Miami-Dade County Public Schools
Office of Academics and Transformation
Department of Mathematics and Science
Science Content and Pacing Middle Q3-Q4 – 7th Grade
Facilitator: Dr. Christine Todd-Gibson
Interactive Science Notebook
Today’s Agenda
8:30 – 8:45
Welcome
8:45 – 9:45
Inquiry through Gizmos (Mario Junco)
9:45 – 10:00
Break
10:15 – 11:30
Inquiry-based Life Science Content - Q3 – Q4
 Infusing Common Core (CER), NGSSS and the 5Es
11:30 – 12:30
Lunch
12:30 – 1:30
Inquiry-based Life Science Content - Q3 – Q4 – continued
 Infusing Common Core (CER), NGSSS and the 5Es
1:30 – 3:00
Lab Rotations
2:30 – 3:30
Developing a 5E Lesson
 Brainstorming and topic selection
 Infusion of Common Core State Standards in Math and Language
Arts
Follow up: (Due Friday, 2/21/14)
1. 5E Lesson plan based on content and strategies shared during the session reflecting
strategies that support Common Core standards.
2. Assignment must be uploaded onto designated site. (EdModo Code: 2t64sn)
What does effective science instruction look like?
1
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Instructional Focus Calendar
M/J COMPREHENSIVE SCIENCE 2Course Code: 200207001
SC.7.L.15.2: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors
contribute to evolution by natural selection and diversity of organisms. (Level 3: Strategic Thinking & Complex Reasoning)
Scale
Learning Progression

I am able to provide original examples that show how genetic
variation and environmental factors contribute to the scientific theory
of evolution by natural selection and diversity of organisms.
Score/Step 5.0

I am able to cite some examples that show how genetic variation and
environmental factors contribute to the scientific theory of evolution
by natural selection and diversity of organisms.

I am able to identify genetic variation and environmental factors that
contribute to the scientific theory of evolution by natural selection
and diversity of organisms

I am able to recall that species may become extinct.

I am able to tell that plants and animals we have today are different
from the ones in the past.
Score/Step 4.0
Score/Step 3.0
Target
(Learning Goal)
Score/Step 2.0
Score/Step 1.0
Sample Progress Monitoring and
Assessment Activities
Design an activity that shows how the
Peppered Moth can blend into its environment
and explain what happens to the moths that
can’t blend. Explain why the ability to
camouflage contributes to the scientific theory
of evolution by natural selection and diversity of
organisms.
Explain what happens to organisms of the
same species that cannot camouflage.
Design an experiment that demonstrates the
benefits of different types of evolutionary
adaptations such camouflage.
Investigate and write to explain the genetic and
environmental factors that affect population
changes in an ecosystem, allowing some to
survive and pass their traits to their offspring.
Sometimes this results in the changing of a
species over time.
Identify and explain how a species’ inability to
adapt may contribute to extinction of that
species
2
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Instructional Focus Calendar
M/J COMPREHENSIVE SCIENCE 2Course Code: 200207001
SC.7.L.16.1: Understand and explain that every organism requires a set of instructions that specifies its traits, which this hereditary information
(DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to
another. (Level 3: Strategic Thinking & Complex Reasoning)
Scale
Learning Progression
Sample Progress Monitoring and
Assessment Activities

Score/Step 5.0

Score/Step 4.0

Score/Step 3.0
Target
(Learning Goal)
I am able to relate that every organism requires a set of instructions
that specifies its traits and that genes located in chromosomes contain
this hereditary information.
Create a presentation such as a Power Point
that relates DNA to chromosomes, genes
and specific traits in chickens.
Complete Activity: DNA Recipe for Traits
I am able to relate that every organism requires a set of instructions
that specifies its traits and that genes located in chromosomes contain
this hereditary information.
Describe how variations in DNA lead to the
inheritance of different traits.
I am able to recall relate that every organism requires a set of
instructions that specifies its traits and that genes located in
chromosomes contain this hereditary information.
Create a graphic organizer that illustrates
the concept of heredity as it relates to DNA
within chromosomes.

I am able to recognize that genetic material is contained in DNA.

