Unit

Design For

Patterns of Inheritance
Danielle Sciatto
Developed by

Marvin L. Winans Academy of Performing Arts

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Understanding by Design

Unit Design Worksheet

Unit Title: Patterns of Inheritance Topic: Cell division, differentiation, and genetics Stage 1 - Desired Results Established Goals (CCSS, HSCEs, GLCEs): Content Goals:

Grade(s): 9

Subject/Course: Biology Staff Name: Danielle Sciatto

1. HS.LS-IVTb Use a model to explain how mitotic cell division results in daughter cells with identical patterns of genetic materials essential for growth and repair of multicellular organisms. 2. HS.LS-IVTc Construct an explanation for how cell differentiation is the result of activation or inactivation of specific genes as well as small differences in the immediate environment of the cells. 3. HS.LS-IVTd Use a model to describe the role of cellular division and differentiation to produce and maintain complex organisms composed of organ systems and tissue subsystems that work together to meet the needs of the entire organism. 4. HS.LS-IVTa Ask questions and obtain information about the role of patterns of gene sequences in DNA molecules and subsequent inheritance of traits. 5. HS.LS-IVTe Communicate information about the role of the structure of DNA and the mechanisms in meiosis for transmitting genetic information from parents to offspring. 6. HS.LS-IVTf Communicate information that inheritable genetic variations may result from: (1) genetic combinations in haploid sex cells, (2) errors occurring during replication, (3) crossover between homologous chromosomes during meiosis, and (4) environmental factors. 7. HS.LS-IVTg Use probability to explain the variation and distribution of expressed traits in a population.

Literacy Goals (CCSS):

8. WHST.9-10.4 Produce clear and coherent writing in which the development, organizations, and style are appropriate to task, purpose, and audience. 9. WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of idea, avoiding plagiarism, and following a standard format for citation. 10. RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. 11. RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experimentation), nothing when the findings support or contradict previous explanations or accounts.

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Understandings: Students will understand that... 1a. somatic cells are created by mitosis. 1b. somatic cells are necessary for the growth and repair of multicellular organisms. 2. specific genes determine the development of a cell. 3. cellular division and differentiation allow for creation and maintenance of intricate organ systems. 4. the phenotypes of individuals are determined by specific genotypic sequences. 5. DNA structure and mitosis are interwoven processes that allow the transmission of genetic information from parent to offspring. 6. genetic variations arise from four main sources. 7. probability can explain the variation and distribution of expressed traits in a population. 8. clear and coherent communication is achieved through thoughtful research and selective integration of textual evidence. 9. clear and coherent communication is achieved through thoughtful research and selective integration of textual evidence. 10. comparing and contrasting multiple sources in imperative to thoughtfully integrate and cite specific textual evidence. 11. comparing and contrasting multiple sources in imperative to thoughtfully integrate and cite specific textual evidence.

Essential Questions: 1. Why is mitotic cell division important for growth and repair at the cellular level? 2. How does gene activation and deactivation determine a cells function? 3. How are the intricate complexities of organisms produced and maintained? 4. How do genotypic patterns determine phenotype? 5. Are DNA structure and meiosis mutually exclusive? 6. What factors determine the amount of genetic variation in a population? 7. What role does probability play in explaining the variation and distribution of expressed traits in a population?

UBD Unit Design Worksheet / Saginaw Valley State University

Students will know... 1a. that somatic cells are created by mitosis. 1b. that somatic cells are necessary for the growth and repair of multicellular organisms. 2. that specific genes determine the development of a cell. 3. that cellular division and differentiation allow for creation and maintenance of intricate organ systems. 4. that the phenotypes of individuals are determined by specific genotypic sequences. 5. that DNA structure and mitosis are interwoven processes that allow the transmission of genetic information from parent to offspring. 6. that genetic variations arise from four main sources. 7. that probability can explain the variation and distribution of expressed traits in a population. Literacy 8. that clear and coherent communication is achieved through thoughtful research and selective integration of textual evidence. 9. that clear and coherent communication is achieved through thoughtful research and selective integration of textual evidence. 10. how to compare and contrast multiple sources so that they can thoughtfully integrate and cite specific textual evidence. 11. how to compare and contrast multiple sources so that they can thoughtfully integrate and cite specific textual evidence.

