one cell. Needs: A requirement, necessary duty or obligation. Offspring: A descendant. Organ System: A group of organs that work together for a specific task. Organism: A form of life considered as an entity. Parents: Any organism that produces or generates another. Pattern: A natural or chance marking, configuration, or design. Population: All of the individuals of a specific type of organism living in a given area. Probability: The relative frequency with which an event occurs or is likely to occur. Repair: To mend. Replication: To copy. Sex cells: A spermatozoon or ovum; gamete. Structure: Anything composed of parts arranged together in some way. Tissue: An aggregate of similar cells and cell products forming a definite kind of structural material with a specific function. Traits: A distinguishing characteristic or quality. Variation: Amount, rate, extent, of degree of change.

Sequencing the Learning Monday Tuesday Wednesday Thursday Friday Introductory Gallery Walk DNA/ Replication DNA/ Replication DNA/ Replication question with Do Now: Bases of journaling Justifications C Level Activities DNA C Level Activities B Level Activities B Level Activities Brainstorm activity Class discussion C Level Activities B Level Activities K-W-L: DNA Chalk Talk

Class Discussion Monday Tuesday Wednesday Thursday Friday

UBD Unit Design Worksheet / Saginaw Valley State University 11 Mitosis Mitosis Mitosis Differentiation Differentiation

C Level Activities C Level Activities C Level Activities C Level Activities C Level Activities B Level Activities B Level Activities B Level Activities B Level Activities B Level Activities

Exit Slip: Stages of K-W-L: Cell mitosis division

Monday Tuesday Wednesday Thursday Friday RNA/ Central RNA/ Central Protein Synthesis Protein Synthesis Protein Synthesis Dogma Dogma Do Now: Central Do Now: Do Now: Bases of dogma C Level Activities Differentiate C Level Activities RNA B Level Activities Replication, B Level Activities C Level Activities Transcription and C Level Activities B Level Activities Translation (with B Level Activities additional Exit Slip: DNA vs. questions, listed RNA above under “during”)

C Level Activities B Level Activities

Monday Tuesday Wednesday Thursday Friday Meiosis Meiosis Meiosis Genetic Variation Genetic Variation

C Level Activities C Level Activities C Level Activities C Level Activities C Level Activities B Level Activities B Level Activities B Level Activities B Level Activities B Level Activities

Exit Slip: Mitosis vs. Exit Slip: Causes meiosis of genetic variation

Homework: A level Homework: A level activities (Article + Homework: A activities (Article + Choice) level activities Choice) (Article + Choice) Monday Tuesday Wednesday Thursday Friday

UBD Unit Design Worksheet / Saginaw Valley State University 12 Genetic Variation Genetic Variation Test Review Unit Test Post- Test C Level Activities C Level Activities Reflection B Level Activities B Level Activities

Exit Slip: probability K-W-L: Genetic and genetic variation variation Homework: A level Homework: A level activities (Article + Homework: A A Level activities activities (Article + Choice) level activities (2) due Choice) (Article + Choice)

UBD Unit Design Worksheet / Saginaw Valley State University 13