Science
SCI.III.3.1
Grade: 10th
Strand III:
Using Scientific Knowledge in Life Science
Standard 3:
Heredity - All students will investigate and explain how
characteristics of living things are passed on through
generations. Explain why organisms within a species are
different from one another; and explain how new traits can be
established by changing or manipulating genes.
Benchmark 1: Explain how characteristics of living things are passed on
from generation to generation.
Constructing and Reflecting:
SCI.I.1.1 – Ask questions that can be investigated empirically.
SCI.I.1.2 – Design and conduct scientific investigations.
SCI.II.1.1 – Justify plans or explanations on a theoretical or empirical basis.
SCI.II.1.3 – Show how common themes of science, mathematics and technology apply in real world contexts.
Vocabulary
Context
•
•
•
•
•
•
•
•
•
•
•
•
•
Common contexts:
• Inheritance of a human genetic disease/disorder:
sickle cell anemia
• A family tree focused on certain traits
• Examining animal or plant pedigrees
• Human Genome Project
•
•
•
•
•
•
•
•
•
•
•
•
•
Dominant
Recessive
Gene pair
Gene combination
Gene sorting
Homozygous
Heterozygous
Genotype
Phenotype
Allele
Genetic engineering
Selective breeding
Sex linked genes, traits, diseases,
disorders
Autosomes
Sex chromosomes
Diploid
Haploid
Mitosis
Meiosis
Crossing over
Punnett Square
Pedigree
Gregor Mendel
Monohybrid Cross
Dihybrid Cross
Human Genome Project
Knowledge and Skills
Students will:
• Diagram how the gene pair in one parent
will separate, making sex cells, that will
combine with a sex cell from the other
parent to form offspring.
•
Resources
Coloma Resources:
www.bdol.glenco.com
Glenco Biology Text – Unit 4 CH 10, 12
Pedigree Project
Punnett Square Problems
Human Genetics Board w/problems
Predict the characteristics of possible
offspring, given the gene combinations of
the parents.
•
Trace a trait from generation to generation
(e.g. sickle cell anemia).
•
Students will use Punnett squares to
predict possible outcomes of different
genetic combinations
Other Resources:
• Scope – Fundamentals of Genetics
•
National Human Genome Research Institute
•
PBS Series Online – The DNA Files
•
Web Genetics Resource Page
•
•
Isolate your own DNA – and other labs from the
Museum of Science and Industry
www.msichicago.org
Brain Pop – online movies
•
www.biologycorner.com
•
Michigan Teacher Network – 18 resources for
genetics education
•
Punnett Practice Page
•
Fruit fly and Rapid radish kits
•
DNA model
•
Science sleuths video disc- Twins or not program
•
Mitosis and Meiosis slides
•
Howard Hughes Medical Institute – incredible free
resources
Resources
Videoconferences Available
For more information, see www.remc11.k12.mi.us/dl
or call Janine Lim 471-7725x101 or email
jlim@remc11.k12.mi.us
III.3.HS.1
• Genetics: Mendel’s Peas from the Camden
Children's Garden
• Agricultural Biotechnology from the Center for
Agricultural Science and Heritage, Inc.
• Genetically Profiling Cancer from COSI
Columbus
• Genetic Counseling: What You Should Know
About Your Family History from COSI Columbus
• The Gene Scene from Discovery Center of
Springfield
• Genetic Revolution from HealthSpace Cleveland
• Behind the Story: The Genetics of Fairytales from
Hook's Discovery & Learning Center
• In The News - Genetically Modified Organisms
from Hook's Discovery & Learning Center
• 2025: A Genetic Odyssey from Indiana State
Museum
Instruction
•
Assessment
•
Optional Assessment
Create a pedigree chart based on a given
characteristic (attached and free ear lobes,
sickle cell anemia, tongue rolling, etc).
