Unit Plan Daily Agenda
Science
Content Area:
Unit Plan Title: Genetics & Genetic Engineering
Overview of Unit
Grade(s)
8
Students will study how organisms reproduce, develop and have predictable life cycles. Organisms contain
genetic information that influences their traits, and they pass this on to their offspring during
reproduction. Sometimes, differences between organisms of the same kind provide advantages for
surviving and reproducing in different environments. These selective differences may lead to dramatic
changes in characteristics of organisms in a population over extremely long periods of time.
Essential Question(s) and Enduring Understandings (in grade appropriate terminology).
1) How is genetic information passed through generations?
Genetic information is passed on from one generation to the next through genes. Genes are parts of the
chromosomes whose greater part is the DNA. Through the process of meiosis (which is cell division) the
number of chromosomes in a cell is halved. this leads to gametegenesis which is the formation of gametes.
each resulting cell with half the number of chromosomes as the original cell carries all the genes. All
organisms survive to have their genes passed on to the next generation, therby, continuing the species.
2) How does sexual and asexual reproduction differ with regard to inheritance of characteristics?
In sexual reproduction, two parents each contribute a sex cell to the new organism. Half the genes of the
offspring come from each parent. So, the offspring are not identical to either parent. Instead, they have a
combination of traits from each parent. In asexual reproduction, one organism produces one or more new
organisms that are identical to itself. The offspring are genetically identical to their parent.
3) How is knowledge of mathematical probability useful in predicting outcomes of genetic crosses?
Probability can be used to predict the likelihood of an offspring having a particular trait passed down by a
parent. Through the use of Punnett’s Squares, genotypes of offspring can be predicted based on the genes
of the parents.
4) Do all cells in a multi-cellular organism have the same genes?
Yes, all cells have the exact same genes (barring mutations). The difference is that some sections of the
coding are turned on or off depending upon what type of cell it is.
5) How do adaptations affect an organism’s potential to survive and reproduce?
When there is an environmental, or other change, the organisms who already have adaptations that are
beneficial to the new environment are much better able to survive and continue the species versus those
who do not. Adaptations occur slowly over time
6) Why might some consider genetic engineering a form of natural selection?
Genetic engineering can be considered a form of natural selection because scientists are breeding and
modifying organisms (vegetables, etc) that exhibit particular traits. Those that do not have these favored
traits are not used or reproduced, causing the unfavorable trait to “die out.”
7) How can drug-resistant bacteria be related to natural selection?
Bacteria that is drug-resistant is a favorable trait to be passed on to future generations. This is an
adaptation that has developed over time. Bacteria that is not drug-resistant, will be more easily controlled
with medication and is therefore “unfavorable” to the continuation of the species.
8) How do we know organisms have evolved over time?
We know that organisms have evolved over time by comparing structural similarities as well as similarities
in DNA and developmental similarities between species over time.
9) What evidence supports theories of evolution?
Fossil, structural, genetic and embryological evidence support the theories of evolution. The fossil record
shows change over time and common structures, similar DNA and developmental similarities all len to the
theories.
10) What are the observed rates of extinction in past epochs of Earth history, and what are the recent rates
within human history?
The observed rates of extinction in the distant past were approximately 1 species extinction per thousand.
The recent past is between 50 to over 100 species extinction per thousand and the future is estimated to
be 1,000 to 50,000 extinctions per one thousand species. This is due to factors such as genetic engineering
as well as environmental factors, both natural and man-made.
Content Statements and CPI
Content: Some organisms reproduce asexually. In these organisms, all genetic information comes from a single
parent. Some organisms reproduce sexually through which half of the genetic information comes from each parent.
5.3.8.D.1 Defend the concept that through reproduction, genetic traits are passed from one generation to the next
using evidence collected from observations of inherited traits.
Content: The unique combination of genetic material from each parent in sexually reproducing organisms results in
the potential for variation.
5.3.8.D.2 Explain the source of variation among siblings.
Content: Characteristics of organisms are influenced by heredity and/or their environment.
5.3.8.D.3 Describe the environmental conditions or factors that may lead to a change in a cell’s genetic information
or to an organism’s development, and how these changes are passed on.
Content: Individual organisms with certain traits are more likely than others to survive and have offspring in
particular environments. The advantages or disadvantages of specific characteristics can change when the
environment in which they exist changes. Extinction of a species occurs when the environment changes and the
characteristics of a species are insufficient to allow survival.
5.3.8.E.1 Organize and present evidence to show how the extinction of a species is related to the inability to adapt to
changing environmental conditions using quantitative and qualitative data.
Content: Anatomical evidence supports evolution and provides additional detail about the sequence of branching of
various lines of descent.
5.3.8.E.2 Compare the anatomical structures of a living species with fossil records to derive a line of descent.
