Human Heredity and Genetic Engineering Advances
Farmington Public Schools
Grade Level 8
Science
Author(s)
REVISION: 6/2007
Wenzel, Mirecki, Buckley, Wilbur
Farmington Public Schools
1
Table of Contents
Unit Summary
………………….….…………..page3
Stage One: Standards
Stage One identifies the desired results of the unit including the broad
understandings, the unit outcome statement and essential questions that
focus the unit, and the necessary knowledge and skills.
The Understanding by Design Handbook, 1999
…………………………….... pages 4
Stage Two: Assessment Package
Stage Two determines the acceptable evidence that students have acquired the
understandings, knowledge and skills identified in Stage One.
……………………………… page 9
Stage Three: Curriculum and Instruction
Stage Three helps teachers plan learning experiences and instruction that aligns
with Stage One and enables students to be successful in Stage two. Planning and
lesson options are given, however teachers are encouraged to customize this stage
to their own students, maintaining alignment with Stages One and Two.
………………..……………… page 11
Appendices
….....………………………. page 14
Author(s)
REVISION: 6/2007
Wenzel, Mirecki, Buckley, Wilbur
Farmington Public Schools
2
Unit Summary
This 8-week unit for a heterogeneous class of eighth graders is part of a year-long life science
course. It follows a unit on human body systems and precedes a unit on evolution and
ecology. Chromosome theory, principles of genetics, patterns of inheritance and advances in
genetic engineering are studied. The unit links back to cell division and lays groundwork for
understanding the connection between genetics and natural selection of traits. The unit will
include a three day review of CMT labs and practice constructed response questions just
prior to the Science CMT. The unit also includes a grade 9-10 CAPT task concerning GM
foods.
Author(s)
REVISION: 6/2007
Wenzel, Mirecki, Buckley, Wilbur
Farmington Public Schools
3
Stage One: Standards
Stage One identifies the desired results of the unit including the broad
understandings, the unit outcome statement and essential questions that focus the unit,
and the necessary knowledge and skills.
The Understanding by Design Handbook, 1999
Science Essential Understandings and Content Standards
#1-Scientific inquiry is an ongoing process building knowledge about events and
phenomena
The students will:
1.15-explain that scientists believe that the basic rules governing nature have been
and are discovered by careful, systematic investigation
1.22-select appropriate format to communicate findings*
#2-Science is a human endeavor which has lasting impact on civilization
The students will:
2.14-describe the contributions made by various people and cultures to the
advancement of science and technology, and explain their impact on civilization
2.16-recognize that scientists help people understand the likely causes and possible
effects of matters of public concern
2.17-recongize the influence of societal factors (such as cultural values, human needs,
resources) on the development of science and technology
2.18-identify current ethical issues involving the use of humans and other animals in
scientific investigations
Author(s)
REVISION: 6/2007
Wenzel, Mirecki, Buckley, Wilbur
Farmington Public Schools
4
#7-There is unity among the diverse types of life on Earth
The student will:
7.15-describe … meiosis and [its] importance to organism growth and development
7.18-explain how diseases and other factors affect the health of life forms
7.19-apply the principles of genetics
#9-Constancy, patterns, change and evolution permeate all systems
The student will:
9.10-use patterns of change to make predictions and to solve practical problems
State Frameworks Expected Performances:
8.2 - Reproduction is a characteristic of living systems and it is essential for the continuation of
every species.
The student will:
C25 Explain the similarities and differences in cell division in somatic and germ cells.
C27 Describe how genetic information is organized in genes on chromosomes, and
explain sex determination in humans.
10.4. - In sexually reproducing organisms, each offspring contains a mix of characteristics
inherited from both parents.
The student will:
D36 Explain how meiosis contributes to the genetic variability of organisms.
D37 Use the Punnet Square technique to predict the distribution of traits in mono- and dihybrid crossings.
D38 Deduce the probable mode of inheritance of traits (e.g., recessive/dominant, sex-linked)
from pedigree diagrams showing phenotypes.
D39 Describe the difference between genetic disorders and infectious diseases.
Author(s)
REVISION: 6/2007
Wenzel, Mirecki, Buckley, Wilbur
Farmington Public Schools
5
Technology Standards
#1 Information Accessing Standards – Information skill and strategies are necessary to
effectively locate and use resources for solving problems, conducting research and pursuing
personal interests.
Students will demonstrate ability to extract and record information collected to meet their
information needs.*
Students will demonstrate ability to summarize and paraphrase important facts and details.*
Student will recognize the need to analyze information based on timeliness, authority,
reliability and relevance
#4 Responsible Information Use – The responsibility student will demonstrate legal use of
information resources, computers or other technologies, recognizing the attendant social,
economic and ethical issues.
Students will apply established MLA bibliographic standards for giving credit for information
used.
Author(s)
REVISION: 6/2007
Wenzel, Mirecki, Buckley, Wilbur
