Inquiry Question: What makes us

Physically unique individuals?

Subject: Science and Physical

Education

Year level: 10

Duration of unit: 3 Weeks 12

Lessons

Identify curriculum
Learning Intentions

Key Concepts

Knowledge

Skills

Common Misconceptions

Genetics

Genetics

Genetics

Genetics

Mendels Law of Independent

Assortment and Segregation

Punnett Square diagrams predict

the
potential
combinations
possible
of
genotypes
of
inheriting particular traits.

Differentiate between Meiosis

and
Mitosis
investigated
scientifically and from data
collected from observations

One gene is responsible for all

traits

Meiosis
and
Mitosis
are
processes of Cell division that
contribute to genetic variation
and
heredity
information
contained in genes

Predict and determine Genotypic

and Phenotypic ratios using
Punnet square formulation and
terminology

Understanding Cell Division as

concepts of Meiosis and Mitosis
Phenotypic expression
influenced by environmental
surroundings
Energy
Food is the major source of
energy for humans.
Energy imbalances are the
reasoning for many health
issues.
Excerisise
Exercise is one way how humans
expend energy

Diet, Exercise, Alcohol and

Smoking influence Phenotypic
changes
Energy
Food provides our bodies with
the energy for daily functioning.
Energy imbalances can explain
how people are overweight and
underweight.
Food is the energy source that
humans consume.
Excerisise
There are different classes of
energy expenditure.

Identify
Inheritance
Patterns
using scientific knowledge that
are consistent with evidence
Determine
the
effect
environmental
influences
genotype and its effect
phenotype

of
on
on

Energy
Apply knowledge of food sources
and categorize a selection of
food into their food groups.
Create energy imbalances from
given sets of information.
Understand through research the
different health implications of
energy imbalances.

Alleles and Genes are the same

Meiosis and Mitosis result in the
same final cell number during
cell Division
Mutations are harmful
Energy & Exercise
If I skip breakfast I will lose
weight
If I play sports I can eat
McDonalds for dinner and still
lose weight
All obese people will have a
heart attack
Im not fat, Im just big boned

People enjoy different types of

exercise.
People take part in exercise for a
variety of reasons.

Exercise
Understand
through
collaboration
why
people
exercise and what types of
exercise people undertake.
Investigate different forms of
exercise through participation
and discovery.

Teaching and Learning Activities

Lesson focus

Learning intentions

Learning activities

Assessment

Genetic traits bingo students will be

provided a work sheet with various traits
from various ethnicities. As a class,
students will be given time to identify
whether they have these traits, calling out
bingo when these traits correspond to the
characteristic. Students results will then
be collated with the most common traits
identified and discussed.

Students ability to identify differences

in traits among individuals thru a group
quiz/bingo.
Outline
where
these
differences exit and for what/what it
leads to (genetic variation).

Introduce key terms related to

Genetics

Worksheet
that
asks
students
to
differentiate between key terms and
answer questions related to key terms

Ability to effectively identify what the

question is asking and devise an
appropriate and relevant answer

Introduce Mitosis and Meiosis

as components of Cells division

Mitosis Jig Saw Puzzle: Students will be

provided (in groups) a set of cards that

Mitosis Jig Saw Puzzle: Students ability

to correctly identify terms with its

Lesson 1
Practical
Introduction to
people
looking
different
activity its ok to be different

Introduction to Genetics
Defining
genetics
and
explaining
that
we
all
individually have our own
genetic makeup made up of
DNA and nucleic acid (genetic
code)

Lesson 2
Introduce KEY terms DNA,
Chromosome, phenotype,
genotype
Lesson 3

Explain the purpose of Mitosis

and Meiosis
Explain how Mitosis is different
from Meiosis
Describe how resulting cells
differ from original cell in both
processes
Mitosis and Meiosis

Illustrate each stage of Mitosis

and Meiosis aiming to identify
similarities
and
differences
between these phases
What happens when these
phases are disrupted and how
this comes about

include the stage and a brief description of

each stage of Mitosis. Students must
annotate the diagrams, and group the
accurate
description
with
the
corresponding diagram, description and
term.
Meiosis Simulation: Students will be in the
art room- students will paired up and
provided a stage of meiosis. Using the art
supplies provided in the Art Room,
students must collect all the relevant
resources appropriate to their assigned
stage (interphase, metaphase, anaphase,
and telophase) specific to either Meiosis 1
or Meiosis 2. Each student will work at
specific station with their assigned art
supplies and construct the stage in their
pair. Students will be able to walk around
to every working bench and view the
stages that have been completed by the
students.