Student Learning Targets/Objectives: should be connected to content statements. Students will be able to:
e.g.: 1- Articulate predictions and imagine ways to test those predictions, using practice gained through class explorations of
water quality in the school pond and water supply.
1. Explain why and how cells divide in the context of mitosis and meiosis.
2. Describe, model and identify the structure of chromosomes, DNA and their various parts.
3. Explain differences between sexual and asexual reproduction and justify the advantages and
disadvantages of each.
4. Predict the genotype and phenotype of offspring using complete dominance, incomplete
dominance, co-dominance and sex-linked traits using Punnett’s square.
5. Explain and predict how environmental and other outside factors have an influence on a cell’s
genetic information, an organisms development and how these changes are passed on.
6. Model how natural selection plays a role in genetic species adaptations and the environmental
factors that can affect population size.
7. Describe and/or analyze scenarios to show how the extinction of a species is related to the
inability to adapt to changing environmental conditions.
8. Justify and argue evidence that may support the theories of evolution
9. Make comparisons and/or reconstruct a line of descent based from fossil records to modern
species.
10. Compare and contrast the rates of extinction from past epochs to modern time
Strategies/Justifications
1.
Notebooking will help students clarify their own thinking, identify weaknesses and document progress.
2.
Probe and lesson starter questions will help direct student thinking, introduce the topic and uncover misconceptions.
3.
Use of Turning Point clickers will reinforce ideas, check for understanding and measure prior
knowledge
4.
Labs and activities will provide hands on inquiry based learning and allow students to work together
collaboratively to solve a problem or discover an enduring understanding
5.
The position project will allow students to research and present their side to a controversial issue
regarding genetic engineering and present their arguments in a creative form.
6.
Online resources give visual aid to the students and present information in a different way.
Daily Activities, Lessons, and Assessments
Time Frame
Introduction to unit. Go to http://pbskids.org/dragonflytv/games/game_dogbreeding.html
Have students play with the activity to reintroduce them to the concepts of traits and
breeding. Other websites can be visited as well. Can also use the program “CatLab”. These
site can be visited again at the end of the unit, once student understand all concepts and can
explain what is happening in greater detail.
1 hour
Teaching Point: New genetic material comes from DNA, which make up chromosomes
and are found in all cells in the body. Cells divide through mitosis and meiosis,
creating exact replicas of the DNA
Notebook: “How is genetic information passed through generations?”
Written responses in notebooks followed by discussion. Use Turning point clickers to assess
what student know or do not know about the concepts of mitosis, meiosis, phases of both,
chromosomes, DNA. Review of Mitosis, meiosis, phases of both, chromosomes, DNA.
Focus on any misconceptions students may have. Discuss and introduce new vocabulary as
needed.
1-2 hour
Teaching Point: DNA replicates through transcription and translation during mitosis,
but not meiosis.
Notebook: “What is happening to the DNA during mitosis and replication?”
Demonstration and diagramming of transcription and translation. DNA origami activity to
reinforce structure and concepts. Or can use DNA model kit. (See attached)
1 - 2 hours
Cheek DNA extraction activity. Can also use onions or strawberries to compare. Students
should notice that they all look exactly the same. Wrap Up Question – “Do all multi-cellular
organisms have the same genes?” Discuss how sequences are turned on and off depending
on the type of cell but all cells have the same genes as evidenced from the lab. (See
1 hour
attached)
Probe – “Do you need two parents in order to have an offspring?” with written responses in
notebooks followed by discussion of sexual vs asexual reproduction. Have students work in
pairs to identify advantages and disadvantages of each.
1 hour
Teaching Point: One allele of a gene is taken from each parent and determines the
genotype and phenotype of the offspring. Offspring are a combinations of genes from
each parent, each parent contributing half. These geno/phenotypes can be predicted
through the use of Punnett’s squares
Notebook: “How are offspring the same as their parents? How are they different?” Record
in notebooks. Discuss, then ask “why are they different?” Record in notebooks and discuss.
Discuss and review past knowledge of alleles, Punnett’s Squares and dominant vs. recessive
genes.
1 hour
Teaching Point: Genotypes and phenotypes of offspring can be calculated using
probability. Some genes exhibit complete dominance over other genes.
Notebook: Are the phenotypes of an offspring a blend of the genes from both parents, or can
one parent’s genes overshadow the other one’s?
Do examples of Punnett’s square using complete dominance for both monohybrids and
duhybrids.
Begin heredity project. Have students design their first “animal” following the project and
identifying the 5 traits to be studied. Focusing on one trait (monohybrid), predict the
probability of the genotype and phenotype of the offspring, using Punnett’s Square. Add
second trait (dihybrid) and repeat. Using probability, calculate the chances of each genotype
and phenotype for all 5 traits. Create second generation of the “animal” using only complete
dominance. (will be attached)
SpongeBob genetics (see attached)
1-2 hours
Teaching Point: Incomplete dominance is when the genotypes of each parent are
different, but both are dominant. This results in a blending of the two phenotypes in
the offspring.