I am able to compare and contrast the major life cycles of Florida plants
and animals, such as those that undergo incomplete and complete
metamorphosis and flowering and nonflowering seed-bearing plants.
Score/Step 2.0
Score/Step 1.0
Research how DNA in chickens is related to
different traits in chickens.
GIZMOS: Building DNA
Create a diagram of a cell that illustrate the
different materials in a cell that pass on
genetic information (DNA, chromosomes,
chromatin, and genes
www.brainpop.com - DNA,
3
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Instructional Focus Calendar
M/J COMPREHENSIVE SCIENCE 2Course Code: 200207001
SC. 7. L.17.2: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and
commensalism. (Level 2: Basic Application of Skills & Concepts)
Scale
Learning Progression
Sample Progress Monitoring and
Assessment Activities

I am able to analyze food webs to determine the relationships between
organisms, such as mutualism, predation, parasitism, competition and
commensalism.
Analyze food webs in different ecosystems
and identify and explain the relationships
between organisms such as mutualism,
predation, parasitism, competition and
commensalism in a presentation.

I am able to relate the roles and relationships (mutualism, predation,
parasitism, competition and commensalism) of organisms in an
ecosystem.
Score/Step 5.0
Score/Step 4.0
Research symbiotic relationships and
create a booklet that provides an
explanation and diagram of each type.
Technology: Symbiotic Relationships

I am able to compare relationships among organisms in an ecosystem.
Score/Step 3.0
Target
(Learning Goal)
Study Jams-Symbiosis

I am able to identify relationships among some organisms in an
ecosystem.

I am able to identify what makes up an ecosystem.
Score/Step 2.0
Score/Step 1.0
Create a graphic organizer that compares
and contrasts mutualism, parasitism, and
commensalism with examples of each.
Create a concept map for mutualism,
commensalism, parasitism and predation.
4
Human Variations
Benchmarks:
SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its
traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell,
and that heredity is the passage of these instructions from one generation to another. (AA)
SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett
Squares and pedigrees. (Assessed as SC.7.L.16.1)
Objectives/Purpose:
 Describe and explain that every organism requires a set of instructions that specifies traits.
 Determine the probabilities for genotype and phenotype combinations using Punnett Squares.
 Use Punnett Squares to determine genotypic and phenotypic probabilities in the form of percents
or percentages.
Background Information:
Have you ever wondered why everybody looks different from everyone else? Even brothers and sisters
can look different. This is because a large variety of traits exist in the human population. Perhaps this
still doesn't explain why brothers and sisters might look very different or, on the contrary, very much
alike. This lab exercise will help your students understand the many possible combinations available to
offspring as they are being produced. Each student will pair off with a peer to become parents and
produce a baby. What the baby will look like will depend on the laws of genetics. In this activity students
will determine the appearance of their child's face by flipping coins to determine the pairing of the alleles
for each of the major characteristics.
Materials:
 2 coins






2 students
construction paper for face features
colored pencils or markers
crayons (skin-color set)
curling ribbon for hair (black, brown, yellow)
paper plates