Farmington Public Schools
6
Unit Outcome Statement
As a result of the unit on human heredity and genetic engineering, student will understand
that traits are passed from parents to offspring in a predictable way. These traits are carried
on genes, which make up chromosomes. Students will explore the current uses and potential
future implication of genetic engineering.
Essential Questions
How is the scientific method used to gain knowledge about heredity?
Why do I have the traits that I have?
Does genetic engineering have more advantages or disadvantages?
Author(s)
REVISION: 6/2007
Wenzel, Mirecki, Buckley, Wilbur
Farmington Public Schools
7
Knowledge and Skills
The Knowledge and Skills section includes the key facts, concepts, principles, skills,
and processes called for by the content standards and needed by students to reach
desired understandings.
The Understanding by Design Handbook, 1999
Knowledge
 Role of meiosis in chromosome segregation
 Chromosome Theory
 Development of the principles of modern genetics
 Patterns of inheritance in humans (including multiple alleles for blood types)
 Advances in genetic engineering such as GM foods, DNA fingerprinting, therapy,
and selective breeding
Skills/Processes
 Create and analyze a Punnett square for single alleles
 Create and analyze a Punnett square for multiple alleles
 Create and analyze a pedigree chart/case studies
 Evaluate the credibility of web based information
 Use web-based information to develop a web-based opinion(GM Foods labeling)
Thinking Skills
 Sequencing events (meiosis)
 Making inferences (inheritance patterns)
 Identify pros and cons of GM foods
Author(s)
REVISION: 6/2007
Wenzel, Mirecki, Buckley, Wilbur
Farmington Public Schools
8
Stage Two: Assessment Package
Stage Two determines the acceptable evidence that students have acquired the
understandings, knowledge and skills identified in Stage One.
*Authentic Performance Task :Creature Feature Genetics Task
(standards 1.22, 7.19, D37)
Goal: Create a paper pet family with 2 parents and six offspring with five genetic
traits to demonstrate the principles of genetics. Write an analysis of your findings.
Role: You are tutoring a fellow eighth grade student in genetics.
Audience: Eighth grade science student
Situation:
 Review Punnett Squares
 You will be given traits for your P generation which you will copy onto your
paper parents
 Use Punnett squares to determine possible outcomes for the offspring, the F1
generation
 Toss pennies to determine the actual genotypes of the six offspring of your
parents
 Complete the related worksheets
 Create a poster or a 3-dimensional display showing the parents and six children
 Write a detailed analysis of your results
Products and Performance
 Your Paper Pets Creature Feature Presentation should be complete and consist of
a Family Portrait or 3-dimensional display showing the parents and six offspring
along with their genotypes and phenotypes written out and the phenotypes drawn
on one side of the pets. All of the traits should be neatly and correctly drawn and
identified.
 The worksheets and Punnett squares have to be neatly and correctly
completed.
 The word-processed analysis needs to:
 effectively explain the actual results compared to the expected
results
 compare family members and explain their resemblance
 make connections among concepts and include sophisticated use of
scientific terms
Author(s)
REVISION: 6/2007
Wenzel, Mirecki, Buckley, Wilbur
Farmington Public Schools
9
Standards & Criteria for Success:
 WORKMANSHIP:
1. All required elements are complete plus additional student created items
2. The Family Portrait or other visual is exceptionally clear and relevant
3. The analysis is exceptionally clear and relevant
 ANALYSIS:
1. Completely accurate analysis and explanation of actual results from Punnett
squares
2. Highly effective comparison and explanation of family resemblance
3. Ratios of genotypes and phenotypes of offspring have no errors (including sexlinked trait)
 CONTENT:
1. Parent phenotypes and genotypes of all traits are correctly identified and neatly
drawn
2. Offspring phenotypes and genotypes of are complete and correct; including the
sex-linked trait
3. Makes connections among concepts
4. Sophisticated use of science terms
Tests, Quizzes, and Other Quick and Ongoing Checks for Understanding
Principles of Genetics quiz (1.15, 2.14)
Punnett Squares Quiz (7.19, 9.10, D37)
Chromosome theory and DNA structure quiz (C27, D36)
Meoisis quiz (7.15, C25)
Unit test (7.18, 7.19, C25, D39)
Projects, Prompts, etc.
Penny for Your thoughts Lab(7.19, 9.10, D37)
Pedigree case studies (1.22, 7.19, D38)
GATTACA movie-ethical implication discussion questions (2.14, 2.17, 2.18)
GM Foods internet research task-evidence-based opinion on mandatory labeling (2.14,
2.16, 2.18 and information literacy standards)
*Bold face indicates required formative and summative assessments
Author(s)
REVISION: 6/2007
Wenzel, Mirecki, Buckley, Wilbur
Farmington Public Schools
10
Stage Three: Learning Experiences and Instruction
Stage Three helps teachers plan learning experiences and instruction that align with
Stage One and enables students to be successful in Stage Two.
Learning Experiences and Instruction
Middle Grades : 8
The learning experiences and instruction described in this section provide teachers with one
option for meeting the standards listed in Stage One. Teachers are encouraged to design their
own learning experiences and instruction, tailored to the needs of their particular students.
LEGEND: * = See APPENDIX for this document; RG = See Resource Guide
Guiding Questions
Lesson Topic:


