8th Grade Unit Plan: Genetics
6th Grade Unit Plan: Genetics
|Stage One: Desired Results |
|Big Ideas |Essential Questions |
|Heredity is the passing of traits from one generation to the next |If we could manipulate our genes, should |
|Genetic information is stored on DNA. Condensed DNA is called a chromosome. One segment of DNA coding for a |we? |
|single trait is a gene. Different forms of the same gene are alleles. |Are we slaves to our genes? |
|Offspring of sexual reproduction receive half of their DNA from each of two parents. Offspring of asexual | |
|reproduction are identical to their single parent. | |
|Dominant alleles are always expressed. Recessive alleles are only expressed if both alleles are present. | |
|The probability of a trait being expressed can be predicted using a Punnett Square or Pedigree Chart. | |
|Essential Skills |Vocabulary |
|Students will |Relate genes, alleles, DNA, and chromosomes. |Heredity |
|be able to… |Use a punnet square to predict the probability of the genotype/phenotype of offspring. |Trait |
| |Use a pedigree to track a single track over several generations. |Gene |
| |Identify and defend a position on the ethics of genetic engineering using multiple resources |Allele |
| | |DNA |
| | |Chromosome |
| | |Punnett Square |
| | |Pedigree |
| | |Phenotype |
| | |Genotype |
| | |Offspring |
| | |Genetic Engineering |
| | |Plasmid |
| | |Eugenics |
|Students will |Heredity is the passing of traits from one generation to the next | |
|know… |sexual reproduction requires 2 parents and produces offspring with a mix of genes | |
| |sexual reproduction requires 1 parent and produces offspring that are identical to the parent | |
| |organisms can be genetically modified by splicing the genes from another organism | |
|Stage Two: Assessment and Evidence |
|Assessments |
| |Mastery of individual objectives will be measured by: |
|Daily: |Daily Do-Now quizzes to measure retention of the previous lesson’s objective |
| |Accuracy of individual work produced in class and as homework (Punnett Squares, Pedigrees, etc.) |
| |Summary Questions |
| |Exit Slips |
| | |
|Culminating: |Written exam with multiple opportunities/formats for testing mastery of each learning objective |
| |Performance during eugenics debate- position paper, supporting data, participation in debate |
| | |
|Feedback |
|Comments/grades based on homework and class-work rubrics |
|Individual conferences during work time: I try to meet with each student individually at least once per work period (work time in lesson) |
|Peer-editing: students switch work and check their partner’s accuracy. Students use peer editing form to provide specific feedback for their classmate. |
|Informed Instruction |
|Me: Daily assessment of student mastery of objectives will help pace instruction (i.e. spend another day revisiting the learning objective) and change the |
|mode of instruction (i.e. reteach the concept in a different way to incorporate varying learning modalities, etc.) Also, if it is evident that a certain |
|topic is still challenging students, I will provide more opportunities to practice the skill/concept during homework assignments, do-now’s, or in-class |
|activities. |
|Students: Students will track their own mastery of objectives on their personal mastery charts and know which topics they still have to work on. During |
|our individual conferences, we can address these specific challenges and collaborate on an individualized learning plan. |
|Stage Three: Instruction |
|Learning Activities and Approaches |
|Kinesthetic: |
|Make DNA/gene models using string and markers |
|Hands-on labs: drinking contest for tongue |
|curlers, stand-up/sit down game for traits |
| |
|Visual: |
|Digital Presenter/overhead |
|Video clips/internet simulations |
| |
|Auditory: |
|Video/simulations |
|group-discussion/debate |
| |
|Interpersonal: |
|cooperative learning labs- identifying |
|dominant/recessive traits they possess |
|structured debate |
| |
|Mathematical-logical: |
|Punnet Squares and Pedigrees, calculating |
|probabilities |
| |
|Artistic: |
|Making posters, process charts |
|Color-coding dominant/recessive traits |
| |Resources |
| |Digital Presenter, computer |
| |Reading Materials- Text and supplementary reading from internet, library, and other periodicals |
| |Poster paper, markers |
| |DVD- Gattaca |
| |Internet connection |
| |Hand-outs |
| | |
| |Individual Objectives: |
| |SWBAT relate cells to factories. |
| |SWBAT explain that an offspring’s traits are the result of the contribution of genetic material carried |
| |in each cell. |
| |SWBAT explain the relationship between genes, DNA, and chromosomes. |
| |SWBAT identify alleles as different forms of the same gene. |
| |SWBAT differentiate between dominant and recessive alleles. |
| |SWBAT predict the outcome of monohybrid crosses using a Punnett Square. |
| |SWBAT predict the probability of an allele’s expression using a pedigree chart. |
| |SWBAT differentiate between sexual and asexual reproduction. (multiple days) |
| |SWBAT relate sexual reproduction to variation within offspring. |
| |SWBAT to explain how environmental conditions select for specific traits. |
| |SWBAT relate natural selection to evolution. |
| |SWBAT to explain the impact of selective breeding on variation. |
| |SWBAT model the technique used to make recombinant DNA. |
| |SWBAT debate the benefits and drawbacks of genetic engineering. (multiple lessons |
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