Grade/Subject
6-8 Science
Topic
Genetics and Heredity
Task Title
Creature Features
Pacing
5 Days
Task Overview
Description of task
Rationale:
Possible Teacher Misconceptions
Essential Question(s)
How can mathematical modeling predict future outcomes?
How can identifying patterns lead to predictable outcomes?
How are genes, chromosomes, and heredity related to each other?
How is the combination of genes responsible for determining the inheritance of traits and
characteristics?
MS-LS3.2
8.2 (A,B)
NGSS / CT Framework for Science
Science & Engineering Practices
Disciplinary
Core Ideas
Crosscutting
Concepts
LS1.B: Growth
and development
of organisms
LS3.A: Inheritance
of traits
Cause and
Effect
Developing and Using Models
Modeling in 6–8 builds on K–5 experiences and
progresses to developing, using, and revising
models to describe, test, and predict more
abstract phenomena and design systems
LS3.B: Variation of
traits
CCS Core Literacy Standards
ISTE Standards
1.
2.
3.
4.
Creativity
Communication and Collaboration
Research and Information Fluency
Critical Thinking, Problem Solving, and
Decision Making
K-D-U
DO
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KNOW
Skills of the discipline, social skills, production skills,
processes (usually verbs/verb phrases)
Facts, formulas, information, vocabulary
Hint: Use the standards!
gene
chromosome
allele
trait
characteristic
dominant
recessive
codominance
Punnett Square
probability
pedigree
heterozygous
homozygous
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Create and analyze Punnett
Squares
Trace dominant, recessive, and sexlinked traits through pedigrees
Use Punnett Squares and pedigrees
to determine the probability of traits
in offspring
Use domain-specific vocabulary to
communicate understanding
Communicate clearly using a visual
display
Engage effectively with peers in a
range of collaborative discussions,
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phenotype
genotype
hybrid
purebred
sex-linked traits
carrier
gamete
egg
sperm
zygote
heredity
DNA
meiosis
fertilization
haploid
diploid
genetics
DNA is in segments called genes.
UNDERSTAND
Big ideas, generalizations, principles,
concepts, ideas that transfer across
situations
Students will demonstrate they
understand that
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Scientists create models using
mathematical concepts (i.e.
patterns, probability, etc.) and apply
them to scientific settings.
DNA is the genetic instructions that
specify the characteristics of an
organism.
Every organism inherits a unique
combination of characteristics.
Traits can be affected by both
genetic and environmental factors.
Cause and effect relationships can
be used to predict phenomena in
natural systems.
building on others’ ideas and
expressing their own clearly
Notes for Teachers
● The product of the Creature Feature family is simply a tool for the students to use while
demonstrating their new understanding and knowledge genetics and heredity. The
ultimate goal is to score the students’ acquired learning and students should not be
penalized for poor artistic skills. This should be expressed to the students at the
beginning of the project.
In the beginning of the project, students will pick the features, or traits, they would like to
see in their creature.
List all the features, and brainstorm with the students what the dominant and recessive
characteristic of each trait would look like.
Possible Student Misconceptions
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All offspring look like their parents
Twins are identical
Genotype and phenotype are the same
If a couple has a one in four risk in having a child with a disease, and their first
born has the disease, then the next three will not have the disease.
Only genes determine traits
Traits are always made from only two alleles
The dominant characteristics come from the father and recessive ones from the
mother
Organisms have more dominant traits than recessive ones
The dominant traits are always the best ones
Materials & Resources
genotype and phenotype reference chart, blank punnett square paper(s), game board
For Vocabulary:
Mimetic Elaboration- A Punnett Square can have the following terms labeled:Punnett
square, dominant, recessive, allele, homozygous, heterozygous, probability, purebred,
hybrid
Mimetic Elaboration- Illustration showing difference between phenotype and genotype- A
person with particular physical traits, zoomed in to see the genetic makeup for those
traits.
