CCPS Science Unit Plan Grade 9 Subject Biology Unit # 4 Unit Name Growth and Heredity Timeline 4 weeks How to use the Framework This Framework should be used to guide you in your instructional planning as you develop your daily and/or weekly lesson plans. The resources and instructional strategies reflected in the Framework will provide a foundation for the full development of your instructional design and implementation. Unit Overview *All resources related to this Framework are either embedded in this document or can be located via the Science Department website. 1. Patterns and Mechanisms of Inheritance 2. Mendelian Genetics 3. Meiosis 4. Chromosomes and Karyotypes 5. Sexual and Asexual Reproduction 6. Molecular Inheritance 7. DNA Replication 8. Mitosis 9. Expression of Traits 10. Mutations 11. DNA Technology Georgia Standards of Excellence (GSE)
Transcript
CCPS Science Unit Plan
Grade 9 Subject Biology Unit # 4
Unit Name Growth and Heredity Timeline 4 weeks
How to use the Framework This Framework should be used to guide you in your instructional planning as you develop your daily and/or weekly lesson plans. The resources and instructional strategies reflected in the Framework will
provide a foundation for the full development of your instructional design and implementation.
Unit Overview
*All resources related to this Framework are either embedded in this document or can be located via the Science Department website.
1. Patterns and Mechanisms of Inheritance2. Mendelian Genetics3. Meiosis4. Chromosomes and Karyotypes5. Sexual and Asexual Reproduction6. Molecular Inheritance7. DNA
Replication8. Mitosis9. Expression of Traits10. Mutations11. DNA Technology
Georgia Standards of Excellence (GSE)
SB3. Obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations.
SB2. Obtain, evaluate, and communicate information to analyze how genetic information is expressed in cells.
SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships in living cells.
Unit Elements SB3
a. Use Mendel’s laws (segregation and independent assortment) to ask questions and define
problems that explain the role of meiosis in reproductive variability.
b. Use mathematical models to predict and explain patterns of inheritance.
(Clarification statement: Students should be able to use Punnett squares (monohybrid and
dihybrid crosses) and/or rules of probability, to analyze the following inheritance patterns:
dominance, codominance, incomplete dominance.)
c. Construct an argument to support a claim about the relative advantages and disadvantages of
sexual and asexual reproduction.
SB2
a. Construct an explanation of how the structures of DNA and RNA lead to the expression of
information within the cell via the processes of replication, transcription, and translation.
b. Construct an argument based on evidence to support the claim that inheritable genetic
variations may result from:
new genetic combinations through meiosis (crossing over, nondisjunction);
non-lethal errors occurring during replication (insertions, deletions, substitutions); and/or
heritable mutations caused by environmental factors (radiation, chemicals, and viruses).
c. Ask questions to gather and communicate information about the use and ethical
considerations of biotechnology in forensics, medicine, and agriculture.
(Clarification statement: The element is intended to include advancements in technology
relating to economics and society such as advancements may include Genetically Modified
Organisms.)
SB1
a. Construct an explanation of how cell structures and organelles (including nucleus, cytoplasm,
ribosomes, and mitochondria) interact as a system to maintain homeostasis.
b. Develop and use models to explain the role of cellular reproduction (including binary fission,
mitosis, and meiosis) in maintaining genetic continuity.
c. Construct arguments supported by evidence to relate the structure of macromolecules
(carbohydrates, proteins, lipids, and nucleic acids) to their interactions in carrying out
cellular processes.
Science and Engineering Practices Obtain, evaluate, and communicate information. Obtaining, evaluating, and communicating information in 9-12 builds on K-8 experiences and progresses to evaluating the validity and
reliability of the claims, methods, and designs.
● 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 (including orally, graphically, textually, and mathematically).
● Evaluate the validity and reliability of and/or synthesize multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data
when possible.
Constructing explanations. 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.
● 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.
● 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.
Engaging in arguments from evidence. 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.
● 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.
Asking Questions and Defining Problems. 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.
● A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world(s) works and which can be empirically tested.
● Engineering questions clarify problems to determine criteria for successful solutions and identify constraints to solve problems about the designed world.
● Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical and/or
environmental considerations.
Developing and using models. Modeling in 9-12 builds on K-8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables
between systems and their components in the natural and designed world(s).
● Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system.
Develop and/or use multiple types of models to provide mechanistic accounts and/or predict phenomena, and move flexibly between model types based on merits and limitations.
Cross Cutting Concepts Structure and Function – The way an object is shaped or structured determines many of its properties and functions.
● The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the
molecular substructures of its various materials.
Stability and Change – For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand.
Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
Patterns – Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them.
● 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.
Cause and Effect: Mechanism and Prediction – 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.
● 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.
Disciplinary Core Ideas LS1.A. Structure and Function
● 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, which carry
out most of the work of cells.
● 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, which carry
out most of the work of cells.
LS1.B. Growth and Development of Organisms
● In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized
egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division
and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism.
LS3.A: Inheritance of Traits
● 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.
LS3.B: Variation of Traits
● 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.
