Classical Genetics Content Area: Science Course(S): Time Period: Generic Time Period Length: Approx

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Unit 1: Classical Genetics Content Area: Science Course(s): Time Period: Generic Time Period Length: Approx. 7 Weeks Status: Published

Standards and Phenomena

Science Standards

9-12.HS-LS3-1.LS1.A.1 All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins. 9-12.HS-LS3-1.LS3.A.1 Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. 9-12.HS-LS3-2.LS3.B.2 Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. 9-12.HS-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. 9-12.HS-LS3-3.LS3.B Variation of Traits 9-12.HS-LS3-3.LS3.B.1 Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors.

Phenomena

Science and Engineering Practices

SCI.9-12.1 Asking questions and defining problems in 9–12 builds on K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations. SCI.9-12.1.a Ask questions SCI.9-12.1.a.1 that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information. SCI.9-12.1.a.2 that arise from examining models or a theory, to clarify and/or seek additional information and relationships. SCI.9-12.1.b Evaluate a question to determine if it is testable and relevant. SCI.9-12.1.c Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory. SCI.9-12.3 Planning and carrying out investigations in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models. SCI.9-12.3.a Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible confounding variables or effects and evaluate the investigation’s design to ensure variables are controlled. SCI.9-12.3.b Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. SCI.9-12.3.d Select appropriate tools to collect, record, analyze, and evaluate data. SCI.9-12.4 Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. SCI.9-12.5.e Apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound units (such as mg/mL, kg/m3, acre-feet, etc.). SCI.9-12.6.b Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. SCI.9-12.6.c Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. SCI.9-12.6.e Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. SCI.9-12.8.b Compare, integrate and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem. SCI.9-12.8.c Gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and usefulness of each source. SCI.9-12.8.e Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).

Disciplinary Core Ideas

SCI.9-12.2 Cause and Effect SCI.9-12.2.1 Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. SCI.9-12.2.2 Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. SCI.9-12.2 Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.

Transfer Goals and Career Ready Practices

Transfer Goals At the end of this unit, students will use what they have learned to independently…

• comprehend that physical appearance is determined by the combination of genes from each parent . • determine the probability of a trait in certain offspring by using Punnett squares . • understand that genetic information is passed from generation to generation .

CRPs Career Readiness Practices (CRP)

• CRP1. Act as a responsible and contributing citizen and employee . • CRP2. Apply appropriate academic and technical skills. . • CRP4. Communicate clearly and effectively and with reason. . • CRP6. Demonstrate creativity and innovation. . • CRP7. Employ valid and reliable research strategies. . • CRP8. Utilize critical thinking to make sense of problems and persevere in solving them . • CRP10. Plan education and career paths aligned to personal goals. . • CRP11. Use technology to enhance productivity .

Concepts Essential Questions

• How are characteristics of one generation passed to the next? . • How are the characteristics from one generation related to the previous generation? . • How can individuals of the same species and even siblings have different characteristics? . • How do living organisms pass traits from one generation to the next? . • Why don't all living things look the same? .

Understandings Students will understand that...

• The variety within a species results in a continuity of structure and function from one generation to . the next. • It important for organisms to inherit genetic information in a variety of ways. . • Genetic information is passed from generation to generation . • Organisms reproduce sexually to provide variation within a species. . • Species transcends individual life spans through reproduction. .

Critical Knowledge and Skills

Knowledge Students will know:

• Pedigrees illustrate the inheritance of a specific trait throughout generations. . • The following vocabulary terms and how they relate to inheritance: Punnett Square, Trait, Probability, . Homozygous, Heterozygous, Genotype, Phenotype, X-Linked Inheritance, Allele, Gene, Dihybrid Cross, Testcross, Purebred, P generation, F1 Generation, Law of Independent Assortment, F2 Generation, Incomplete Dominance, Codominance, Pedigree, Law of Segregation, Dominant, Recessive, Progeny, Wild Type Phenotype, Mutant Phenotype, Mutation, Trihybrid Cross, Hemophilia, Monohybrid Cross, Autosomal Dominant, Autosomal Recessive • Gregor Mendel is considered the "Father of Genetics." . • How genetic traits are passed on from generation to generation . • How to utilize a punnett square to determine the probability of a certain trait in offspring . • Mendel’s Laws of Independent Assortment and Law of Segregation. .