corresponding descriptions and create

accurate representations (models) of
each phase on the bulletin board.
Meiosis Simulation: Students ability to
accurately collect a series of materials
to simulate the corresponding stage of
meiosis. Students ability to work in pairs
to discuss how to create the stage and
reflect its processes.

Lesson 4 -

Punnett Squares

Introduce Mendels Laws of

Independent Assortment and
Segregation
Illustrate
the
inheritance patterns

different

Introduce Punnett square as a

tool to determine Inheritance
patterns
Outline the procedure and
relevant
terminology
for
completing a Punnett square
Differentiate
Monohybrid and
cross

Between
Dihybrid

Predict
Phenotypic
and
Genotypic
ratios
for
monohybrid crosses based on

Flip Lesson Incorporation of ICT tool

Office Mix and Online Quiz
Students watch a Pre- recorded video on
Punnet squares outlining the three
different inheritance patterns (Complete,
CoDominance
and
Incomplete
Dominance) prior to lesson. Inheritance
patterns will draw on ethical variations to
demonstrates heredity variation.
During Class these terms will be revised
whereby students will be provided with
different case studies, to which they must
identify the type of inheritance pattern
presented. They must complete relevant
Punnett squares and determine the
genotypic, phenotypic outcomes and ratio
http://glencoe.mheducation.com/sites/007
8778066/

Ability to correctly complete a Punnett

square and identify its appropriate
pattern of inheritance

Punnet square

student_view0/chapter5/math_practice.ht
ml

Lesson 5
Explain the difference between
Genotype and Phenotype and
its relationship
Factors that Influence
Phenotypic expression

Identify the factors (human

influence) that influence our
phenotype such as Diet and
Exercise,
catagerorised
as
Environmental Factors, things
in an organism's surroundings
or lifestyle that can influence it
in various ways.

Get students to research the various

factors that influence gene expression
such as Phenotype. These will include diet,
excerisise, level of care socioeconomic
status, exposure to cigarettes smoke and
other pollutants (drugs, alcohol)

Create a poster of their allocated factor

i.e. diet, identifying how our diet
influences our phenotype. Students to
present their findings to the front of the
class. Groups creation of poster and
ability to present these ideas to the
class will determine understanding of
the
potential
consequences
these
factors have on the phenotype.

Students will be provided with cut outs

and real samples of different foods. This
lesson will take place in the kitchen
whereby students group food images and
real food samples into the various nutrient
categories (Carbohydrate, Protein and
Fat). Among these cut outs will also be
various descriptions that relate to these
food groups, protein, carbohydrate and
fat. Students must group the images into
the correct food group (high in protein, fat
or
carbohydrate
and
corresponding
descriptions role of that food source, how
it helps the body, consequences of
excessive intake or insufficient intake.
Students must do relevant research to be
able to effectively group all foods into
their appropriate categories and its
relevant descriptions.

Poster creation of their macronutrient

with appropriate images and real
samples of food descriptions to its
correct correspondence.

Lesson 6
Define energy
List and explain the different
forms of energy and its uses

What is energy Food is our

main source of energy
energy equation

Explain that nutrition (food) is

the main form of energy for
humans obtained from sources
such as carbohydrate, protein
and fat
Introduce Energy Equation to
determine
required
daily
energy needs for optimal
bodily functioning

Students will take pictures of their final

food assortment and print these images
out to add to their poster creation
Lesson 7 & Lesson 8

Define energy imbalances.

Explain the health implications
of having energy imbalances.
Energy Imbalances and health
implications.

Understand
the
difference
between
overweight
and
obesity.
Understand
the
difference
between
underweight
and
anorexia.
Explore
a
single
health
implication and create a sound
understanding of it.

