Grade: 10th
Science
SCI.III.3.3
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 3: Explain how new traits may be established in individuals/
populations through changes in genetic material (DNA).
Constructing and Reflecting:
SCI.I.1.4 – Gather and synthesize information from books and other sources of information.
SCI.I.1.5 – Discuss topics in groups by making clear presentations, restating or summarizing what others have
said, asking for clarification or elaborating, taking alternative perspectives and defending a position.
SCI.II.1.1 –
SCI.II.1.2 –
SCI.II.1.3 –
SCI.II.1.4 –
SCI.II.1.5 –
SCI.II.1.6 –
SCI.II.1.7 –
Justify plans or explanations on a theoretical or empirical basis.
Describe some general limitations of scientific knowledge.
Show how common themes of science, mathematics and technology apply in real world contexts.
Discuss the historical development of key scientific concepts and principles.
Explain the social and economic advantages and risks of new technology.
Develop an awareness of and sensitivity to the natural world.
Describe the historical, political, social and economic factors influencing the development of Darwin’s
theory of evolution by natural selection.
Vocabulary
Context
Genetic changes:
• Variation
• New gene combinations
• Mutation
• Natural selection
• Hybrid
• Pure Breed
• Recombinant DNA
Products of genetic engineering:
• Medical advances
¾ Insulin
¾ Cancer drugs
• Agricultural related products
¾ Navel oranges
¾ New flower colors
¾ Higher-yield grains
¾ Dwarf fruit trees
DNA mutations
• Insertion
• Deletion
• Point mutation
• Translocation
Natural and human-produced sources of
mutation:
• Radiation
• Chemical
Effects of natural and man-made contamination.
Examples of variations due to new gene
combinations:
• Hybrid organisms
• New plant varieties resulting from multiple sets of
genes
Knowledge and Skills
Resources
Students will:
Coloma Resources:
www.bdol.glenco.com
• Show how a change in a nucleotide
sequence (mutation) may show up as Glenco Biology Text – CH 11
a change in the trait of the individual.
•
•
•
•
Identify mutation-causing factors in
the environment. Corresponds to
standard II.1.5
Debate the positive and negative
effects of human manipulation of the
DNA. Corresponds to standard
II.1.6, I.1.5, & I.1.4
Show how a beneficial trait would
become part of the members of a
population.
Student will identify the benefits of
genetic engineering in crops
Corresponds to standard II.1.4 &
II.1.3
Other Resources:
• Scope unit – Fundamentals of Genetics
•
Michigan Teacher Network – 16 resources for
this benchmark
•
Howard Hughes Medical Institute – incredible
free resources
•
www.msichicago.org – Genetics – Decoding Life
exhibit from the Museum of Science and Industry
•
Brain Pop Movies
Michigan State Agricultural Branch
US Department of Agriculture
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.3
Agricultural Biotechnology from the Center for
Agricultural Science and Heritage, Inc.
In The News - Genetically Modified Organisms from
Hook's Discovery & Learning Center
Instruction
•
Assessment
Required Assessment “Imaginary Creature”
(attached)
Role-play a debate on the positive
and negative effects of human
Optional Assessment
manipulation of DNA. Opposing
groups could be: parents of children
with genetic disease, scientists,
• Pick from a pile of cards marked pro and con for
genetic companies, clergy, and civil
human manipulation of DNA. Write a position
groups. Role-plays of this type work
paper based on the card, stating that position,
best if there is a middle of the road
and supporting with factual information cited in
group to help the extremes come to
the forum or research.
some consensus. Groups will
research their points of view to be
• Use lab reports from growth of radiated and
presented to the class as a forum for
normal seeds.
a state committee on genetic
research. Corresponds to standard • Corresponds to standard II.1.1`
I.1.4 & I.1.5
•
Field trip to local nursery, horticultural
garden, or fruit farms. Corresponds
to standard II.1.6
•
Grow radiated seeds and compare to
growth of normal seeds.
Corresponds to standard I.1.2
Criteria
Apprent. Basic
Meets
Exceeds
Clarity of
Position
Misstates
the card’s
position.
States the
card’s
position
with some
vagueness.
States the
card’s
position in
a clear
manner.
States the
card’s
position in
a
convincing
manner.
Accuracy of States the
position
card’s
position in
an
inaccurate
manner.
States the
card’s
position
with one
inaccuracy.
States the
card’s
position in
an
accurate
manner.
States the
card’s
position in
an
accurate
and
thoughtful
manner.