Students will be able to... 1a. describe and draw the formation of somatic cells. 1b. explain the function and purpose of somatic cells. 2. compare gene activation and deactivation to a light switch. 2. explain the effect of a cells immediate environment on cell differentiation. 3. use the hierarchy of life as a tool to explain how an organisms complexity is dependent on cellular division and differentiation. 4. predict the protein sequence produced by a strand of DNA based on gene sequence patterns. 4. participate in a mock criminal investigation where they ask questions and record information regarding gene sequence patterns in order to determine the protein combination of the criminal. 5. explain and illustrate the central dogma through the production of a DNA storybook. 6. show that inheritable genetic variations can result from: genetic combinations in gametes, replication errors, crossing over events in meiosis and environmental factors through the design of their genetic disorder Facebook pages. 7. explain the variation and distribution of expressed traits through the use of probability and Punnett squares. Literacy 8. create tangible products that are well- developed and audience appropriate. 9. actively research and sift through authoritative print and digital sources to integrate and cite supporting facts into their debates and public service announcements. 10. accurately cite supporting textual evidence in their debate preparation and their crime scene investigation. 11. compare and contrast different reputable opinions and findings to strengthen their debate preparation.

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Unit Enduring Understanding: All students will understand that specific patterns and processes dictate and allow for a randomized population.

Unit Question: Why are all members of a population genetically distinct?

Stage 2 - Assessment Evidence

Performance Tasks: (Summary in GRASPS form, end of the unit) (Summative) (After) (Of Learning) GOAL: Your task is to predict the probabilities of genetic variation in a specific population. ROLE: National Geographic Research Analyst AUDIENCE: The general public (who do not have a strong science background) SITUATION: World-renowned scientists have just returned from the Congo rainforest with an important announcement: They have discovered a new species! This species is being unofficially named Acomys porcupinous, due to it similarities to the African Spiny Mouse. These scientists have asked YOU to analyze the phenotypic information they have collected for at least 5 traits and determine the probabilities of each. They predict that there are approximately 1000 individuals in the population. You must keep in mind that you are communicating and reporting to the general public. In your report, you will need to provide background information (what is mitosis, meiosis, DNA, differentiation, and inheritance?) as well as explain why populations have variations. PRODUCT: You will create a typed 2 to 3 page article to be released to the public in the next issue. You should include figures, data and pictures. STANDARD: Your article will be scored with a rubric.
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Key Criteria: (Rubrics, etc.)

Story Writing : National Geographic- Special Report

1 0

Teacher Name: Ms. Sciatto

Student Name: ________________________________________ 5 3

CATEGORY Title

Title is creative, sparks Title is related to the interest and is related article and topic. to the article and topic.

Title is present, but does No title. not appear to be related to the article and topic.

Introduction

There is a "grabber" or catchy beginning.

There is a weak "grabber".

A catchy beginning was attempted but was confusing rather than catchy.

No attempt was made to catch the reader's attention in the first paragraph.

Focus on assigned topic

All five traits analyzed are related back to the topic.

3-4 of the traits analyzed 1-2 of the traits are related back to the analyzed are related topic. back to the topic.

None of the traits analyzed are related back to the topic.

Accuracy of Facts

All 5 traits are properly analyzed, showing all work.

3-4 traits are properly analyzed, with all work shown.

1-2 traits are properly analyzed, with all work shown.

None of the traits are properly analyzed. No work is shown.

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Requirements

All of the written requirements were met: 2-3 pages Figures/ data for ALL traits Pictures

Almost all (about 90%) the written requirements were met.

Most (about 75%) of the written requirements were met, but several were not.

Many requirements were not met.

Illustrations

Original illustrations are: Detailed Attractive Colored Creative Relate to the text on the page.

Almost all (about 90%) the illustration requirements were met.