scissors
Student Procedures:
1. Choose a partner for this experiment.
2. Determine with your partner who will be the father and the mother.
3. Each of you received a coin. The head side is the dominant side; and the tail side is the
recessive side.
4. The father will flip the coin to determine the sex of the child. Heads indicates the child will be a
boy; tails, a girl.
5. You and your partner will flip your coin at the same time, to determine which of the traits below
pertain to your baby. Two heads indicate a homozygous dominant trait. A head and a tail equal a
heterozygous dominant trait. Two tails represents a recessive trait.
6. Record the results for the two babies on the table provided.
7. Once the chart is completed, create a 3-dimensional representing the collected
characteristics of the offspring, using a paper plate and other materials provided by your
teacher.
8. Note: Be sure to cut the paper plate into the actual shape of the face and chin.
5
6
7
CHILD #1
Trait
Possible
Genotypes
Father’s
Genes
Mother’s
Genes
Child’s
Genotype
CHILD #2
Child’s
Phenotype
Father’s
Genes
Mother’s
Genes
Child’s
Genotype
Child’s
Phenotype
Sex
face
shape
AA,Aa,aa
chin
size
BB,Bb,bb
hair
color
CH CH
CH CT
CT CT
hair
type
DH DH
DH DT
DT DT
widow’s
peak
EE,Ee,ee
eye
color
FF,Ff,ff
eye
distance
GH GH
GH GT
GT GT
8
CHILD #1
Trait
Possible
Genotypes
Father’s
Genes
Mother’s
Genes
Child’s
Genotype
CHILD #2
Child’s
Phenotype
Father’s
Genes
Mother’s
Genes
Child’s
Genotype
Child’s
Phenotype
Sex
eye
size
HH HH
HH HT
HT HT
eye
shape
II,
Ii, ii
eye
slantedness
JJ,
Jj, jj
eyelashes
KK,
Kk, kk
eyebrow
color
LH LH
LH LT
LT LT
eyebrow
thickness
MM ,Mm,
mm
eyebrow
length
NN,
Nn, nn
mouth
size
OH OH
OH OT
OT OT
9
CHILD #1
Trait
Possible
Genotypes
Father’s
Genes
Mother’s
Genes
Child’s
Genotype
CHILD #2
Child’s
Phenotype
Father’s
Genes
Mother’s
Genes
Child’s
Genotype
Child’s
Phenotype
Sex
lip
thickness
PP, Pp, pp
dimples
QQ, Qq, qq
nose
size
RH RH
RH RT
RT RT
nose
shape
SS, Ss
ss
earlobe
attachment
TT,
Tt, tt
freckles
UU ,Uu, uu
10
Evaluation:
1. How did you determine which piece of information would contribute to the genotype
of the child?
2. Using your experience in the lab today, explain why this is a true statement: “Every
child is a product of his/her parents.”
3. Do your paper-plate babies look alike in any way? _________________. Explain.
4. Look around at all the other paper-plate babies. Do any of your classmate’s
created children look alike? ______________. Justify your answer.
5. After examining all the children created, describe how sexual reproduction
contributes to variation within a species.
6. Do you think that everyone has a “twin,” that is, someone living somewhere in the
world who looks exactly like him/her? Explain your reasoning.
Use the characteristic sheet to answer the following questions. Show all your work,
including Punnett Squares.
1. What is the probability of a mother with genotype (HH) and a father with genotype
(HH) having a child with free earlobes?
2. What is the probability of a mother with genotype (FF) and a father with genotype
(ff) having a child with a pointed nose?
3. What is the probability of a mother heterozygous for freckles and a father
homozygous for no freckles having a child with freckles?
Extensions:
1. Join the collaborative online “Human Genetics: The Search for the Dominant Trait”
http://k12science.ati.stevens-tech.edu/curriculum/genproj/teacher_guide.html.
2. Research genetic diseases such as Tay-Sachs, sickle-cell anemia, or cystic fibrosis.
3. Create a pedigree chart for your family of one characteristic such as
attached/unattached ear lobes, tongue roller/tongue non-roller, hair/no hair on
knuckles.
4. Students can complete their Genetic wheel online and print it.
Common Misconceptions:
 Students often think that every person is unique because each has different genes.
This is not true. Emphasize that all humans have the same genes. In fact, our genes
are even in the same order along chromosomes. We are each unique because we
inherit different combinations of alleles, resulting in a unique combination of traits.
 Students may interpret disease gene discovery to mean that only those who have the
disease have the gene. This is not true. Emphasize that each of us has the newly
discovered gene, but none of us will develop symptoms of that disease unless we
inherit a form of the gene that is faulty due to mutation.
11
 Conclusion Writing
Claim-Evidence-Reasoning
What is the probability that my offspring will look like me?
Claim
Evidence
Reasoning
12
CIS: Animal CSI or from science lab to crime lab
Scientists are finding new ways to help stop poachers from
hunting endangered animals.
By Emily Sohn [1]
12:00am, March 26, 2008
Robbery, vandalism, murder: Crimes happen every day. But people aren't the only victims of
illegal activity. Bad guys can also target animals. And since animals can't tell police officers
what they've seen, these are some of the toughest cases to solve.
Particularly challenging are the crimes that involve poaching—taking animals from the wild that
are protected by law. Poachers can make a lot of money selling meat, tusks, fur, fins, and other
parts of protected animals. Poaching can devastate even large wildlife populations if too many
animals are taken in any year or from any area. The problem becomes even more serious when a
species is endangered. Then, losing even a few animals can make it harder for the species to
survive.
What's really bad is that poaching creates an unfortunate cycle: As the animals become more
rare, their parts become more valuable. So, poachers earn even greater rewards for their
collection of protected species. Now, scientists are helping fight back. Using the genetic material
DNA, they are finding ways to clinch hard-to-solve cases involving a wide range of creatures,
from elephants to seahorses.
If you've ever read a legal thriller or watched shows on TV such as CSI: Crime Scene
Investigation, you know that DNA plays a big part in solving human crimes. The molecule
appears in every cell. Like fingerprints, DNA is unique to every person. So, by analyzing DNA
in blood, saliva, or hair left behind at the scene of a crime, detectives can identify criminals and
victims.
When authorities find poached animal parts, they aren't usually interested in identifying
individual creatures. Instead, they want to know what species the parts belong to. That may not
be obvious if all you have is a bit of meat, bone, or perhaps a fish fin. DNA can also prove
helpful in figuring out where an animal came from. That's because members of one local group
of animals tend to share more DNA in common with each other than they do with more distant
groups of their species. Based on concepts such as these, scientists are developing new tests to
untangle complicated webs of animal-related crime.
Tusk trackers
Elephants have been particularly devastated by poachers in recent decades. Between 1979 and
1987, poachers killed hundreds of thousands of wild elephants in Africa and Asia. This poaching
reduced the animals' numbers by more than half, says Samuel Wasser, director of the Center for
Conservation Biology at the University of Washington, Seattle.
The motivation? Ivory. Elephant tusks are made of the hard, white material, which has long been
used in jewelry and art, among other applications. Poaching slowed down after an international
13
CIS: Animal CSI or from science lab to crime lab
