James Shields Middle School
Grade 7th. Kyle Barys
Unit Name: Genetics
Unit Description: This unit studies the topic of Genetics. Students consider whether to be tested for a hereditary condition as
they explore fundamental principles of Mendelian genetics. Laboratory activities and simulations allow students to examine
the inheritance of traits through generations. Students investigate heredity among imaginary “critters” and humans. Other
activities focus on the difference between asexual and sexual reproduction, the process of cell division, and modeling the use of
DNA technologies to solve real-world problems. Near the end of the unit, students will debate whether it is ethical to use
genetic engineering and genetic identification such as DNA fingerprinting.
Length: 4 weeks
Enduring
Understandings
Students will understand that:
Genetics is a powerful scientific tool that allows us to understand not only the origins of our traits but also the
positive and negative effects of genetic engineering and testing. In the process of learning the genetic principles,
students will learn about the inheritance and variation of traits, the characteristics of organisms produced
from asexual versus sexual reproduction, and the possible effects of mutations on organisms.
Essential
Questions
NGSS
Standards:
Primary
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What is the difference between sexual and asexual reproduction?
Why would you want or not want to find out if you could have a genetic disease?
How are simple inherited traits passed from parents to their offspring and then to the next generation?
How can scientific models such as tossing coins help you understand how organisms inherit genes from
their parents?
 How can Punnett squares help you predict patterns of inheritance?
 What role do chromosomes play in the inheritance process?
 What are some patterns of inheritance other than the one discovered by Mendel?
 How do individuals and society react to the issues raised by genetic testing?
 What makes your DNA fingerprint unique?
 What are the ethical issues involved in using genetic information?
MS-LS3 Heredity: Inheritance and Variation of Traits
MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on
chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and
function of the organism.
MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical
genetic information and sexual reproduction results in offspring with genetic variation.
Primary Standards Assessed: (explicitly taught, formally assessed)
Common Core
Standards
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flow chart, diagram, model, graph, or table).
SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear
pronunciation.
WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing
on several sources and generating additional related, focused questions that allow for multiple avenues of
exploration.
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
Secondary Standards Addressed: (taught, informally assessed)
Secondary
MP4 Model with mathematics.
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks.
RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 6-8 texts and topics.
RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band
independently and proficiently.
SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
WHST.6-8.1 Write arguments focused on discipline-specific content.
Skills
Content
What key skills will students acquire as a result of this unit?
What should they eventually be able to do as a result of such skill?
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Students will able to compare characteristics and traits of organisms produced from a single
parent with those of organisms produced by two parents.
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Students will be able to identify the differences of sexual and asexual reproduction.
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Students will be able to identify mutations and their potential effects on organisms.
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Students will be able to identify where genetic information is located in a cell.
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Students will be able to determine ratios of dominant and recessive traits in genetic crosses.
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Students will be able to debate the ethical implications of using genetic engineering and genetic
identification such as DNA fingerprinting.
What key knowledge will students acquire as a result of this unit?
What should they eventually be able to do as a result of such knowledge?
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Why there is so much variation in inherited traits.
Risks and benefits of genetic testing, cloning and using genetic identification.
How the function of cell division in single-celled organisms differs from cell division in multicellular
organisms.
Know and identify the differences between asexual and sexual reproduction.
Know and apply content vocabulary such as allele, chromosomes, asexual reproduction, sexual
reproduction, mutation, heterozygous, homozygous etc.
How a mutation changes the form of an organism and when such mutations occur.
Why some offspring show traits of characteristics that parents do not show.
Patterns with inheritance of traits.
How to apply knowledge of gene combinations to fill out a Punnett square.
How genetic diseases can occur.
How a pedigree can help determine if someone is likely to have a genetic disease.
How our DNA fingerprint is unique.
How DNA fingerprinting is performed in the laboratory.
Assessments
Diagnostic (before learning)
(D) Diagnostic
(F) Formative
(S) Summative
KWL chart on genetics, specifically targeting traits.
Formative Assessment (during learning)
 Exit Slips
 Class discussions
 Quiz
 Informal observations during in-class activities
 Oral questioning, responding and feedback
 Teacher feedback to the group
Summative Assessment (after learning)
The summative assessment will comprise of two parts. The first part will be a philosophical chairs discussion the
risks and rewards of genetic testing. Prior to the assessment, students will be told to research pros and cons of
genetic testing and be prepared to pick a side. Students will be required to orally participate in the philosophical
chairs, explaining their point of view and the reasoning behind picking their side. Students will also be required
to take at least three notes on new information they’ve learned from other speakers (peer students) during
their philosophical chairs and subsequently note if their philosophy changed or not by the end of the discourse.
The second part will consist of a written test. This test will focus on content and concepts not reached by the
philosophical chairs, such as vocabulary, creating a Punnett square and determining genetic odds of inheriting a
specific genotype.
Text/Resources
SEPUP Life Science: Genetics Unit D
“How Do Your Genets Fit?” video
Learning
Activities
Investigating Human Traits Investigation – Students collect data on six human characteristics and discuss causes
of human variation.
Reproduction Reading – Students read about the differences between sexual and asexual reproduction at the
cellular level.
Show Me the Genes! Reading – Students read about the behavior of chromosomes and the function of DNA
during sexual reproduction
Creature Features Modeling – Students develop models to investigate the inheritance of a trait in imaginary
creatures.
Gene Combo Investigation – Students model the inheritance of single-gene traits by collecting and analyzing
data from coin tosses.
Gene Squares Problem Solving – Students use Punnett squares to predict the possible frequencies of traits
among offspring.
Breeding Critters, More Traits Investigation – Students create imaginary critter offspring to model patterns of
inheritance.
Joe’s Dilemma View and Reflect – After reading a fictional story about a child who may have the Marfan
syndrome, students watch a video on this genetic disease.
What Would You Do? Talking It Over – Students re-visit the Marfan scenario from earlier in the unit and discuss
the trade-offs of genetic testing.
Evidence from DNA Modeling – Students perform a DNA fingerprinting simulation to generate different sized
pieces of DNA.
Should We? Philosophical Chairs – Students debate the ethical implications of genetic testing and genetic
identification.