Skills Students will be able to:

• Read non-fictional text for information while employing reading strategies. (For ex. Blue People of . Troublesome Creek) • Construct and interpret Punnett Squares (Monohybrid, Dihybrid, and Trihybrid Crosses) . • Predict the probability of the inheritance of specific traits . • Scientific skills (asking questions, gathering and analyzing data, making predictions, drawing . conclusions based on evidence)

Assessment and Resources

School Formative Assessment Plan (Other Evidence)

• Daily Do Nows . • Homework . • In-Class Discussion (ex. Class Dojo Participation) . • Labs . • Quizzes . • Reading and analysis Questions (ex. Blue People of Troublesome Creek) .

School Summative Assessment Pan

• Classical Genetics Unit Test Part 1 (Vocabulary and Content) . • Classical Genetics Unit Test Part 2 (Crosses and Probability) . • Genetics Final Exam (Located in Unit 3) .

Primary Resources

Supplementary Resources

Hemophilia and Porphyria: Tainted Blood Technology Integration and Differentiated Instruction

Technology Integration

 Google Products o Google Classroom - Used for daily interactions with the students covering a vast majority of different educational resources (Daily Notes, Exit Tickets, Classroom Polls, Quick Checks, Additional Resources/ Support, Homework, etc.) o GAFE (Google Apps For Education) - Using various programs connected with Google to collaborate within the district, co-teachers, grade level partner teacher, and with students to stay connected with the content that is covered within the topic. Used to collect data in real time see results upon completion of the assignments to allow for 21st century learning.  One to One Student laptop - All students within the West Deptford School District are given a computer, allowing for 21st century learning to occur within every lesson/topic.  Additional Support Videos - The video websites below are just examples of videos that can be used to support each of the Lessons within this Topic o Bozeman Science, Amoeba Sisters, Khan Academy

Standards:

 TECH.8.1.12.D.4  TECH.8.1.12.A.1  TECH.8.1.12.A.3  TECH.8.1.12.A.4  TECH.8.1.12.A.5  TECH.8.1.12.A.CS2  TECH.8.1.12.B.CS1  TECH.8.1.12.B.CS2  TECH.8.1.12.C.CS1  TECH.8.1.12.C.CS2  TECH.8.1.12.C.CS3  TECH.8.1.12.C.CS4  TECH.8.1.12.D.5  TECH.8.1.12.D.CS1  TECH.8.1.12.D.CS2

Differentiated Instruction  Gifted Students (N.J.A.C.6A:8-3.1) o Within each lesson, the Gifted Students are to be given the Enrichment Questions o These questions are to extend the knowledge of each portion of the lesson. o Performance Task . Additional practice was provided for students that provided a higher level of thinking for the concepts.  English Language Learners (N.J.A.C.6A:15) o Within each lesson, the English Language Learners are given three levels of questioning. Each level is accommodating to the level of learning that the individual student(s) is learning at. . Beginning . Intermediate . Advanced o All assignments can be created in the student’s native language if needed. o Work with ELL Teacher to allow for all assignments to be completed with extra time.  Risk Students (N.J.A.C.6A:8-4.3c) o Work with the I&RS Team to reach the needs of students. o Mentors provided o Offer additional supports as needed (after school help, parent contacts, frequent checks for understanding, etc.)  Special Education Students (N.J.A.C.6A:8-3.1) o Frequent checks for understanding o Preferred seating assignments o Multiple representations- Encourage and allow tables, graphic organizers, etc. o Hard copy of notes o Extend the time needed to complete assignments/assessments o Provide a copy of grading rubrics for projects/labs o Provide a copy of a model representation for projects o Clarification of directions/instructions o Use of technology when appropriate o Repeat/rephrase instructions as needed

Interdisciplinary Connections  MATH - o Probability o The product rule with crosses  ELA - o Reading Comprehension . Blue People of Troublesome Creek  SOCIAL STUDIES - o Hemophilia and the Royal Family . Students will use pedigrees to track hemophila through the royal family . We will discuss how hemophilia can be blamed for the fall of the Russian Royal Family o The Blue People of Troublesome Creek . In-Class Discussion of the mutation that was seen in the Blue People of Troublesome Creek  WORLD LANGUAGES -  VISUAL/PERFORMING ARTS -  APPLIED TECHNOLOGY -  BUSINESS EDUCATION -  GLOBAL AWARENESS -

Learning Plan / Pacing Guide Week 1:

 Introduction to Genetics  Furry Family Online Intro to Punnett Square Activity  Mendelian Genetics Vocabulary Terms  Begin Mendelian Genetics Notes  Probability Lab

Week 2:

 Continue Mendelian Genetics Notes  Probability Worksheet  Bill Nye Greatest Discoveries Video and Questions  Famous Geneticists Project  Practice Monohybrid Crosses

Week 3:

 Continue Mendelian Genetics Notes  Practice More Monohybrid Crosses  Begin Dihybrid Crosses  End of Week 3: Genetics Quiz #1

Week 4:

 Ridgeback and Jurrasic Dihybrid Crosses Worksheet  Notes on Karyotypes (In Mendelian Genetics PPT)  Karyotype Worksheet  Genetic Disorders Project

Week 5:

 Notes on Sex-Linked Traits (In Mendelian Genetics PPT)  Sex-Linked Traits Practice Problems  Blue People of Troublesome Creek Reading and Analysis Questions  Make a Baby Lab  Genetics Quiz #2

Week 6:

 Hemophilia and Porphyria Video  Notes and Practice on Pedigrees  Classical Genetics Study Guide  Play Classical Genetics Review Game (BINGO, Kahoot!, etc.)  Classical Genetics Unit Test Part 1 (Vocabulary and Content) o The content/vocabulary portion of this exam is located on LINKIT! o Blood Typing Section is on paper

Week 7:

 Classical Genetics Unit Test Part 2 (Crosses) o All on paper

Unit 2: Molecular Genetics Content Area: Science Course(s): GENETICS Time Period: Generic Time Period Length: 9 weeks Status: Published

Standards and Phenomena

Science Standards

9-12.HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 9-12.HS-LS3 Heredity: Inheritance and Variation of Traits 9-12.HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 9-12.HS-LS3-1.LS1.A Structure and Function 9-12.HS-LS3-1.LS1.A.1 All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins. 9-12.HS-LS3-1.LS3.A.1 Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. 9-12.HS-LS3-1.2 Cause and Effect 9-12.HS-LS3-1.2.1 Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. 9-12.HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 9-12.HS-LS3-2.LS3.B.1 In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited.

Phenomena

Science and Engineering Practices SCI.9-12.1.a Ask questions SCI.9-12.1.c Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory. SCI.9-12.1.d Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design. SCI.9-12.3.d Select appropriate tools to collect, record, analyze, and evaluate data. SCI.9-12.6.b Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. SCI.9-12.6.c Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. SCI.9-12.6.d Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. SCI.9-12.6.e Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. SCI.9-12.7.a Compare and evaluate competing arguments or design solutions in light of currently accepted explanations, new evidence, limitations (e.g., trade-offs), constraints, and ethical issues. SCI.9-12.8.c Gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and usefulness of each source.

Disciplinary Core Ideas

SCI.HS-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. SCI.HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. SCI.HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. SCI.HS-LS1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. SCI.HS-LS1 From Molecules to Organisms: Structures and Processes SCI.HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. SCI.HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

Crosscutting Concepts

SCI.9-12.4 Systems and System Models SCI.9-12.2.2 Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. SCI.9-12.2 Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering. SCI.9-12.4.3 Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

Transfer Goals and Career Ready Practices

Transfer Goals Mitosis is the division of somatic (body cells) and Meiosis is the process of creating gametes. Both involve the copying of chromosomes (genetic material). An offspring receives one allele from each parent. Crossover occurs during Meiosis when the tetrads line up. This allows for genetic diversity. DNA is replicated prior to division which enables a cell to end up with the correct number of chromosomes after division.

CRPs Career Readiness Practices (CRP)

Concepts

Essential Questions • How does our DNA differ from other organisms? . • How is the continuity of life sustained through reproduction and development? . • What causes cancer? . • What is the purpose of DNA? . • Why does sexual reproduction result in variations? . • Why is crossover important in sexual reproduction? .

Understandings

• It important for organisms to inherit genetic information in a variety of ways. . • This variety results in a continuity of structure and function from one generation to the next . • The defining moment in meiosis is when the cell goes from diploid to haploid. . • Species transcends individual life spans through reproduction. . • Genetic Diversity is important and occurs when crossing over occurs in Meiosis . • There are different types of cancer that affect different organs of the body . • The cause of cancer . • DNA is the blueprint of creating proteins, which are the building blocks of life .

