TFSD Unwrapped Standard
Grade 7 – Life Science
Power Standard (s) Reference: Standard 4 – Genetics
State Standard: 7.S.3.2.1, 7.S.3.3.4, 7.S.3.3.5, 7.S.1.2.3
District Standard: Students understand the genetic basis for the transfer of biological
characteristics from one generation to the next.
TFSD Power Standard: Students understand the genetic basis for the transfer of biological
characteristics from one generation to the next.
Concepts: Need to know about (Nouns)
 Mitosis and Meiosis
 Sexual and Asexual Reproduction
 Chromosome Theory
 Punnett Square
 DNA
 Genotypes
 Phenotypes
 Genetic Engineering
Skills: Be able to do (Verb Phrases)
 Compare and contrast the processes of mitosis and meiosis.
 Compare how traits are inherited through the processes of sexual and asexual
reproduction.
 Create a model to show the structure of DNA, and explain how the combination
of nitrogen bases affects traits.
 Explain the chromosome theory.
 Use Mendelian genetics and Punnett squares to predict possible genotypes and
phenotypes (ratios and percentages) of offspring when given the genotype of the
parents.
 Explore how genetic engineering is being used currently and how it may be
applied in the future.
Identifying Big Ideas from Unwrapped Standards:
 Chromosomes are inherited in pairs through the processes of Mitosis and Meiosis.
 Traits are inherited differently through the process of sexual and asexual reproduction.
 The DNA of every individual, except identical twins or clones, has a unique pattern or
sequence of base pairs.
 Genes are carried from the parents to the offspring on the chromosomes and it is possible
to predict the genotype and phenotype of offspring from the genotype of the parents.
 The use of genetic engineering opens the door for a great deal of possibilities and some
difficulties in the future.
Essential Questions from Big Ideas to Guide Instruction and Assessment:
 Can you explain how Meiosis is different from Mitosis?
 How are traits passed from one generation to the next in the processes of sexual and
asexual reproduction?
 How would a change in the sequence of the nitrogen base pairs of DNA affect traits of an
organism?
 Can you determine specific traits of the offspring if you know the genotype of the
parents?
 Can you cite examples of genetic engineering and the effects over time?
Possible Topics or Context: (what you will use to teach the concepts and skills-particular
unit, lessons or activities)
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