Understanding by Design
7th Grade
Evolution and Genetics
Stage 1 - Desired Outcome
G
Established Goals
District Transfer Goals:
1. Can demonstrate effective and creative written and oral communication in various formats appropriate for
purpose and audience.
2. Can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and
disciplines, and then construct arguments and convey intricate or multifaceted information. Likewise,
students are able independently to discern a speaker’s key points, request clarification, and ask relevant
questions.
3. Can solve real-world problems by applying various strategies.
4. Are self-directed learners who can self-evaluate using different perspectives.
5. Are responsible/respectful leaders/citizens who can empathize in various situations.
CCSS and Essential Standards:
7.L.2.1 Explain why offspring that result from sexual reproduction (fertilization and meiosis) have
greater variation than offspring that result from asexual reproduction (budding and mitosis).
7.L.2.2 Infer patterns of heredity using information from Punnett squares and pedigree analysis.
7.L.2.3 Explain the impact of the environment and lifestyle choices on biological inheritance (to include
common genetic diseases) and survival.
Understandings:
Students will understand
that…
Change, Systems, and
Relationships
U
Change generates additional change
 Changes in environmental conditions can affect the
survival of individual organisms and entire species.
Systems interact
 The impact of the environment and lifestyle choices
on biological inheritance (to include common
genetic diseases) and survival.
Everything is related in some way
 Chromosomes are cell structures that carry the
genetic material that is copied and passed from
generation to generation of cells.
 People have noticed for thousands of years that
family resemblances were inherited from generation
so characteristics that are inherited are called traits.
Confusion between mitosis and meiosis.
Essential Questions:
How does change generate additional change?
How do variables in a system affect change?
How does change in relationships influence how systems
interact?
Q
Students will know . . .







K
Understanding the relationship of the mechanisms
of cellular reproduction, patterns of inheritance and
external factors to potential variation and survival
among offspring.
Explaining why offspring that result from sexual
reproduction (fertilization and meiosis) have greater
variation than offspring that result from asexual
reproduction (budding and mitosis).
Inferring patterns of heredity using information
from Punnett squares and pedigree analysis.
Explaining the impact of the environment and
lifestyle choices on biological inheritance (to
include common genetic diseases) and survival.
All behavior is affected by both inheritance and
experience.
Students understand that new varieties of cultivated
plants and domestic animals have resulted from
selective breeding for particular traits
Fish stick lab.
Students will be able to
S
Define/identify change. Predict how movement
generates change. Distinguish between positive,
negative, both or neutral. Explain why change is
inevitable.
Stage 2 – Assessment Evidence
Performance Tasks:
T
 Sesame Street Genetics activity- Determining the
genotypes of five Sesame Street characters, and
map the known genes for one individual.
 Gummy Bear Genetics for simulating cross
breeding.
 Dragon Genetics (biologica.concord.org) Web lab,
then Dragon Genetics Lab – Principles of
Mendelian Genetics – then Dragon Genetics
(prezi.com) to link genetics to humans.
 Allele Frequencies and Sickle Cell Anemia Lab – To
observe how selective forces can change allele
frequencies in a population and cause evolution to
occur.
 An Inventory of My Traits – Students take an
inventory of their own easily- observable genetic
traits.
 Toothpick Fish – Students will learn about the
relationships between many different aspects of fish
life: genes, traits, variation, survival, and
reproduction.
 Write a RAFT from the point of view of Meiosis or
either Mitosis.
 Students create a pedigree, a diagram of family
relationships that uses symbols to represent people
and lines to represent genetic relationships.
Other Evidence:
Pretests
Posttests
Labs
Tic-Tac-Toe
Graphs
matching vocabulary
Power point notes
Worksheets
self-check list
Rubric
Think-Pair-Share
OE

Use Punnett Square to predict genotypes and
phenotypes of offspring.
 Demonstrate basic principles of Meiosis,
fertilization, and inheritance using the same pea
traits that Mendel studied (biologica.concord.org).
 Create a flip book on the stages of Meiosis and
Mitosis.
 Compare and contrast Meiosis and Mitosis with
double bubble thinking map.
 Create a Mitosis flip book.
 Complete Spongebob Genetics activity.
 Use studyjams.scholastic.com to study Heredity.
 Use plastic eggs and candy to determine traits
(Easter Egg Genetics).
 Make a puppy using DNA.

Map your traits on a gene wheel. Spell your name
using DNA code.
 Use beans to simulate natural selection.
 Extract DNA from a Strawberry
http://www.shsu.edu/~agr_www/documents/DNALA
B.pdf
http://www.gs.washington.edu/outreach/dhillon_dna
procedure.pdf
 Monster Genetics:
https://askabiologist.asu.edu/monster-manual
Harry Potter Genetics:
http://www.nlm.nih.gov/exhibition/harrypottersworld
/education/lessonplans/science.html


Gummy bear Genetics:
http://www.nclark.net/gummybeargenetics.pdf
Checklist, rubric
L
Learning Activities:
W= Define the key vocabulary. Pretest. Compare and contrast meiosis and mitosis.
H= What genes did you inherit from your parents?
E= Students use Dragon Genetics to relate to Human Genetics.
R = Students complete Dragon Genetics Web Lab and compare their findings with a partner.
E = Self-evaluation.
T = Group together for ESL, modifying assignment to the different needs of students
O=