Next Generation of Science Standards
(These standards should be used to
guide you in the selection of resources
that are NGSS aligned to ensure
compatibility with this unit of study.)
Students who demonstrate understanding can:
HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
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.
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.
Suggested Performance Learning Targets *The listed learning targets are only provided as a starting point. It does not represent an exhaustive list of all learning targets for this unit.*
Students will use materials to create a model of cells reproducing through the process of binary fission, mitosis, and meiosis.
Students will use materials to model crossing over and independent assortment of chromosomes to illustrate genetic variation in the formation of gametes.
Students investigate and make predictions of traits inherited by offspring.
Students design their own investigations to explain Mendel’s laws of segregation and independent assortment using data collect from the simulation.
Students create Punnett Squares to illustrate data collected from the lab.
Students use the evidence to support their claims of why traits are inherited in predictable ways and use Mendel’s Laws to justify their evidence. (blood typing ADI lab or Mendelian Fast Plants on-line simulation)
Students will construct an argument by using a claim for why some organisms use both forms of reproduction and use the advantages and disadvantages to provide a justification for how both modes of reproduction increase survival of that particular species.
Students will use a model to distinguish structural and functional differences between DNA and RNA (mRNA, tRNA, and rRNA).
Students will be able to construct an explanation about the mechanisms behind the processes of replication, transcription, and translation.
Students will use pieces of evidence from a real world situation to communicate how genetic information is expressed in cells.
Students will construct explanations using models to explain how non-disjunction leads to chromosomal diseases such as Down’s syndrome, Turner’s syndrome or Klinefelter's disease.
Students will analyze a karyotype of unborn human chromosomes to determine sex & chromosomal disease.
Students will construct an explanation for why it is important to inherit the right number and kind of chromosomes for growth and development.
Students will explain how sickle cell disease is caused by a substitution in the genetic code which leads to changes in production of hemoglobin which affects the structure and function of red blood cells.
Students use DNA profiling, or fingerprinting, to solve two cases of elephant poaching. In the process they will learn about genetic markers, PCR, gel electrophoresis, allele frequencies, and population genetics
Anchoring Phenomena Overall Driving Questions
The driving questions are to activate thinking for direction of the unit and are not to be used as daily essential questions. The questions are to aid the teacher and are not to be given to the students to answer, directly. The students should generate their own questions based on
their wonderings and observations of the phenomena.
Teacher Notes:
1. Allow students to view the following picture/video/demonstration. Ask students what do they notice/observe. Guide students to change their observations of the image/video/demonstration into questions by using “why” or “how”. Teacher will select from stu-
dents generated questions the one(s) that most align to the direction of the unit and use that as the focus for the unit.
2. Introduce students to the sample Student Wondering of Phenomena questions above.
a. ). Allow students time to generate possible answers/claims to the question or draw a model of what they think has occurred. Record the student responses on the first column of the Investigative Phenomena Table
3. Allow students time to generate their own additional questions they might have based on the phenomena. Let students know that as they move through the unit, they will be doing a number of activities to learn the information needed to help them answer the
Phenomena Question. The content they learn during the unit can be recorded on their Investigative Phenomena Table (similar to a KWL chart [3 column chart labeled before, during, and after instruction]). Each time they learn something new, discuss how the information relates
to the Investigative/Anchoring Phenomena question and record their ideas in the middle column of the Investigative Phenomena Table.
4. When the unit is complete, have students look back at the Investigative Phenomena. As you lead them in answering the question, have them use the information they learned throughout the unit. Record students’ responses and ideas in the last column of the Inves-
tigative Phenomena Table prior to completing the summative CER assessment.
5. Encourage students to ask any additional questions about this or other related phenomena.
Sickle Cell Gene Therapy
Video Clip--Sickle Cell------Photograph--Sickle Cell Gene Therapy What effect can genetic mutations have on organisms?
How are traits passed on to successive generations?
HYPERLINK "https://www.georgiascienceteacher.org/phenomena?filterS=165"Zebrafish Development How do the processes of cell division relate to the growth, repair, and development of an organism?
ADI Lab 20: Inheritance of Blood Types or ADI Lab 16: Mendelian Genetics if supplies are not available
STEM Garden: Farm to Table Task
STEMscopes Lesson
B2AB- DNA and RNA
B2C- Biotechnology
B3A- Mendel’s Laws
B3B- Patterns of Inheritance
B3C- Advantages and Disadvantages of Sexual and Asexual Reproduction
Storyline 2- Compare and Contrast Mitosis and Meiosis
Storyline 5- DNA
Storyline 6– Biotechnology
Storyline 7- Mendel’s Law
Storyline 8- Cell Reproduction
Common Assessment(s) Common Assessments will be created at the school level.
Benchmark Assessment(s)
The Clayton County School System will provide cumulative benchmark assessments throughout the school year at 9-week intervals for High School and 6-week intervals for Elementary and Middle School.
