LU Title: Genetics

Author(s): Lori T. Hunt

Grade Level: 8

School Address: Clinton Middle School

Subject Area: Science

School Phone/Fax: 853-5574/8727

Declarative

Procedural

• Structure of DNA molecule

• Create and read a karyotype

• Chromosome and gene structure

• Complete a Punnett square, predict results

• Meiosis, mitosis, and fertilization

• Predict genetic patterns from pedigrees

• Dominant, recessive, co-dominant traits

• Genotype and phenotype

• Sex-linked traits

Benchmarks:

Benchmarks:

Standard: Math, Science, Technology New York State Standards - Living Environment- Key Idea 2 Organisms inherit information in a variety of ways that result in continuity of structure and function between parents and offspring.
Performance Indicator 2.2: Describe simple mechanisms related to the inheritance of some physical traits in offspring.

Standard:

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

LESSON 1 How the structure of DNA, genes, and chromosomes determine how traits are inherited.

That organisms that reproduce Sexually have 2 chromosomes of each kind, one inherited from the mother and one inherited from the father.

LESSON 4 How the processes of meiosis, Fertilization, and mitosis insure that all cells in a human contain the same DNA.

LESSON 5 That every trait is controlled by 2 genes, one inherited from the mother and one inherited from the father. 

The definitions of : genotype, Phenotype, recessive, dominant and co-dominant.

LESSON 8 How sex-linked traits are inherited.

Why traits that are inherited on the X chromosome appear more often in men.

 Paired verbal fluency

Numbered heads

Numbered heads

Paired verbal fluency

Concept attainment

Think/pair/share

 Textbooks (any that includes a genetics unit)

Textbooks

Compare/contrast graphic organizer

Overheads

Word map of genotype and phenotype

Feedback lecture

 Students will read sections in the textbook about DNA and chromosomes.

Students will read about meiosis and mitosis. They will complete a graphic organizer comparing and contrasting the 2 types of cell division.

A homework assignment on cell division will be given.

Student #1 will look up the definition of genotype, student #2 will look up the definition of phenotype. They will share the information and agree on definitions that can be written in their notebooks. This process will be repeated for hybrid and purebreed, and for dominant and recessive genes.

The teacher will give examples of codominant genes until students can generate a definition for this type of trait.

At the conclusion of this lesson students will be asked to generate a word map for genotype and phenotype.

A homework assignment using these vocabulary words will be assigned.

Pairs of students will be asked to discuss and explain how traits inherited on the X and Y chromosome differ from traits inherited on the other 22 pairs of chromosomes.

Based on their answers notes will be taken on the inheritance of sex-linked traits.

A homework assignment involving questions of sex-linked traits will be given.

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

 LESSON 2 Create a karyotype and determine information from it.

LESSON 6 Complete a Punnett square to predict the results of a cross between 2 individuals.

LESSON 7 Predict the many different combination of genes possible from the same parents.

LESSON 9 Predict the results of the inheritance of sex-linked traits.

LESSON 10 Read and interpret patterns of inheritance from a pedigree.

LESSON 12 Determine the solution to the launch activity "Twins or Not".

 KARYOTYPE lab containing written set of directions

Think aloud demonstration of the use of a Punnett square.

Pairs check

LAMINA lab containing a written set of directions.

Think aloud

Pairs check

Think aloud

Overheads

Laser disc "Science Sleuths"

 Each student will cut out, sort, pair, arrange by size and tape chromosome pairs from an imaginary bird onto a piece of paper. The same will be done for photos of 22 human chromosomes. Students use the completed karyotypes to determine gender and health of the 2 organisms.

Students will be shown how to determine which genotype parents have, place the genes along the sides of the square, fill in the possible gene combinations, and analyze the results.

Students will be given examples to solve using Punnett squares.

Students will be given chromosomes from 2 parents of imaginary animals called lamina. After creating a karyotype with each they will choose one chromosome from each pair from each parent and match these together representing the chromosomes of an offspring. Students interpret the phenotype from the gene pairs and construct the offspring out of marshmallows, toothpicks, etc. Students then take a picture of their completed baby and add it to a pwer point presentation that will be used to observe the wide variety of traits possible from the same parents.

A demonstration will be given of the steps to follow in solving a problem of sex-linked traits using a Punnent square.

Students will practice the method on several problems.

The teacher will explain the symbols used in a pedigree and demonstrate how patterns of inheritance can be determined.

Students will practice the technique on several examples.

Working in groups, students will determine the answer to the mystery. The teacher will give the students the opportunity to view karyotypes, DNA fingerprints, profiles of some common traits, etc. to solve the crime. The students are to choose those pieces of information they feel will help most in solving the crime. The less information they need to view to confirm their hypothesis, the higher their grade on this activity.

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

 Lesson 11 The structure of DNA and how traits are inherited.

• Comparing
• Classifying
• Inductive Reasoning

 Deductive Reasoning

• Error Analysis

 Analyzing Perspectives

• Constructing Support
• Abstracting
• Other:

 Students will search the internet, magazines, newspapers, or any other source containing current information. Each student must find information describing recent work on either: the Genome Project, DNA fingerprinting, genetic engineering, or cloning. All students in a class must find a different article.

Each student will report on the results of their research to the class. Based on the information they present, notes will be taken on these techniques.

Discussion of the advantages and disadvantages of these methods will follow.

Each student will write a persuasive essay explaining how one of these techniques will either benefit or harm the balance of nature.

Planning Guide

Unit:

Step 1

Step 2

Step 3

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to........... DNA, how traits are inherited, and how the natural laws of inheritance can be altered by recently developed techniques.

What reasoning process will they be using?

Describe student's products and performances and the criteria for evaluation.

[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others)
[ ] Problem Solving
(seeking to achieve a goal by overcoming constraints or limiting conditions)
[X] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:

Products/Performances

Criteria for evaluation

Students are to imagine they are geneticists attempting to win a Nobel prize for designing, creating, and cloning the "perfect human". They are to submit a written proposal to obtain funding for their project. In their proposal, they must identify the five most important traits their human will posses, justify how these traits will benefit society, explain the processes of genetic engineering and cloning, and predict some effects these perfect humans will have on society in the future.

Element #1

Element #2

Element #3

Element #4

Elements

Scale

Identifies and justifies 5 traits. 

 Explains genetic engineering and cloning.

 Predicts effects of project on society.

Weights

1

1

1

4

 Identifies 5 traits and clearly and convincingly explains how traits will benefit society.

 Explanations of both genetic engineering and cloning are complete and accurate.

Gives at least 3 reasonable and logical effects of the project on society. 

3

 Identifies 5 traits but explanations of how traits will benefit society are present but not clear and convincing.

 Explanations of genetic engineering and cloning are complete but contain one inaccuracy.

 Gives at least 3 effects of the project on society but one of these is not reasonable and logical.

2

 Identifies or explains the benefits of only 3 or 4 traits.

 Explanation of genetic engineering and cloning are incomplete or contain two or three inaccuracies.

 Gives only one or two effects on society that are logical or reasonable.

1

 Identifies or explains the benefits of only 1 or 2 traits.

 Explanation of genetic engineering and cloning are not correct or one of the processes is not explained.

 Gives only 1 or two effects on society and these are not logical or reasonable.

Score Point 4

Score Point 3

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Score Point 2

Score Point 1

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