ban on the ivory trade was passed in 1989. For a variety of reasons, however, the practice started
creeping up again a few years later. By 2005, Wasser says, "the illegal ivory trade had come
back with a vengeance."
Even though it's against the law to buy newly harvested ivory, people prize it so much that some
are willing to buy it illegally. Such sales are said to be on the "black market." In the past few
years, the black-market price of ivory has quadrupled to about $850 per kilogram (2.2 pounds).
A tusk can weigh 11 kg (24 pounds) or more. Tens of thousands of elephants are dying each year
as a result. There are fewer than 500,000 elephants living in the wild today. Elephant poaching is
hard to squelch because hunters often work in remote areas. Middlemen gather tusks from a
variety of places. And well-hidden shipments follow complicated routes to destinations far from
where they started. A single shipment can contain hundreds of tusks, thousands of pounds, and
many millions of dollars worth of ivory. Authorities intercept just 10 percent of these shipments,
Wasser estimates. But even when officials retrieve the ivory, they usually don't know where it
came from.
To answer this question, Wasser has been looking for clues in elephant DNA. First, he collected
elephant dung from 28 regions in 16 countries throughout Africa. He analyzed DNA in the dung
samples. Then, he used the results to start mapping connections between an elephant's DNA and
its home range. Finally, he used statistics to fill in the blanks.
"I've been working for 8 years on building this map," Wasser says. "It has taken a while, but
we've done it."
But poachers trade tusks, not poop. And getting the genetic material out of ivory is more
difficult. That's because the outside of a tusk is made of dead cells, while the DNA is in living
cells on the inside of the tusk. But smashing or drilling into the tusk destroys the DNA. To
overcome this problem, Wasser developed a way to extract DNA from ivory under supercold
conditions. With liquid nitrogen, he was able to freeze the material. Then, he used a magnet and
alternating magnetic fields to grind up the sample without destroying the DNA.
Using the technique, Wasser helped trace the origins of one of the largest ivory seizures ever
made. The shipment, which contained 13,000 pounds (5,900 kilograms) of ivory, was seized in
Singapore in 2002. Wasser's analysis showed that nearly all the seized ivory had come from a
small region in Zambia. It was an important discovery because wildlife officials originally
thought the shipment's contents had come from many different places. Findings like these are
helping authorities narrow the hunt for elephant hunters.
"DNA can really help us stop the [ivory] trade at its source," Wasser says. "For the first time, we
don't just have information about shipping and receiving, but about where the ivory comes from.
This has completely changed the way law enforcement thinks about how to deal with these
cases."
Something's fishy
14
CIS: Animal CSI or from science lab to crime lab
Authorities are also getting better at nabbing shark poachers, thanks to Mahmood Shivji, a
conservation geneticist at a shark conservation consortium at Nova Southeastern University's
Oceanographic Center in Dania Beach, Fla. Trained as both an oceanographer and geneticist,
Shivji is now a DNA detective of the sea.
There are more than 400 species of sharks in the world's oceans, Shivji says. Fishermen kill
about 50 of those fish species for their fins, which people eat. The fins of some species are
especially valuable. Sometimes sharks are also killed for their meat. As a result of hunting
pressures, shark numbers have dropped 70 percent in the past 2 decades. Many populations are
now threatened and a few are even endangered.
It is legal to fish for most sharks, especially if the fish will be sold for meat. However, most
sharks are killed for their fins—not meat. Fishers haul in the animals, slice off their fins and then
throw the rest of the still living shark back in the water to slowly die.
It's gruesome. It's also a tremendous waste of majestic animals that help keep ocean ecosystems
healthy. That's why it is now illegal to kill a shark in the United States—unless the entire animal
is kept for sale. Any ship containing fins without the rest of the animal is automatically guilty of
shark "finning", an illegal activity (poaching).
To protect sharks from poachers, Shivji says, authorities must first figure out which species are
being hit hardest. But that's hard to do when the only evidence is fins—which pretty much look
alike, regardless of which shark species they came from. "Markets are supplied from all over the
world," he says. "No one is keeping track of whether populations in certain parts of the world are
being overfished relative to other populations."
With those two goals in mind, Shivji started by studying DNA from 70 shark species, including
all the varieties that end up in the fin trade. He found a small region of DNA that differs between
species. Then, he created a simple test that identifies species on the basis of DNA taken from a
meat or fin sample.
Next, Shivji found a different region of DNA that varies between members of the same species.
He developed another test that identifies whether a sand tiger shark, for example, came from the
northwest Atlantic, the southwest Atlantic, Australia, or South Africa. Finally, he combined the
two tests. The biggest advantage of Shivji's technique is that it spits out results quickly. In just 2
days, he says, he and his team can identify the sources, by geography and species, for 50 fins.
Right now, the rapid tests can reliably identify 30 shark species. And they can distinguish
between geographic populations of two of those species—sand tiger sharks and porbeagle
sharks. Shivji is working on incorporating more groups into the tests. And he wants to make the
process even faster by eventually replacing much of the work that humans do with robotic
technologies.
The technique has already helped solve a number of suspicious cases for the National Oceanic
and Atmospheric Administration. NOAA's Office for Law Enforcement is responsible for
15
CIS: Animal CSI or from science lab to crime lab
inspecting fishing boats that enter U.S. ports. Shivji is also working on cases in foreign waters
and helping train foreign colleagues. As the tests get better and faster, word is spreading that it
might not be so easy to get away with shark poaching anymore.
"Now, fishermen can't say, 'They're never going to be able to tell the difference'" between legal
and illegal catches, Shivji says. This "is having a positive impact on reducing the amount of
illegal activity."
It usually takes a long time for basic research to make an impact in the real world, Shivji adds.
But animal-DNA detective work has quickly made the transition from science lab to crime lab.
Scientists are now doing similar work to protect seahorses, seals, and other animals.
If the world's poaching victims could talk, they would probably thank these scientists for their
detective work.
16
CIS: Animal CSI or from science lab to crime lab
Benchmarks: Carefully select text that aligns with State Standards/Benchmarks
Title of
Text/Article:
NGSSS for Science
Benchmarks:
Content
Integration
CCSS ELA &
Literacy in
History/Social
Studies,
Science, and
Technical
Subjects
Mathematical
Practices