Notebook: Describe an example where two different, dominant genes can combine so the
phenotype is a blending of the two parents.
Do examples of Punnett’s square using incomplete dominance.
Continue project, creating next generation of animal, changing one of the 5 traits to
incomplete dominance.
SpongeBob genetics (see attached)
1-2 hours
Teaching Point: Co-dominance is when the genotypes of each parent are different, but
both are dominant. This results in both phenotypes being seen distinctly in the
offspring.
Notebook: Describe an example where two different, dominant genes can combine so the
phenotype shows the characteristics of both parents.
Do examples of Punnett’s square using co-dominance.
Continue project, creating the next generation of animal, changing a different trait to be codominant.
1-2 hours
Teaching Point: Sex-linked traits are those that are attached specifically to the X or Y
chromosome. For females, the recessive genes needs to come from each parent, while
in the male, the gene only comes from the mother.
Notebook: Explain how a trait can appear in a male, even if the father is not a carrier of that
gene.
1-2 hours
Do examples of Punnett’s square using sex-linked traits.
Continue project, creating the next generation of animal, changing a different trait to be codominant.
Revisit first lesson and have students explain what they learned
1 – 2 hours
Assessment
Use video “Understanding the Power of Genes” as review and introduction to nature vs.
nurture and natural selection
1 hour
Teaching Point: Expel various misconceptions, such as species are able to change
spontaneously or pass on adaptations to their offspring
Notebook: After the Industrial Revolution began, soot from factories coated tree trunks in
some parts of England, turning the tree trunks black. Before long, most peppered moths
were black and only a small minority was gray. Explain how this happened.
Formative assessment – what they know about adaptations
Understanding misconceptions such as Species changing at will or in one generation
Activity
Discuss common misconceptions (see attached)
Go over vocabulary (perceived and actual) and basic concepts related to adaptation using
clickers
1 hour
Probe – “How do adaptations affect an organism’s potential to survive and reproduce?”
Discuss and relate to the moths in England and FOSS ACTIVITY WITH FISH. Also relate
to projects and what environmental conditions could affect the survival of their species.
Continuation question – “How can drug resistant bacteria be related to natural selection?”
1-2 hours
Continue with natural selection with a choice of the following activities
http://www.smithlifescience.com/MLdarwin.htm (has great links, plans, etc) 4 types of
natural selection (over production, genetic variation, selection, adaptation)
Natural Selection activity w/ pom poms
Life spans – shorter the life span, quicker the change
Galapagos – Beyond adaptation resource
Survival of the fittest: Activity (game)
revisit project – change the environment
Give list of 7 (big eyes, opposable thumbs) adaptations and create animal and type of
environment based on adaptations
8 hours
Assessment
Scopes Monkey Trial Video - The American Experience – Monkey
1 Hour
Lesson Starter – “What is genetic engineering?” “What is cloning?” Discuss each. Probe –
“Why might some consider genetic engineering a form of natural selection?” Find articles
on genetic engineering and cloning to share with the class. Show chart of vegetable varieties
from 100 years ago and now. Pair and share advantages and disadvantages of each and how
they can affect our future.
2 hours
Human Genome Project – Define genome. Probe – “What is the Human Genome Project?”
Discuss what is known / not known. Use website
http://www.teachersdomain.org/resource/tdc02.sci.life.gen.hgp/ to show video and use
discussion questions.
Or
http://www.learner.org/interactives/dna/index.html
1 Hour
Selective breeding – Can we genetically engineer humans?
Points of View Website (through EBSCO) have students take sides on issues
Movie - Gattica? Stop early and write own ending
3 Hours
Lesson Starter – “Can we genetically engineer an extinct species?” Discuss what extinction
means and why species become extinct. Use Jurassic Park as an example.
Create fossil record of project animal?
3 Hours
Position project on natural selection – create a campaign for or against genetic engineering.
Can create poster, commercial, brochure, letter to editor
Continue extinction and evolution with fossil record and geologic timeline
Resources that need to be ordered or located.
Mitosis & Meiosis prepared slides
Blank slides and coverslips
Microscopes
DNA Model Kits
Understanding the Power of Genes DVD
The American Experience – Monkey Trial Video
Pom poms
String
12 x 75 mm test tubes
1.5 mL microcentrifuge tubes
0.5 mL microcentrifuge tubes
Fliptop microcentrifuge tubes
Transfer pipettes
3 oz Dixie cups
bleach
isopropyl alcohol
gloves
posters, etc
various chemicals and supplies not listed
Technology to be integrated (tools, equipment, software, and online learning)
Cat Lab Cd-Rom
ExploreLearning.com subscription