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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