Instructional Strategies
Check for Understanding
Genetic Principles and Probability
What are the key
concepts in
genetics?
How can we predict
the possible traits of
offspring?
Duration: 6 days
HOOK: Lab Investigation:
YOU ARE UNIQUE: Student pairs
discover which traits are inherited (eye &
hair color, tongue-rolling ability, colorblindness) and which are acquired.
Punnett square exit card
Prompt: How similar is Mendel’s work to
the scientific method? Read 3-1 with
organizer.
Penny for Your Thoughts Lab
Punnett square and principles
quiz
Notes: Mendel’s principles of Genetics
(connect to prompt as the “findings” of
his work)
Read 3-2 and demonstrate punnett square
construction and analysis statements
Rehearsal: Punnett square practice
problems, Sponge Bob Squarepants
genetics, and Penny For Your Thoughts
lab
Author(s)
REVISION: 6/2007
Wenzel, Mirecki, Buckley, Wilbur
Farmington Public Schools
11
Guiding Questions
Instructional Strategies
Lesson Topic: The Cell and Inheritance



What role do
chromosomes play
in inheritance?
Why is DNA often
called the “code of
life”?
How does DNA
direct cells to make
protein?
Check for Understanding
Duration: 7 days
Students complete packet: Chromosomes
and Inheritance (see Halina Mirecki)
Alike and Different Chart
Read 3.3 with organizer. Show online
animations of meosis. Label meiosis
diagram.
DNA Model lab
Cell Inheritance and DNA quiz
Rehearsal: Alike and Different chart,
Meiosis manipulatives, What are
Chromosomes packet
View Video: Assignment Discovery:
Power of Genes (Library)
Students brainstorm on what and why
cells need to manufacture substances.
Teacher delivers notes on protein
synthesis. Show online animations.
Students take notes on DNA structure and
mutations, and complete related
worksheets (Chapter 3.4 of textbook).
DNA model lab
Misconception Check: Baby Mice Probe
[vol 2#17]
Creature Feature Paper Pet Performance Assessment
(show exemplar posters, review XX and XY for gender)
Duration: 4 days
Science CMT Preparation
Duration: 3-4 days
(use student work in CMT portfolios to review embedded tasks, complete and discuss
practice constructed response questions)
Author(s)
REVISION: 6/2007
Wenzel, Mirecki, Buckley, Wilbur
Farmington Public Schools
12
Lesson Topic: Human Heredity

What is a multiple
allele?

What are sex-linked
traits?
Duration: 6 days
Notes: Constructing and reading pedigree
charts
Case Studies: Pedigree Case
Studies
Read Section 4-1 Human Inheritance
Notes- Sex linked traits
Pedigree Case Studies of sex linked traits
Lab : “Bloodless” Blood Type Lab
Additional Punnett square problems with
multiple alleles and sex-linked traits
DI-challenge students with di-hybrid
crosses
Guiding Questions
Instructional Strategies
Check for Understanding
Optional Lesson Topic: Genetic Diseases and Disorders Duration: 2 days (time permitting)
How is an illness different
from a genetic disorder?
HOOK - Prompt: How is an illness
different from a genetic disorder?
Case Studies: Sickle Cell Anemia
case study (RG)
Case Studies: Sickle Cell Anemia case
study (RG)
Students take notes and complete related
worksheets (Chapter 4.2 of textbook).
Lesson Topic: Advances in Genetics


What are three ways
in which an
organism’s traits be
altered?
What are the issues
resulting from
genetic engineering?
Duration: 10 days
Hook: What do you know about Dolly the
cloned sheep?
GM Food CAPT research
Read 4.3 and take two-column notes
Unit test
View movie GATTACA with discussion
question on ethics of genetic
discrimination
GM Foods magazine with note organizer
Online DNA fingerprinting virtual lab
and video clips from Secrets of the
Sequence
Give study guide for unit test
GM Food CAPT research
Author(s)
REVISION: 6/2007
Wenzel, Mirecki, Buckley, Wilbur
Farmington Public Schools
13
Appendices
Resources
Textbook: Prentice Hall: Science Explorer: Cells and Heredity Chapters 3 – 5
Resource Guide: Prentice Hall: Science Explorer: Cells and Heredity
Video: Assignment Discovery: Power of Genes (part 1 & 2)
Video: Assignment Discovery: Cloning
Video: GATTACA
www. Science-explorer.phschool.com This corresponds with the textbook. This website
provides on-line review and extensions for topics covered. It also provides links for
enrichment.
See following pages for student work sheets
Author(s)
REVISION: 6/2007
Wenzel, Mirecki, Buckley, Wilbur
Farmington Public Schools
14