Critical Knowledge and Skills

Knowledge Students will know:

• The events in mitosis and meiosis. . • That the stages of mitosis are easily distinguished when seen in images. . • Sexual reproduction produces offspring with a combination of genes from mother and father. . • Homolog separation and recombining is the method of diversifying genes. . • What causes cancer and how we can prevent it. . • The steps of Protein Synthesis, DNA Replication, Transcription, and Translation .

Skills Students will be able to:

• Recognize images of the stages of mitosis in an onion cell. . • Diagram and identify the stages of mitosis in pictures. . • Summarize the stages of mitosis. . • Compare and contrast the stages of meiosis and mitosis. . • Diagram the complex stages of meiosis. . • Manipulate models of chromosomes as they go through meiosis. . • Research a certain cancer and produce an informational poster on that cancer. . • Relay the steps of Protein Synthesis, DNA Replication, Transcription, and Translation .

Assessment and Resources

School Formative Assessment Plan (Other Evidence)  Quizzes  Labs o Banana Lab  Classwork  Homework  Projects o Genetic Disorders Project  Daily Do Nows  Performance Tasks

School Summative Assessment Pan  Molecular Genetics Unit Test  Genetics Final Exam (Located in Unit 3)

Primary Resources

Supplementary Resources Mystery of Photo 51 - The Story of Rosalind Franklin PBS Nova: Cracking the Code of Life

Technology Integration and Differentiated Instruction

Technology Integration  Google Products o Google Classroom - Used for daily interactions with the students covering a vast majority of different educational resources (Daily Notes, Exit Tickets, Classroom Polls, Quick Checks, Additional Resources/ Support, Homework, etc.) o GAFE (Google Apps For Education) - Using various programs connected with Google to collaborate within the district, co-teachers, grade level partner teacher, and with students to stay connected with the content that is covered within the topic. Used to collect data in real time see results upon completion of the assignments to allow for 21st century learning.  One to One Student laptop - All students within the West Deptford School District are given a computer, allowing for 21st century learning to occur within every lesson/topic.  Additional Support Videos - The video websites below are just examples of videos that can be used to support each of the Lessons within this Topic o Bozeman Science, Amoeba Sisters, Khan Academy

Standards:

Interdisciplinary Connections MATH -

ELA - Vocabulary; Article Readings and in-class discussion

SOCIAL STUDIES - Mystery of Photo 51 - The Story of Rosalind Franklin, The History of DNA; Scientific Experiments to discover DNA

WORLD LANGUAGES - Vocabulary: Sexual Repiorduction, Meiosis, Mitosis, etc.

VISUAL/PERFORMING ARTS - Genetic Topic Research Project (Students create video, power point, etc. about any topic in Genetics)

APPLIED TECHNOLOGY - Genetic Topic Research Project (Students create video, power point, etc. about any topic in Genetics)

BUSINESS EDUCATION - GLOBAL AWARENESS - Research Scientists involved in the discovery of DNA, understand the hardship women had to face in the scientific field in the past and now (Rosalind Franklin)

Learning Plan / Pacing Guide Week 1:

 Intro to DNA  DNA Structure Worksheet  Banana DNA Extraction Lab  Molecular Genetics Vocabulary  Mystery of Photo 51 - The Story of Rosalind Franklin

Week 2:

 Finish The Mystery of Photo 51 - The Story of Rosalind Franklin  DNA Origami  Structure of DNA Webquest  Notes on DNA Replication  DNA Replication Worksheet  Notes on DNA  DNA Replication Project

Week 3:

 Review DNA Replication  Notes on RNA  RNA Worksheet  Review DNA Replication and RNA  Molecular Genetics Quiz #1  Protein Synthesis Notes and Vocabulary  Protein Synthesis Review Worksheet

Week 4:

 Protein Synthesis and Coding Worksheet  Protein Synthesis Quiz  DNA, RNA, Protein Synthesis BINGO  "Cracking the Code of Life"

Week 5:

 Finish "Cracking the Code"  Notes and Worksheet on the Cell Cycle  Cancer Notes  Cancer Research Project

Week 6

 Quiz on Cancer and the Cell Cycle  Mitosis Webquest  Mitosis Notes  Mitosis Vocabulary  Cell Cycle and Mitosis Worksheet

Week 7

 Mitosis Card Project  Review Microscopes  Start Mitosis Lab (Onion Root Tip)

Week 8:

 Finish Mitosis Lab (Onion Root Tip)  Meiosis Notes  Meiosis Review Worksheet  Comparing Meiosis and Mitosis Venn Diagram  Comparing Meiosis and Mitosis Worksheet  Meiosis Webquest

Week 9:

 Review DNA Replication  DNA Structure and Replication Webquest  Mitosis/Meiosis Review Questions  Review Games for Molecular Genetics Unit Test (Kahoot!, BINGO, etc.)  Molecular Genetics Unit Test

Unit 3: Population Genetics Content Area: Science Course(s): GENETICS Time Period: Generic Time Period Length: Approx. 4 weeks Status: Published

Standards and Phenomena

Science Standards

9-12.HS-LS4-2.LS4.B.1 Natural selection occurs only if there is both 9-12.HS-LS4-2.LS4.B.1.1 variation in the genetic information between organisms in a population and 9-12.HS-LS4-2.LS4.B.1.2 variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. 9-12.HS-LS4-2.LS4.C.1.1 the potential for a species to increase in number, 9-12.HS-LS4-2.LS4.C.1.2 the genetic variation of individuals in a species due to mutation and sexual reproduction, 9-12.HS-LS4-2.LS4.C.1.3 competition for an environment’s limited supply of the resources that individuals need in order to survive and reproduce, and 9-12.HS-LS4-2.LS4.C.1.4 the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. 9-12.HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 9-12.HS-LS4-3.4 Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. 9-12.HS-LS4-3.LS4.B Natural Selection 9-12.HS-LS4-3.LS4.B.2 The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. 9-12.HS-LS4-3.LS4.C.1 Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. 9-12.HS-LS4-3.LS4.C.2 Adaptation also means that the distribution of traits in a population can change when conditions change. 9-12.HS-LS4-3.1 Patterns 9-12.HS-LS4-3.1.1 Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. 9-12.HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 9-12.HS-LS4-4.6 Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. 9-12.HS-LS4-4.LS4.C Adaptation 9-12.HS-LS4-4.LS4.C.1 Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. 9-12.HS-LS4-5.7.1 Evaluate the evidence behind currently accepted explanations or solutions to determine the merits of arguments. 9-12.HS-LS4-5.LS4.C.2 Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost. 9-12.HS-LS4-6.LS4.C.1 Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species.

Phenomena

Science and Engineering Practices

SCI.9-12.1 Asking questions and defining problems in 9–12 builds on K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations. SCI.9-12.1.a Ask questions SCI.9-12.1.a.1 that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information. SCI.9-12.1.a.2 that arise from examining models or a theory, to clarify and/or seek additional information and relationships. SCI.9-12.1.b Evaluate a question to determine if it is testable and relevant. SCI.9-12.6.b Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. SCI.9-12.6.c Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. SCI.9-12.6.d Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. SCI.9-12.6.e Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. SCI.9-12.7 Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science. SCI.9-12.7.e Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge and student-generated evidence. SCI.9-12.8.a Critically read scientific literature adapted for classroom use to determine the central ideas or conclusions and/or to obtain scientific and/or technical information to summarize complex evidence, concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. SCI.9-12.8.b Compare, integrate and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem. SCI.9-12.8.c Gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and usefulness of each source. SCI.9-12.8.e Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).

Disciplinary Core Ideas

HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. HS-LS4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations. HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Crosscutting Concepts

SCI.9-12.7.1 Much of science deals with constructing explanations of how things change and how they remain stable. SCI.9-12.2 Cause and Effect SCI.9-12.7 Stability and Change SCI.9-12.3 Scale, Proportion and Quantity SCI.9-12.4 Systems and System Models SCI.9-12.1 Patterns SCI.9-12.2 Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering. SCI.9-12.4 A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems. SCI.9-12.3.3 Patterns observable at one scale may not be observable or exist at other scales. SCI.9-12.7 For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand. SCI.9-12.3.1 The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. SCI.9-12.7.2 Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.

Transfer Goals and Career Ready Practices

Transfer Goals Students will be able to provide data, analyze theories, and generate proof for the process of evolution that connects humans genetically with all other organisms.

CRPs Career Readiness Practices (CRP)

Concepts Essential Questions

• Do people in a particular area have similar characteristics? . • How can the United States being a “melting pot” be an advantage for survival? . • What affects our outcomes in life, “Nature vs. Nurture?” . • How has life on earth changed throughout time? . • What enable some species to carry on genetically while others become extinct? . • How do different environments affect evolution of the same species? . • What are some of the changes due to environment that could potential affect our own species . adaptation? • How do genetic mutations and recombination of genes during meiosis enable evolution to occur? . • How could life on Earth change to become increasingly complex? .