Animal CSI or from Science lab to crime lab
Comprehensive Science 2 (200207001)
SC.7.L.16.1 Understand and explain that every organism requires a set of
instructions that specifies its traits, that this hereditary information (DNA) contains
genes located in the chromosomes of each cell, and that heredity is the passage
of these instructions from one generation to another. (Also assesses SC.7.L.16.2
and SC.7.L.16.3.)
SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as
seen in different fields of science such as biology, geology, and physics. (Also
assesses SC.7.N.3.2, SC.8.N.1.5, and SC.8.E.5.10.)
Comprehensive Science 2 (200207001)
The student will be able to
 Describe and/or explain that every organism requires a set of instructions that
specifies its traits
 Students will identify and/or explain that hereditary information (DNA) contains
genes located in the chromosomes of each cell and/or that heredity is the
passage of these instructions from one generation to another.
 Students will compare and/or contrast general processes of sexual and asexual
reproduction that result in the passage of hereditary information from one
generation to another.
 Describe and/or analyze common methods used in different fields of study.
LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science
and technical texts, attending to the precise details of explanations or
descriptions.
LACC.68.WHST.3.9 Draw evidence from informational texts to support
analysis, reflection, and research.
MACC.K12.MP.1: Make sense of problems and persevere in solving them.
MACC.K12.MP.2: Reason abstractly and quantitatively.
MACC.K12.MP.3: Construct viable arguments and critique the reasoning of
others.
MACC.K12.MP.7: Look for and make use of structure.
MACC.K12.MP.8: Look for and express regularity in repeated reasoning.
Teacher Notes:
Materials:
o Text or article (of sufficient complexity to promote high-level thinking)
o Sticky notes (for opening “hook question, question generation, written responses, etc.)
o Markers, rubrics (for Text-Based Discussion, Student Written Responses, Question
Generation, etc.)
o Student copies of worksheets (for Written Responses, Direct Note-Taking, and Question
Generation).
Preparations:
o Number paragraphs of selected text/article for ease of locating text evidence during
discussions.
17
CIS: Animal CSI or from science lab to crime lab
o Develop and display Final/Complex Text-Based Question at the beginning of the lesson
to communicate upfront for students the lesson’s final question and learning outcome.
o Text-marking: Develop and display a code system appropriate for the CIS text to use in
text-marking. Select a small text segment and preplan corresponding coding
example(s) to model the text-marking process for students.
o Directed Note-taking: Develop a graphic organizer with headings appropriate for the
CIS text. Select a small text segment and preplan corresponding note(s) to model the
note-taking process.
o Question Generation: Select a small text segment and preplan a corresponding
question(s) to model the Question Generation process for students.
o Any audio visuals, specimens, and/or samples to enhance lesson.