• Given a pedigree chart with phenotypes listed for
all individuals, provide the gene combinations for
Identify dominant and recessive gene
all individuals (e.g. aa, AA, Aa, A?).
combinations (e.g. aa, Aa, AA, A?-can’t be
determined) for individuals on the chart.
• Each student will pick a genetic trait and build a
Extension: Predict the possible gene
pedigree for their family. They must also do the
combinations for a cross with one of your
possible Punnett squares for the parent’s
offspring and a recessive individual.
offspring.
Teachers should be aware that this only
works for single allele traits (not hair color, • Students will write a report on a genetic disorder
eye color, etc.).
using the Internet to research symptoms and
which chromosome the disorder is located on.
Blood typing kits
Corresponds to standard I.1.5 & I.1.4
•
Genotype comparison lab
•
Probability labs
•
Punnett squares
•
Genetic corn
•
Analyzing Karotypes
•
Science Olympiad- Process Skills for Life
Science (Bio Lab) See Appendix
•
-
Crite- Apprent
ria
Basic
Meets
Exceeds
Completeness of
list
Identifies
condition
and zero to
one healthy
behaviors
with
appropriate
technology.
Identifies
condition
and two
healthy
behaviors
with
appropriate
technology.
Identifies
condition
and three
healthy
behaviors
with
appropriate
technology.
Identifies
condition
and four
or more
healthy
behaviors
with
appropriate
technology.
Completeness of
dialogue
Conversation is
incomplete
and/or not
believable.
Conversation has
main ideas
but no
details.
It is not
quite
believable.
Conversation
has main
ideas and
some
details.
It is
believable.
Conversation
has main
ideas,
many
details,
and is
very
believable.
Teacher Notes:
Focus Question: How can a trait be traced from generation to generation?
Investigate and explain how characteristics of living things are passed on through
generations.
Like produces like. To enable a child to understand why grandparents claim that they look just like
their parents at their age requires many learning experiences. Elementary students should be able to
provide evidence that visible traits are passed on from parents to children by comparisons of color,
structure, and direct measurements. They should be able to match offspring to corresponding
parents.
By middle school, students should know how characteristics of living things are passed from
generation to generation. Common traits controlled by a single gene pair should be taught in the
middle school years as well as the reproductive cells which facilitate this happening. They should be
aware that when the sperm fertilizes the egg, the sperm passes the genetic material (genes) of the
father to the egg. The genes of the father's sperm and mother's egg then contribute to the formation
of an entirely new individual having characteristics from both parents.
Students at the high school level should understand that genes occur and act in pairs. If a dominant
gene is present, it is fully expressed. A recessive gene will not be expressed in the presence of a
dominant gene. A cross or combination of other gene pairs can show what future generations may
inherit, or predict those chances of traits being exhibited such as sickle cell anemia and other genetic
disorders.
Explain why organisms within a species are different from one another.
The characteristics of offspring are not only determined by the heredity from the parents. There are
acquired traits like spoken language, size of a superfertilized plant vs. a tundra plant, or length of hair,
which contributes to the individuality of the offspring. High school students should also be aware of
how genetic material is passed from parent to offspring during sexual and asexual reproduction. Cell
division of non-sexual cells or somatic cells is an essential process to the growth of an organism as
well as a species. Cell division is comprised of two processes. Division of the nucleus of the nonsexual cell is called mitosis which is immediately followed by the division of the cytoplasm and cellular
content producing two daughter cells. Division and replication of the nuclei of the sex cells is called
meiosis and is immediately followed by two consecutive divisions of cytoplasm and cellular content
producing four daughter cells.
Explain how new traits can be established by changing or manipulating genes.
How new traits may arise in individuals through changes in genetic material should also be taught
during the high school years. Students might misinterpret genetic changes as only detrimental. Gene
or chromosome mutations or recombination of genes can increase the variations that are seen
among individuals in a population. In order to understand this, the entire DNA molecule and its
intricacies of replication need to be understood. An extension of this could include products of genetic
engineering, natural and human produced mutations, and variations from multiple sets of genes.