Validity of
evidence
States no
States one States
supporting to two valid three valid
arguments. supporting supportarguments. ting arguments.
States
more than
three valid
supporting
arguments.
Correctness of
mechanics
Explains
with
inappropriate
vocabulary
and
grammar.
Explains
with
extended
vocabulary
and
exceptional
grammar.
Explains
with
partially
correct
vocabulary
and
grammar.
Explains
with
appropriate
vocabulary and
grammar.
Biology Required Assessment for Heredity
Learners will create an imaginary creature that must have at least 6 genetic traits from a
suggested list of traits. Students will describe and sketch each of the traits, showing genotypes
and phenotypes for each. In addition, learners will create a sample pedigree for their creatures
which includes at least 4 generations. Finally, they will design a
dehybrid cross, showing the Punnett Square and the ratios produced, as well as 5 practice
problems using any of their traits.
Genetics Project: Design a Species
Create an Imaginary Creature. The creature must have at least 6 genetic traits from
the following list:
2 Single Allele Traits
1 Codominant Trait
1 Multiple Allele Trait
1 Sex linked Trait
1. Describe and Sketch each of the traits on the list, showing genotypes and phenotypes
for each. (see sample)
2. Sketch two examples of your creature. The two examples must have different
genotypes
3. Pick one of your single allele traits and create a sample pedigree for your creature
which includes at least 4 generations
4. Show a dihybrid cross using your two single allele traits ( Ex: AaBb x AaBb ). Show the
Punnet square and the ratios produced
5. Create 5 practice problems using any of your traits. You do not have to actually solve
these problems, but they should be solvable.
http://www.biologycomer.com/worksheets/designspecies.html 6/15/05
Genetics Project Rubric
Name _____________________________
Assessment Points
Element
Points
Possible
1. The creature has at least
6 genetic traits
__________
2. The traits chosen adhere
to the specified guidelines
__________
3. The traits chosen were
described and sketched
__________
4. Two examples of the creature were
sketched with different genotypes
__________
5. Pedigree for the creature
followed accurate format
__________
6. A dihybrid cross using 2 single allele traits
was created and solved showing ratios __________
7. Five practice problems were
designed and are solvable.
__________
8. Project demonstrated mastery
of genetics concepts
__________
9. Project was legible and easy
to follow
__________
Totals
Grade and Comments from Teacher:
__________
Self
Teacher
__________
_________
__________
_________
__________
_________
__________
_________
__________
_________
__________
_________
__________
_________
__________
_________
__________
_________
__________
_________
Teacher Notes:
Focus Question: What are the positive and negative effects of agricultural chemicals that may
cause mutations?
Investigate and explain how living things obtain and use energy.
The relationship between life and energy is complex. While the generalization that living things
need energy to survive is satisfactory at one level of understanding, it fails to convey the crucial
role energy plays in all aspects of life, from the molecular to the population level. At the
elementary level students can compare and contrast food, energy and environmental needs of
selected organisms, such as beans, corn or aquarium life.
In the middle and high school, the focus is more specific on the concept that plants make and
store food. Scientists speak of the flow of energy through the environment. Almost all life on the
earth is sustained by energy from the sun. This energy is transformed and moved from location
to location, but doesn't disappear. Plants capture the sun's energy and use it to produce energy
rich organic molecules that we call food. The food molecules then serve as energy sources for
plants and ultimately animals.
In animals, organic food molecules are chemically broken down and carried through the
circulatory system to cells, cytoplasm, and eventually to mitochondria. This is, most often the
site of final energy release through the process known as cellular respiration.
The chemical process of photosynthesis occurs at the cellular level and is capable of converting
light energy into molecular energy. Animals are dependent on plants for this first important step
in the flow of energy. In plants, light energy is captured by chloroplasts or chlorophyll and is
converted to chemical energy through the making of organic food molecules when water and
carbon dioxide are chemically combined to make sugar and oxygen. These sugars (organic
compounds) formed in photosynthesis are used for the plant's metabolic processes and maybe
ultimately be used as food for animals. The chemical process of respiration is also cellular.
Cellular respiration releases stored molecular energy so the energy can be used for other life
processes. Both plants and animals respire.
The acquisition and use of energy by living things is a very abstract idea for students at all
levels. Students tend to develop a vague and very broad definition of energy that is inconsistent
with the scientific definition. This imprecise definition interferes with the acquisitions of the
biological understanding of energy and its importance in a living system.