Understandings

• Certain natural Earth processes can affect DNA and how it combines together. . • Genes in populations remain constant over time if certain conditions hold true. . • There are certain mechanisms that help to alter genes in populations to form new traits: selection, . mutation, migration, random genetic drift, meiotic drive. • Use Darwin’s data to see how he came up with his principles of evolution (including natural selection . and common descent) providing a scientific explanation for the history of life on Earth. • Humans have accelerated the natural process through gene manipulation, clear-cutting forests, ozone . depletion, etc. Natural selection, due to environmental pressure, of those organisms better able to survive and leave offspring • How to calculate gene frequencies of various populations . • Natural selection is the process by which evolution occurs. . • Variation exists in all species and allows some individuals to be better able to survive in a particular . environment than others.

Critical Knowledge and Skills

Knowledge Students will know:

• That genes in populations change when subject to certain natural conditions. . • Selection, mutation, migration, random genetic drift, and meiotic drive are mechanisms to alter gene . frequencies. • There are many examples describing each of the above mechanisms for allelic change. . • Darwin’s journey and finches that lead him to his theory explained in his book, “The Evolution of . Species by Natural Selection.” • Evolution occurs as a result of a combination of the following factors: Ability of a species to reproduce; . Genetic variability of offspring due to mutation and recombination of genes; Finite supply of the resources required for life • How to solve problems for gene frequency using algebra. .

Skills Students will be able to:

• calculate frequencies of alleles in generations . • analyze how migration affects allele frequencies . • defend how variations lead to adaptations. . • defend how species adapt to their environment. . • distinguish between the 5 assumptions of natural selection .

Assessment and Resources

School Formative Assessment Plan (Other Evidence)  Quizzes  Labs  Classwork  Homework  Projects  Genetics Topic Research Project  Daily Do Nows  Performance Tasks

School Summative Assessment Pan  Population Genetics Unit Test  Genetics Final Exam Primary Resources

Supplementary Resources PBS Nova Documentary - What Darwin Never Knew

Technology Integration and Differentiated Instruction

o GAFE (Google Apps For Education) - Using various programs connected with Google to collaborate within the district, co-teachers, grade level partner teacher, and with students to stay connected with the content that is covered within the topic. Used to collect data in real time see results upon completion of the assignments to allow for 21st century learning.  One to One Student laptop - All students within the West Deptford School District are given a computer, allowing for 21st century learning to occur within every lesson/topic.  Additional Support Videos - The video websites below are just examples of videos that can be used to support each of the Lessons within this Topic o Bozeman Science, Amoeba Sisters, Khan Academy  Standards: o TECH.8.1.12.D.4 o TECH.8.1.12.A.1 o TECH.8.1.12.A.3 o TECH.8.1.12.A.4 o TECH.8.1.12.A.5 o TECH.8.1.12.A.CS2 o TECH.8.1.12.B.CS1 o TECH.8.1.12.B.CS2 o TECH.8.1.12.C.CS1 o TECH.8.1.12.C.CS2 o TECH.8.1.12.C.CS3 o TECH.8.1.12.C.CS4 o TECH.8.1.12.D.5 o TECH.8.1.12.D.CS1 o TECH.8.1.12.D.CS2

Interdisciplinary Connections MATH - Calculating allelic frequencies using algebraic equations

ELA - Article Readings and In-Class Discussion

SOCIAL STUDIES - The History of Darwin

WORLD LANGUAGES - VISUAL/PERFORMING ARTS -

APPLIED TECHNOLOGY - Genetics Topic Presentation Project

BUSINESS EDUCATION -

GLOBAL AWARENESS - Discussion of how migration adds alleles to a population causing genetic drift (bottleneck effect, founder effect, etc.)

Learning Plan / Pacing Guide Week 1:

 Genetics Topic Research Project and Presentations  Population Genetics Vocabulary  Notes on Population Genetics

Week 2:

 Population Genetics Worksheet  Microevolution vs. Macroevolution Worksheet  Hardy-Weinberg Practice Problems  Hardy-Weinberg Worksheet

Week 3:

 "Rise of the Super Bugs"  More Hardy-Weinberg Practice  Genetic Drift M&M Lab

Week 4:

 Review for Final Exam (Study Guides)  Genetics Final Exam