Students will be split into groups of 4 to

each research the different outcomes of
energy imbalances. One person from each
group will individually research either
underweight,
overweight,
obese
or
anorexia. They will need to research the
health impacts, what that person looks
like, what weight that person is, etc. Upon
finding out all possible health impacts,
students should further research one
single health implication (eg. Diabetes
type 2) and create another facts
sheet/poster. They should then swap
research and each present a different
persons findings back to their group.

Create an A4 fact sheet/poster on either

underweight, overweight, obesity or
anorexia. This should include health
implications, what a persons weight
may be and what they may look like.

Brainstorm on the board all of the different

types of exercise/activity the students can
think of. Then go through each and class
as low, moderate or vigorous intensity. On
the other half of the board brainstorm all
of the reasons that students can think of
as to why people exercise. Then go
outside to run a practical session set up as
a circuit allowing for students to try all
three intensities.

Students ability to take part in the

brainstorming activity and mention
different exercises/activities they know.

For this lesson everyone will need access

to a laptop or iPad/tablet. To start the
lesson, use Padlet to create a class
database of how they can make healthier
choices. Afterwards they are to play The
incredible adventure of food detective
game
http://www.primarygames.com/science/nut
rition/ games/amazingfooddetective/

Students ability to take part in the

creating of the class database on Padlet.

Create a separate A4 fact sheet/ poster

on one of the health implications of the
previous poster.

Lesson 9

Exercise/ Physical Activity

What is classed as
exercise/activity?
What is classed as low,
moderate and vigorous
exercise/activity?
Why do people exercise?

Students ability to take part in the

practical component of the lesson and
have fun.

Lesson 10
What is a healthy lifestyle?
Explore how we can make
healthier choices in our lives.
Making healthy lifestyle
choices

Reinforce prior knowledge

cover though out the unit.

The lesson will finish off with a Kahoot quiz

covering various aspects from the unit.

Student will be quizzed on the

knowledge they have gained over the
unit through the Kahoot website.

Lesson 11 & Lesson 12

To put inforce prior learning
and put it into practice by
applying it to a case study.
Case Study

Students are presented with a case

study/picture. In pairs students must try to
determine the genetic makeup of the case
including genotype/phenotype, punnet
square and also determining their life style
factors (diet/ exercises)

Final overall assessment of the unit will

be their case study information that
they have come up with. This should be
presented either in a written format or
as part of a poster.

The pictures that will be handed out will

be clip art images, showing various body
shapes, sizes, genders, races etc.
They will be given two lessons to work on
their cases and will hand them in as part
of their overall assessment.

Assessment
Prior Knowledge
-

Prompting Questions
Class quizzes
Class discussions
Exit Cards

Formative Assessment
-

Worksheet questions
Contributions to Practical components
Verbal questions and discussions
Prompting questions
Posters

Summative Assessment
Case Study Week 3 Lesson 11 and Lesson
12
Students will be provided with various case
studies, which address concepts of Genetics,
Diet and Excerisise. Students must identify
the genotypic and phenotypic makeup of the
case presented and further identify lifestyle
factors (diet and exercise) related to their
case
This will be a project (case study) completed
in pairs across a double period class.

Linking the unit to the curriculum

The presenting unit guide draws on the following learning standards to meet the learning needs of year 10 students. These
standards are addressed throughout the lessons, through creative ad critical thinking, the use of technology, literacy and
numeracy to understand What makes us physically unique individuals, enhancing students knowledge of genetics, hereditary
and probability through science, mathematics, health and physical education. The unit integrates multicultural understanding
and uniqueness through investigating and analyzing the different genetic traits across the various ethnicities.
Health and Physical Education
Evaluate health information from a range of sources and apply to health decisions and situations (VCHPEP148)
Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities (VCHPEP149)
Evaluate factors that shape identities, and analyse how individuals impact the identities of others (VCHPEP142)