UNIT Instructional Guide
Mandatory Lab Activities ADI Lab 20: Inheritance of Blood Types or ADI Lab 16: Mendelian Genetics if supplies are not available
Investigations should have an investigation report as a learning product to support mastery of the Science and Engineering Practices, Cross Cutting Concepts, and Disciplinary
Core Ideas using the Claim-Evidence-Reasoning model or Argument Driven Inquiry model.
Investigations should have an investigation report as a learning product to support mastery of the Science and Engineering Practices, Cross Cutting Concepts, and Disciplinary Core Ideas using the Claim-Evidence-Reasoning
http://www.hhmi.org/biointeractive/genetics (LOTS OF GENETICS ACTIVITIES)
McGraw Hill textbook resources
Misconceptions 1. One set of alleles is responsible for determining each trait, and there are only 2 different alleles (dominant and recessive) for each gene.
2. Your genes determine all of your characteristics, and cloned organisms are exact copies of the original.
3. All mutations are harmful.
4. A dominant trait is the most likely to be found in the population.
5. Genetics terms are often confused.
Proper Conceptions 1. For traits that show a Mendelian pattern of inheritance, students often assume that there are only 2 possible alleles for a trait. This is true in some cases, but in many cases, there
are more alleles for a trait. In cat-coat-color genetics, 3 different alleles of 1 gene determine the position of pigmentation on the body.
2. While genes play a huge role in how an organism develops, environmental factors also play a role. Epigenetics is the study of heritable changes that occur without changes in the
genome.
3. A mutation is a change in the genetic code of an organism. Many mutations are harmful and cause the organism not to develop properly. However, many mutations are silent and
some prove beneficial. In the case of a silent mutation, the change in the genome does not change the production of the amino acid sequence and subsequent protein (remember
that multiple codons may code for the same amino acid, so a change in 1 nucleotide does not necessarily change the gene product). If an organism does live with a mutation, then
often the environment will determine whether the mutation is beneficial or harmful. Production of 1 protein vs. another may confer a characteristic such as a difference in coloration
or in the ability to digest a resource (e.g., the ability to digest lactose or maltose instead of sucrose). The phenotypic outcome may be selected, for or against, depending on envi-
ronmental factors.
4. The term “dominant allele” sometimes conveys to students the impression that the allele is the one that exists in the greatest proportion in a population; however, “dominant” refers
only to the allele’s expression over another allele. Human genetics includes examples of dominant traits that do not affect the majority of the population. In fact, achondroplasia, a
type of dwarfism caused by the presence of a dominant allele, is found in fewer than 1 in 10,000 live births. Huntington’s disease, a degenerative disease caused by the presence
of a dominant allele, occurs at a rate of about 3 to 7 cases per 100,000 people of European descent.
5. Many students understand the basic ideas of genetics but need more familiarity with the terms. For example, students often struggle with the difference between a chromosome, a
gene, and an allele. Chromosomes are organized structures containing proteins and a single coiled strand of DNA; chromosomes are visible with a microscope only during parts of
the cell cycle. Genes are units of heredity—specific sequences of DNA or RNA that create proteins with particular functions in an organism. Alleles are variants of a gene. Making
sure that students have a strong foundation in the terminology can greatly improve their understanding of genetics and prevent misconceptions.
Literacy Standards for GSE
(Literacy Strategies)
Key Ideas and Details
L9-10RST1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
L9-10RST2: Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate
summary of the text.
L9-10RST3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or
exceptions defined in the text.
Craft and Structure
L9-10RST4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to
grades 9–10 texts and topics.
L9-10RST5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
L9-10RST6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to
address.
Integration of Knowledge and Ideas
L9-10RST7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or
mathematically (e.g., in an equation) into words.
L9-10RST8: Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
L9-10RST9: Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict
previous explanations or accounts.
Range of Reading and Level of Text Complexity
L9-10RST10: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
Standards for Mathematical Practice
(Strategies)
Quantities
MGSE9-12.N.Q.1 Use units of measure (linear, area, capacity, rates, and time) as a way to understand problems:
a. Identify, use, and record appropriate units of measure within context, within data displays, and on graphs;
b. Convert units and rates using dimensional analysis (English-to-English and Metric-to-Metric without conversion factor provided and between English and Metric with
conversion factor);
c. Use units within multi-step problems and formulas; interpret units of input and resulting units of output.
Making Inferences and Justifying Conclusions
MGSE9-12.S.IC.1 Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
MGSE9-12.S.IC.2 Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin
falls heads up with probability 0. 5. Would a result of 5 tails in a row cause you to question the model?
MGSE9-12.S.IC.6 Evaluate reports based on data. For example, determining quantitative or categorical data; collection methods; biases or flaws in data.
Conditional Probability and the Rules of Probability
MGSE9-12.S.CP.2 Understand that if two events A and B are independent, the probability of A and B occurring together is the product of their probabilities, and that if the
probability of two events A and B occurring together is the product of their probabilities, the two events are independent.
MGSE9-12.S.CP.4 Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a
sample space to decide if events are independent and to approximate conditional probabilities. For example, use collected data from a random sample of students in your school
on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student
is in tenth grade. Do the same for other subjects and compare the results.
Using Probability to Make Decisions
MGSE9-12.S.MD.7 Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