Almost all (about 75%) the illustration requirements were met.

Many requirements were not met.

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RUBRICS FOR B LEVEL ACTIVITES DNA Storybook Include and EXPLAIN the words: ______Transcription (2 points) ______Translation (2 points) ______Replication (2 points) ______DNA (2 points) ______RNA (2 points) ______Protein Synthesis (2 points) ______Amino Acid (2 points) ______Show that A pairs with T and C pairs with G (6 points) ______Explain the difference between DNA and RNA (5 points) ______Have characters and a story line (make it as creative and wacky as you want!) (15 points) ______Have illustrations (8 points) ______Be colored (2 points) Facebook Page Which disease are you assigned? a. Downs Syndrome b. Turners Syndrome c. Tay- Sachs Disease d. Huntingtons Disease Your Facebook profile must include the following: ______ Profile picture: Karyotype (5 points) ______ Friends: Other genetic disorders or people that it affects (5 points) ______ About Me: Symptoms (5 points) ______ Pages: Effects it has on human function (learning disabilities, etc) (5 points) ______ Sources: At least 3 (5 points) ______ Creative/ Neat/ Colored (5 points) ______ Status updates/ Wall posts: Extra credit
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Other Evidence: (Quizzes, Tests, Prompts, Observations, Dialogs, Work samples, etc.)(Before, During)(For learning) Before During After Do Now: (to be done on different days) Do Now: (to be done on different days) For mitosis: Students will create scripts and act out the process of cell division.

-Where in the body do we find -What are the bases of DNA? DNA? What is the function of DNA? -What are the bases of RNA? -What organelle makes protein? -What is the central dogma? -Why do we look the way that we -Differentiate between do? replication, transcription and Brainstorming: What is a pattern? translation. What molecules or Are there patterns in nature? Give organelles are involved in each evidence for your claim. Why do process? How do they all work these patterns exist? together?

For cell differentiation:

Chalk Talk: What caused the Exit Slips: (to be done on different For DNA/ meiosis: pattern? (Have a different pattern days) Students will create or scenario on each sheet of paper) -What are the 5 phases of mitosis? storybooks to explain the Gallery Walk: Multiple true/ false role of DNA structure and -How is meiosis similar to mitosis? statements will be posted around meiosis in transmitting How is it different? Give at least 3 the room regarding patterns, genetic information from examples. inheritance, cell division and DNA. parent to offspring. Students will be asked to walk -How is DNA similar to RNA? How around and mark on a sheet of is it different? Explain. For genetics: paper whether they think that each -What factors are responsible for Students will research statement is true or false. Once genetic variation in a population? genetic disorders and they return to their seats, they will create Facebook pages or a be asked to justify why they think -How is probability related to short research paper that certain statements are false. genetic variation? explains how inheritable Discuss as a class when everyone genetic variations may has completed his or her result from genetic justifications. combinations in haploid sex cells, errors occurring during replication, crossover between homologous chromosomes during meiosis, and environmental factors.
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Students will write or given an oral presentation arguing for (or against) stem cell research. They must use concepts of cellular differentiation in their defense.

K-W-L: Give each student three For the unit: sticky notes, with a different color Students will complete a for each hour. On three wall- size GRASP to predict the sticky notes, write I already probabilities of genetic knew, I knew this but I had variation in a specific forgotten, and I learned. Have population. students fill out a sticky note and place it on each wall- sized note. Students will take an Discuss as a class trends in objective- based test that learning. The following day, gauges their understanding revisit the charts and look at the and affords them practice responses from the other hours as taking a multiple- choice well. This can be done for the test. main ideas of cell division, DNA and inheritance to gauge understanding before moving on. Daily assignments and practice problems: Students will complete daily assignments and practice problems that will be graded to assess understanding. Hand Signals: Thumbs Up/ Thumbs Down will be used throughout the unit to informally assess student understanding. Describe the assessment/s and state the prompt if applicable. X F X S See above for descriptions What type of scoring tools will be used for evaluation? X Analytic rubric Holistic rubric Criterion rubric X Checklist X Answer Key X Other (Participation)

The National Geographic article will be graded with an analytic rubric. All other materials will be graded based on a checklist, answer key or participation in activity.

