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Classical Genetics Content Area: Science Course(S): Time Period: Generic Time Period Length: Approx 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 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-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Crosscutting Concepts 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
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