Guidelines:
o Add additional efferent discussion sessions, as needed.
o The C.I.S. Model can last 3 days or longer. (Short texts can take less time; long texts,
more time)
o Schedule a C.I.S .lesson periodically (approximately every 3-4 weeks).
* * * CIS Step 1 * * *
Tasks: Teacher asks hook question to launch opening discussion, reads aloud to
students while students mark text, students read the text and participate in directed
note-taking.
Purpose: To bring world relevance to text reading, establish a purpose for reading,
model fluent reading, provide opportunities for students to become interactive with the
text, and think critically about information in the text.
Visual Hook: Animal CSI or from science lab to crime lab By Emily Sohn/ March 26,
2008 (http://www.sciencenewsforkids.org/?s=DNA ) and DNA and Traits by Pearson
Interactive Science, Florida
Hook Question: How can the science of DNA analysis affect
society?
Individual responses
18
CIS: Animal CSI or from science lab to crime lab
Predictive Written Response to Complex Text-Based Question
What are some positive and negative consequences of using the
science of DNA analysis to solve crimes?
Vocabulary Instruction
Paragraph
#
Academic or Discipline Specific
Vocabulary
Word Part
or
Context
Paragraph
#
Academic or Discipline Specific
Vocabulary
Word Part
or Context
2
Poaching “taking animals from
the wild that are protected by
law”
context
1
Context
4
Unfortunate
Un – not fortunate
Word
part
1&
2
DNA – “chemical that stores the
information for making an
organism; molecule found in
chromosomes
Chromosome - -made up of
genes and DNA; each species
has a certain number
Trait – “the way a species looks or
acts”
Sexual reproduction – when sex
cells (egg and sperm) from two
parents from opposite sex come
together to make an offspring
Zygote – formed when sperm and
egg come together in sexual
reproduction
Context
6
14
DNA – “unique to every
Word
person…found in blood, saliva,
part
hair - - can identify criminals
and victims”
Squelch “poaching is hard to
Contex
squelch” –stop
t
16
Analyzed – broke apart
Contex
t
24
Geneticist person who studies
genes
Word
part
31
and
32
Species - same kind of shark
or organism
Contex
t