Science
The transmission of heritable characteristics from one generation to the next involves DNA and genes (VCSSU119)
Planning and conducting
Select and use appropriate equipment and technologies to systematically collect and record accurate and reliable data, and use repeat trials to improve
accuracy, precision and reliability (VCSIS136)
Construct and use a range of representations, including graphs, keys, models and formulas, to record and summarise data from students own
investigations and secondary sources, to represent qualitative and quantitative patterns or relationships, and distinguish between discrete and
continuous data (VCSIS137)
Analyse patterns and trends in data, including describing relationships between variables, identifying inconsistencies in data and sources of uncertainty,
and drawing conclusions that are consistent with evidence (VCSIS138)
Use knowledge of scientific concepts to evaluate investigation conclusions, including assessing the approaches used to solve problems, critically
analysing the validity of information obtained from primary and secondary sources, suggesting possible alternative explanations and describing specific
ways to improve the quality of data (VCSIS139)

Mathematics
Chance
Describe the results of two- and three-step chance experiments, both with and without replacements, assign probabilities to outcomes and determine
probabilities of events. Investigate the concept of independence (VCMSP347)
Use the language of if ....then, given, of, knowing that to investigate conditional statements and identify common mistakes in interpreting such
language (VCMSP348)

Visual Arts
Visual Arts Practices

Select and manipulate materials, techniques, and technologies and processes in a range of art forms to express ideas, concepts and themes
(VCAVAV042)
Conceptualize, plan and design art works that express ideas, concepts and artistic intentions (VCAVAV043)

Present and Perform

Create, present, analyze and evaluate displays of artwork considering how ideas can be conveyed to an audience (VCAVAP044)

Respond and Interpret

Analyze and interpret artworks to explore the different forms of expression, intentions and viewpoints of artists and how they are viewed by audiences
(VCAVAR045)

Learning Areas
Science
Health and Physical Education
Art
Mathematics

Detailed analysis of Capabilities

Creative and Critical Thinking - Students consider phenomena, think critically and evaluate ideas presented by solving genetic test cross
problems. They apply their understanding of Punnett Squares and rely on sources of conceptual information presented in screen casts,
videos, powerpoints and articles to answer case studies, complete collaborative research tasks, present and explain conclusions. Students
consider the role of energy balance including imbalances and their contribution health implications, understanding the effects on the body
and how we can improve these to enhance quality of life.
Literacy and Numeracy - Students listen to, view, pause, rewind, fast forward and read flipped resources prior to the lesson, in the
classroom and in their own time whilst speaking, writing and creating text in class, modifying language for different purposes in a range of
contexts. In this manner, they link information through the use of visuals and materials to give explanations, outlined on the worksheets
and through the simulation of processes, using physical material additionally to express ideas of the concepts covered in the unit.
Collection and representation of dividing cells and there corresponding chromosomal numbers builds on the role of mathematics for the

representations and interpretation of cell division. Identifying probability of genetic traits and its transmission in generations through
genetic grosses, Punnett squares and pedigree charts. Equations for the determination of energy balances and identifying the
corresponding values to meet energy requirements.
Information and Communication Technology - Students utilize Office Mix and Online YouTube videos both inside the classroom and outside
of the classroom to listen to and watch the concept of Punnett squares, Cell Division, Dominance and Modes of Inheritance providing
opportunity for students to have access to information prior to the lesson allowing them to come to class prepared, including enhance
understanding of the concepts in the lesson, communicating science ideas and information of the concept. Office Mix will allow for the
creation of quizzes to provide scope for students to assess there understanding and address areas for improvement, stimulating students
to be active learners in the process. The use of KAHOOT to determine student understanding of the various aspects of the unit. The use of
Padlet will provide opportunity to create data bases about healthy choices, consolidated through the use of an interactive online game
called the incredible adventure of the food detective.
Cross Curriculum Priorities
Asia and Australias Involvement with Asia
The Unit acknowledges the cross curriculum area of Asia and Australias involvement, aiming to identify the various characteristics,
phenotypic and genotypic within the regions of Asia. They explore genotypic and phenotypic differences through multimodal and
interactive mediums, determining the probability for the inheritance of these traits with the completion of Punnett squares and pedigrees
and why these differ for different regions, dependent upon lifestyle factors. Students explore cultural diversity through visual analysis,
cultural movement, interactives to understand the Asian lifestyle.
Aboriginal and Torres Strait Islander
This unit acknowledges the cross curriculum area of Aboriginal and Torres Strait Islander, aiming to introduce the students to a popular
activity as well as develop an understanding of why people participate in this activity and what enjoyment they get from it.