Mimetic Elaboration- Pedigree drawing (carrier, sex-linked traits)
Mimetic Elaboration- allele (ll as a genotype)
Acoustic Elaboration- phenotype and genotype (ph=physical, geno=gene, genetic
makeup)
Symbolic Elaboration- DNA and genes, on a double helix
Directions for Students
UPDATE FOR 10/17/14
The PT will be shifting from arts & craft model to one that involved more thought,
application, and communication. Students will initially go through a variety of traits that
are possible for a creature that they will create. Initial thoughts are teeth (round/sharp), fur
(temperature), wings vs fins (each will allow creature to survive in water environment, but
wings work better with heat, fins with cold), vision (night/day), claws (for self-defense but
run slower), tail (vibrations but easier to be picked off by predators). They will create the
first parent and then pair up with another partner. Those partners will create punnett
squares based off of their traits, and then mate with a coin to create four offspring. Those
four offspring will have a combination of traits from the two parents. An environmental
change will then be introduced (the sun is being blocked). Some creatures are able to
survive different environmental factors better than others. Those who have the factors
that don’t match up will die out. Each group will pair up with another group, and their
remaining offspring will mate and they will create punnett squares. The process is
continued until various environmental shifts (extreme heat that evaporates fresh water
environments, earthquake (?)) kill off all of the creatures after a number of generations.
The generations and adaptations can be displayed in the form of a class-wide pedigree
on the wall to demonstrate the different traits getting passed along. In the instance that a
group gets killed off early, they need to start from the beginning and determine the
genetic combinations of the initial generation that would have allowed the offspring to
survive.
Students will create genotypes for each of the following traits:
Teeth- Sharp (TT, Tt) vs Round (tt)
Fur- Has fur (FF, Ff) vs No fur (ff)
Appendages- Wings (WW, Ww) vs Fins (ww)
Vision- Day Vision (EE, Ee) vs. Night vision (ee)
Claws- Has claws (CC, Cc) vs. no claws (cc)
Tail- No tail (TT, Tt) vs tail (tt)
UPDATE FOR 11/21/14
Selection of the Fittest
For teacher notes, T will have to advise students of the advantages/disadvantages of
the various phenotypes. For example, round teeth are herbivores.
This is evolving into a board game. Students will create or be given a creature with a
random group of phenotypes and genotypes. Their creature will travel from land to
land, mating with one of two local creatures. Punnett squares will be created for each
of the 6(?) traits. A number between 1-4 will be selected, which will determine which
of the four genotypes will be passed on to their offspring, who will continue the
journey to the next land. Every land/continent has its own environmental
changes/factors that affect whether or not a creature can survive. Through the
process of natural selection, creatures will die off while others will make it to the final
destination. Pedigrees will be constructed, demonstrating the evolution of the various
creatures, and can be combined and displayed on the wall.
You are all now experts in genetics and heredity. Your creatures, which you just created,
have a downfall. This specific downfall will not allow them to survive the current shifts in
climate that are being predicted by scientists worldwide. We are facing significant shifts
across the board on all continents. Within the next 100 years, all creatures will be wiped
off of the face of Earth, unless they are able to adapt and adjust. The only possibility of
survival is to cross-breed with creatures from different continents. You will determine the
possibility of survival based on the changes in the future generations. We are not
conducting genetic engineering or choosing the traits of the offspring, but we are
providing the best possible chance for your creatures’ survival.
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------------------------------------------------------------------------------------------------------------------------Using the genotype/phenotype reference chart, design a creature with a list of genetic
traits and characteristics
 Write out its genome
 Make a list of which phenotypes you desire your creature to have as part of their
physical make-up. Then use a coin toss to determine which genes (genotypes) will
be dominant or recessive.
 Mate your creature with another creature and create punnett squares of the
potential offspring for each trait.
 Choosing some dominant (DD), some recessive (dd), and some heterozygous
(Dd) traits, create a unique offspring.
 Write out the genome of your creature.
 Mate the second generation offspring with another student created second
generation creature and create punnett squares of their offspring (grandchildren).
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Rubric
Suggested Inquiry-Based Instruction/Activities
In order to learn:
Students might:
(learnings identified in KDU)
(one or more learning experiences)
how to create a Punnett
Square
analyze a Punnett Square
use case studies and probing questions to arrive at
conclusions and probabilities.
trace dominant, recessive, and
sex-linked traits through
pedigrees
learn the symbols associated with pedigrees, and how
to construct them.
traits can be affected by both
genetic and environmental
factors
analyze pedigrees to determine whether traits are
genetically-linked and, if not, what might be a causality.
homozygous dominant,
homozygous recessive and
heterozygous traits
predict the possible phenotypes and then compare the
observed results.
http://www.education.com/science-fair/article/dominantrecessive-traits-angelfish/
Possible Student-Generated Inquiry Experiences