6th Grade Unit Plan: Genetics
Stage One: Desired Results
Big Ideas
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Heredity is the passing of traits from one generation to the next
Genetic information is stored on DNA. Condensed DNA is called a
chromosome. One segment of DNA coding for a single trait is a
gene. Different forms of the same gene are alleles.
Offspring of sexual reproduction receive half of their DNA from
each of two parents. Offspring of asexual reproduction are identical
to their single parent.
Dominant alleles are always expressed. Recessive alleles are only
expressed if both alleles are present.
The probability of a trait being expressed can be predicted using a
Punnett Square or Pedigree Chart.
Essential Skills
Students
will be
able
to…
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Students
will
know…
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Relate genes, alleles, DNA, and chromosomes.
Use a punnet square to predict the probability of the
genotype/phenotype of offspring.
Use a pedigree to track a single track over several
generations.
Identify and defend a position on the ethics of genetic
engineering using multiple resources
Heredity is the passing of traits from one generation to
the next
sexual reproduction requires 2 parents and produces
offspring with a mix of genes
sexual reproduction requires 1 parent and produces
offspring that are identical to the parent
organisms can be genetically modified by splicing the
genes from another organism
Essential Questions
1. If we could
manipulate our
genes, should we?
2. Are we slaves to
our genes?
Vocabulary
Heredity
Trait
Gene
Allele
DNA
Chromosome
Punnett Square
Pedigree
Phenotype
Genotype
Offspring
Genetic Engineering
Plasmid
Eugenics
Stage Two: Assessment and Evidence
Assessments
Daily:
Culminating:
Mastery of individual objectives will be measured by:
 Daily Do-Now quizzes to measure retention of the previous lesson’s objective
 Accuracy of individual work produced in class and as homework (Punnett
Squares, Pedigrees, etc.)
 Summary Questions
 Exit Slips
1. Written exam with multiple opportunities/formats for testing mastery of each
learning objective
2. Performance during eugenics debate- position paper, supporting data,
participation in debate
Feedback
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Comments/grades based on homework and class-work rubrics
Individual conferences during work time: I try to meet with each student individually at least once
per work period (work time in lesson)
Peer-editing: students switch work and check their partner’s accuracy. Students use peer editing
form to provide specific feedback for their classmate.
Informed Instruction
Me: Daily assessment of student mastery of objectives will help pace instruction (i.e. spend
another day revisiting the learning objective) and change the mode of instruction (i.e. reteach the
concept in a different way to incorporate varying learning modalities, etc.) Also, if it is evident
that a certain topic is still challenging students, I will provide more opportunities to practice the
skill/concept during homework assignments, do-now’s, or in-class activities.
Students: Students will track their own mastery of objectives on their personal mastery charts and
know which topics they still have to work on. During our individual conferences, we can address
these specific challenges and collaborate on an individualized learning plan.
Stage Three: Instruction
Learning Activities and
Approaches
Kinesthetic:
 Make DNA/gene models using
string and markers
 Hands-on labs: drinking
contest for tongue curlers,
stand-up/sit down game for
traits
Visual:
 Digital Presenter/overhead
 Video clips/internet
simulations
Auditory:
 Video/simulations
 group-discussion/debate
Interpersonal:
 cooperative learning labsidentifying dominant/recessive
traits they possess
 structured debate
Mathematical-logical:
 Punnet Squares and Pedigrees,
calculating probabilities
Resources
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Individual Objectives:
1.
2.
3.
4.
5.
6.
7.
8.
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Artistic:
 Making posters, process charts
 Color-coding
dominant/recessive traits
Digital Presenter, computer
Reading Materials- Text and supplementary reading from internet, library,
and other periodicals
Poster paper, markers
DVD- Gattaca
Internet connection
Hand-outs
10.
11.
12.
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SWBAT relate cells to factories.
SWBAT explain that an offspring’s traits are the result of the
contribution of genetic material carried in each cell.
SWBAT explain the relationship between genes, DNA, and
chromosomes.
SWBAT identify alleles as different forms of the same gene.
SWBAT differentiate between dominant and recessive alleles.
SWBAT predict the outcome of monohybrid crosses using a
Punnett Square.
SWBAT predict the probability of an allele’s expression using a
pedigree chart.
SWBAT differentiate between sexual and asexual reproduction.
(multiple days)
SWBAT relate sexual reproduction to variation within
offspring.
SWBAT to explain how environmental conditions select for
specific traits.
SWBAT relate natural selection to evolution.
SWBAT to explain the impact of selective breeding on variation.
SWBAT model the technique used to make recombinant DNA.
SWBAT debate the benefits and drawbacks of genetic
engineering. (multiple lessons