4
6&
8
7
Direct students to locate words introduced in the text by paragraph number.
Model for students how to derive word meaning(s) from word parts (prefix, root,
suffix) and/or context. Record meanings of word parts and words on chart paper.
Variations for Vocabulary Instruction:
o record meanings of word parts and words in word study guide, journal writing,
graphic organizers, etc.
19
Context
Context
Context
CIS: Animal CSI or from science lab to crime lab
o post word parts, words, and their meanings on a vocabulary word wall; refer to
word wall during reading, discussions, and writing throughout CIS lesson and
subsequent lessons.
Reading #1
Text-marking
+
– this section of text shows a positive impact of the science of DNA analysis on
society or the individual
_
– this section of text shows a negative impact of the science of DNA analysis on
society or the individual
P
– this section of text shows a problem
S
– this section of text shows a solution

Model for students by reading the text aloud and coding a portion of the text.
Students follow along and mark their copy. Students proceed to code the rest of
the text independently. Students share text markings with table group or partner.
Reading #2
Directed Note-Taking - Record notes containing the most important information relevant to
the guiding question
Visual Hook: DNA Evidence video segment – Discovery Education
Directed Note-Taking
Guiding Question: Using evidence from the text and video clip, why is it important to
consider positive and negative impacts on society and/or individuals, when using DNA as
evidence of a crime?
ParaPara-graph #
Paragraph
graph #
+ Impact
- Impact
Proble
Solutio
#
Society
or
Individu
al
3
video
video
Poaching can devastate even large
wildlife populations
Scientists can fight back and help
prevent poaching
film indicated that DNA evidence can
clear someone of a crime if blood
samples at the scene do not match the
DNA of the accused
film indicated that DNA analysis is also
Society
or
Individual
m
X
X
n
X
X
X
X
X
X
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CIS: Animal CSI or from science lab to crime lab
tied to human error an people can make
mistakes when analyzing the DNA and
incorrectly free criminals or keep
innocent people in jail


Present a guiding question to direct students thinking while taking notes.
Teacher models note-taking using an example statement from the text, then
selecting the category or categories that support the statement. Students
complete note-taking collaboratively or independently.
Conduct small- and whole-group efferent discussion. Ask groups to come to
consensus on which category is the most impactful according to the support from
the text.
First Draft Written Response to Essential Question
Using evidence from the text, why is it important to consider positive and
negative impacts on society and/or individuals, when using DNA as evidence of a
crime?
21
CIS: Animal CSI or from science lab to crime lab


Ask students to complete the second Written Response.
Variations for this Written Response: Sticky notes quick writes, collaborative
partners, written conversations
* * *CIS Step 2 * * *
Tasks: Teacher models the generation of a complex question based on a section of
text, relating to a broad perspective or issue. Students record the questions, and then
students re-read the text to generate their own questions.
Purpose: To provide students with a demonstration of question generation and the
opportunity for them to interact with the text by generating questions to further deepen
their comprehension.
Reading #3
Question Generation: How DNA evidence can solve crimes
Check relevant categories below
Questions
Paragraph
#
5
video
+ Impact
Society/
Individual
Is DNA analysis being used only for
protected species?
Have scientists ever found that an error
was made in DNA analysis in a crime?
- Impact
Society/
Individu
al
Proble
m
X
X
X
X
Solutio
n
Question Generation



Teacher models re-reading a portion of the text and generates one or two
questions.
Students continue to review/scan the text and use their recorded notes to
generate questions about information in the text collaboratively or independently.
To conclude question generation, the teacher has students:
 share their questions with the related category whole class and discuss
which questions they have in common, and which questions are most
relevant or significant to their learning.
 record/post common and relevant/significant questions to encourage:
22
CIS: Animal CSI or from science lab to crime lab
o extended efferent text discussion
o students to seek/locate answers in text-reading throughout the
remainder of the chapter/unit focusing on unanswered questions in
collaborative inquiry.
* * * CIS Step 3 * * *
Task: Teacher posts a Complex Text-Based question, students discuss answers, and
review/revise answers to the final/Complex Text-Based question based on discussion.
Purpose: To provide opportunities for students to interact with the text and with their
peers to:
 identify text information most significant to the final/essential question.
 facilitate complex thinking and deep comprehension of text.
Final Written Response to Complex Text-Based Question
According to the text and extended text discussion, which factor, most likely, is
the primary issue when using scientific evidence, such as DNA, to solve a
problem?
The Final Written Response will be used as an assessment for
student learning.


