Grade: 10th
Science
SCI.III.3.2
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 2: Describe how genetic material is passed from parent to young
during sexual and asexual reproduction.
Constructing and Reflecting:
SCI.I.1.2 – Design and conduct scientific experiments.
SCI.I.1.5 – Discuss topics in groups by making clear presentations, restating or summarizing what others have said,
asking for clarification or elaboration, taking alternative perspectives, and defending a position.
Vocabulary
Context
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Mitosis
Meiosis
DNA replication
Chromosome
Sexual reproduction
Asexual reproduction
Binary fission
Budding
Conjugation
Regeneration
Propagation
Genetic variation
Fruit flies
Yeast
Reproduction by spores
Cloning
Knowledge and Skills
Students will:
• Compare and contrast the processes of meiosis
and mitosis.
•
Compare and contrast sexual and asexual
reproduction.
•
Explain how DNA replicates.
•
Explain why sexual reproduction provides greater
variation in individuals, and within a population,
compared to asexual reproduction.
Resources
Coloma Resources:
www.bdol.glenco.com
Glenco Biology Text – Ch 10
Mitosis & meiosis models
Other Resources:
• Scope unit – Fundamentals of Genetics
•
Michigan Teacher Network – 5 resources for
this benchmark
•
Howard Hughes Medical Institute – incredible
free resources
•
www.msichicago.org - Isolate your own DNA –
and other labs from the Museum of Science
and Industry
•
Brain Pop Movies
•
“Mitosis” – looksmart
•
“Meiosis” - looksmart
•
Biology Bingo from website
www.biologycorner.com
•
Current event articles from journals,
newspapers and periodicals.
•
Diagrams showing DNA replication during cell
division
•
DNA Model Kits
Instruction
•
Assessment
Optional Assessment
With each student representing a nitrogen • Write a story in which the student becomes a nitrogen
base, have students model the replication
base. Explain the events, step by step, that happen to
of DNA. Discuss how this replication of
the student (nitrogen base) from the beginning to the
DNA relates to cell division.
end of DNA Replication. (Evaluation rubric available
on MI-CliMB)
¾ EXAMPLE: Students have cards
with the nitrogen bases of DNA
• Student Concept map
(adenine, guanine, cytosine,
thymine). Form a single chain
Criteria Apprentice Basic
Meets
Exceeds
with ¼ of the students and their
Accuracy Provides an
Provides
Provides an Provides an
bases. Other students will match
of DNA
account of the an
accurate
accurate
their bases to the first strand with
replication steps of DNA account of account of account of
complementary bases to form one
replication
the steps the steps of the steps of
with more
of DNA
DNA
DNA
double strand. The teacher acts
than
one
replicareplication.
replication
as the enzyme to unzip the DNA
error.
tion with
with
forming two single strands. The
one error.
creativity.
teacher matches up new
CorrectExplains with Explains
Explains
Explains with
complementary bases to the
ness of
inappropriate with
with
extended
original two strands. Compare the mechanics vocabulary or partially
appropriate- vocabulary
two new strands to each other and
grammar.
correct
ate
and
the original strand.
vocabuvocabulary exceptional
•
Class Cloning debate. Corresponds to
standard II.1.5 & II.1.6
•
Use prepared slides to observe the
phases of mitosis of plant and animal
cells
•
Planaria regeneration labs (Available
through any science catalogs)
•
Budding Hydra lab (Hydra available
through the IUSB Biology Dept. or any
science catalog)
•
Compare and contrast DNA and RNA
lary or
grammar.
and
grammar.
grammar.
Teacher Notes:
Focus Question: How does DNA replicate?
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 non-sexual 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.