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Student Self-Assessment and Reflection: Students will have continual opportunities to metacognitively assess their knowledge and understanding of the subject matter. At the end of every class, they will be asked to write down two things that they understand more clearly and two questions that they still need answered. At the beginning of class on the following day, students will engage in a Think- Pair- Share to share their current understandings of the content and discuss further questions that they have. As a class, we will reconvene and discuss important points and questions that still have not been answered. Throughout the unit students will engage in class discussions, activities and projects that allow them to reflect on their current understandings and demonstrate their mastery. After the National Geographic article and the unit test, students will have the opportunity to complete a final journal entry where they reflect on their brainstorming from the beginning of the unit and discuss the content- specific and real world knowledge that they will take away from the unit.
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Stage 3 - Learning Plan Differentiated Instruction (Layers, Tiered, etc.):

C Level (All activities are mandatory; 40 points) 1. Vocabulary dictionary of key terms from the unit. Students must include a definition and a symbol or image for each* (20 points) 2. Do Now log of bell work activities* (10 points) 3. Brainstorming prompts* (10 points) B Level (160 points) (Students must do 1 and need to pick one activity each from the following clusters: 1 & 2; 3 & 4; 6 & 7; 8 & 9; 10 & 11) 1. DNA storybook (50 points) 2. Mitosis Skit (20 points) 3. Mitosis Comic Strip (20 points) 4. Stem Cell research argument (written) (20 points) 5. Stem Cell research presentation (3-5 minute oral presentation) (20 points) 6. Facebook page (with 3 sources) (30 points) 7. Research paper (2 pages with 3 sources) on a genetic disorder. (30 points) 8. Practice problems: Replication, Transcription, Translation (20 points) 9. Design and solve 3 problems involving the central dogma (20 points) 10. Practice problems: Mendelian genetics (20 points) 11. Design and solve one story problem requiring a monohybrid cross and one story problem requiring a dihybrid cross. (20 points) A Level (150 points) (Students must do 1 & 2, and have a choice between 3 & 4) 1. Unit Test* (30 points) 2. GRASP: National Geographic article* (30 points) 3. Research the history, effects and current outlook on cloning. Write a 2 page letter to a congressman explaining your opinions on cloning and what stance you believe the government should take on the issue. (45 points) 4. Research and determine the criminal from a given set of evidence. Write a 2 page response explaining who the criminal is and what evidence you have to make that claim. (45 points)

*denotes mandatory activity

/350 points

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Learning Activities: (consider the WHERE TO elements) W Where are we going? To a deeper understanding of the specific patterns and processes that dictate and allow for a randomized population. Why? Because this empowers us to think critically and engage in intellectual discussion of current genetic engineering endeavors, research of genetic disorders and controversial issues, such as stem cell research. Through education and intellectual discourse now, students will be equipped to be more thoughtful future voters. What is expected? Discussion of the unit goal and structure, performance requirements and evaluative criteria. H I will hook student interest by posing the question Are all members of a giraffe population genetically distinct? Why or why not? Finally, I will hold student interest through different modalities, allowing students to think and express the content in visual and verbal ways. E Students will be equipped to do well on this unit through think- pair- share activities, a variety of lessons and assignments (both visual and written), class discussions, and the final National Geographic article project. R Students will be asked to rethink and revise their work through journaling and peer editing before, during, and after the unit is completed. The National Geographic article is designed to incorporate all aspects of the unit in written form while allow students the freedom to do so in a creative way. E Students will self-evaluate through journaling activities and a reflection activity at the end of the unit. T Learning will be tailored by using the differentiated instruction above. O The unit will be organized so that key concepts build upon one another. See calendar below for day-by- day schedule.