The Final Written Response can be used as an assessment for student learning,
aligning to FCAT Item Specifications.
.
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24
How Do Living Things Vary?
Variety exists in populations of daffodils, bluebirds, and even amoebas. In
this activity, you will investigate how a population of living organisms can
vary, even when they appear to be identical at first glance.
INQUIRY FOCUS Classify
Procedure
1. In this activity, you will make observations of
10 sunflower seeds. On a separate paper, make
a data table that will hold all of the observations
outlined in Steps 2 and 3.
2. Use a ruler to measure and record the length and
width of each sunflower seed.
Materials
10 sunflower seeds
ruler
hand lens
3. Use a hand lens to record the shape, color, and
number of stripes for each sunflower seed.
Think It Over
In what ways are the seeds in your sample different from one another? In what
ways are they similar?
How could you group the seeds based on their similarities and differences?
25
Modeling Meiosis
Meiosis is the process by which the number of chromosomes is reduced by
half, forming sex cells, or sperm and eggs. In this activity, you will model
the events that occur during meiosis.
INQUIRY FOCUS Make Models
Procedure
Materials
1. In this activity, you will model the steps of meiosis.
The chenille sticks will represent chromosomes.
2. Lay two chenille sticks of each color in front of you
to illustrate a cell that contains two different pairs
of chromosomes. One pair of chromosomes is
represented by one color of chenille stick. The
other pair of chromosomes is represented by
the other color chenille sticks.
8 chenille sticks
(4 of one color,
4 of another color)
4 beads
3. Use the remaining chenille sticks and the diagram of the steps of meiosis in
your student edition to model the process of meiosis. You may use the beads to
hold duplicated chromosomes together, or you may simply twist the chenille sticks
around each other so they stay together.
Think It Over
How does the number of chromosomes in a sex cell produced by meiosis compare
with the number of chromosomes in the parent cell? Why is this difference
important?
What are the similarities and differences between mitosis and meiosis? To help you
answer the question, you can use the chenille sticks to model mitosis.
CHROMOSOMES AND INHERITANCE
26
Family Puzzle
Joshua and Bella want to know the probability that any future children they
have might inherit cystic fibrosis like their son Ian. Use the information in
the Case Study to predict this probability.
INQUIRY FOCUS Interpret Data
Procedure
•
•
•
•
Case Study: Joshua and Bella
Ian has been diagnosed with cystic fibrosis.
Joshua and Bella are both healthy.
Bella’s parents are both healthy.
Joshua’s parents are both healthy.
Materials
24 allele cards
• Joshua’s sister, Sara, has cystic fibrosis.
1. Read the Case Study. In your notebook, draw a pedigree that shows all the family
members. Use circles to represent females, and squares to represent males.
2. Cystic fibrosis is inherited through a recessive allele. To help you figure out the
family pedigree, you will use allele cards. The letter N represents the dominant
allele, while n represents the recessive allele.
3. Use the cards to represent Ian’s alleles. Write his genotype next to his
pedigree symbol.
4. Write Sara’s genotype next to her pedigree symbol.
5. Now use the cards to figure out what genotypes Joshua and Bella must have.
Write their genotypes next to their symbols in the pedigree.
6. Use the cards to figure out the remaining genotypes. Fill in the genotypes next
to the symbols. If more than one genotype is possible, write in both genotypes.
Shade the circles or squares to represent the individuals with cystic fibrosis.
Think It Over
If Bella’s father’s genotype is NN, does that allow you to determine her mother’s
genotype? Explain.
What is the probability that Joshua and Bella will have another child with cystic
fibrosis? What is the probability that they will have a healthy child?
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