Essential Vocabulary Activation: To make active; cause to function. Cells: A usually microscopic structure containing genetic and cytoplasmic material and enclosed by a semi permeable membrane; the smallest unit of life. Cellular division: The process by which a parent cell divides into two or more daughter cells. Combinations: To bring into or join in a close union or whole; unite. Crossover: The interchange of corresponding chromatid segments of homologous chromosomes with their linked genes. Daughter cell: A cell that forms from cell division. Differentiation: The process by which cells or tissues change from relatively generalized to specialized kinds during development. DNA: Genetic material of a cell comprised of two nucleotide strands. Environment: The aggregate of surrounding things, conditions, or influence. Environmental factors: Any abiotic or biotic influence on living things.
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Error: A deviation of accuracy or correctness. Expressed: To be active the in the production of a protein. Genes: The basic physical unit of heredity. Growth: Size or stage of development. Haploid: A single set of chromosomes. Homologous: Having the same alleles or genes in the same order of arrangement. Identical: Similar or alike in every way. Inactivation: To stop the activity of. Inheritance: The genetic characters transmitted from parent to offspring. Mechanism: The means by which a purpose is accomplished. Meiosis: The process of gamete formation. Mitosis: The process of somatic cell replication. Model: A representation to show the construction or appearance of something. Multicellular: Consisting of more than one cell. Needs: A requirement, necessary duty or obligation. Offspring: A descendant. Organ System: A group of organs that work together for a specific task. Organism: A form of life considered as an entity. Parents: Any organism that produces or generates another. Pattern: A natural or chance marking, configuration, or design. Population: All of the individuals of a specific type of organism living in a given area. Probability: The relative frequency with which an event occurs or is likely to occur. Repair: To mend. Replication: To copy. Sex cells: A spermatozoon or ovum; gamete. Structure: Anything composed of parts arranged together in some way. Tissue: An aggregate of similar cells and cell products forming a definite kind of structural material with a specific function. Traits: A distinguishing characteristic or quality. Variation: Amount, rate, extent, of degree of change.
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Sequencing the Learning Monday Introductory question with journaling Brainstorm activity Chalk Talk Class Discussion Monday Mitosis C Level Activities B Level Activities Exit Slip: Stages of mitosis Tuesday Gallery Walk Justifications Class discussion Wednesday DNA/ Replication C Level Activities B Level Activities Thursday DNA/ Replication Do Now: Bases of DNA C Level Activities B Level Activities Friday DNA/ Replication C Level Activities B Level Activities K-W-L: DNA

Tuesday Mitosis C Level Activities B Level Activities

Wednesday Mitosis C Level Activities B Level Activities K-W-L: Cell division

Thursday Differentiation C Level Activities B Level Activities

Friday Differentiation C Level Activities B Level Activities

Monday Tuesday RNA/ Central Dogma RNA/ Central Dogma Do Now: Bases of C Level Activities RNA B Level Activities C Level Activities B Level Activities Exit Slip: DNA vs. RNA

Wednesday Protein Synthesis Do Now: Central dogma C Level Activities B Level Activities

Thursday Protein Synthesis C Level Activities B Level Activities

Friday Protein Synthesis Do Now: Differentiate Replication, Transcription and Translation (with additional questions, listed above under during) C Level Activities B Level Activities

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Monday Meiosis C Level Activities B Level Activities Exit Slip: Mitosis vs. meiosis

Tuesday Meiosis C Level Activities B Level Activities

Wednesday Thursday Friday Meiosis Genetic Variation Genetic Variation C Level Activities C Level Activities C Level Activities B Level Activities B Level Activities B Level Activities Exit Slip: Causes of genetic variation Homework: A level Homework: A Homework: A level activities (Article + level activities activities (Article + Choice) (Article + Choice) Choice) Wednesday Test Review Thursday Unit Test Homework: A level activities (Article + Choice) Friday Post- Test Reflection A Level activities (2) due

Monday Tuesday Genetic Variation Genetic Variation C Level Activities C Level Activities B Level Activities B Level Activities Exit Slip: probability K-W-L: Genetic and genetic variation variation Homework: A level Homework: A level activities (Article + activities (Article + Choice) Choice)

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