Digital Unit Plan Goals, Objectives and Assessments

Unit Title: What do scientists do? Genetics

Name: Amanda Durant

Content Area: Life Science

Grade Level: 7th

Next Generation Science Standards

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. [Clarification
Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.]
MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the
inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable sources
about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy);
and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.]
Common Core Literacy and Mathematic Standards

Common Core Literacy:

RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
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.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table).
WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization,
and analysis of relevant content.
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Mathematics:
6.SP.A.2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and
overall shape.
6.SP.B.4 Summarize numerical data sets in relation to their context
Disciplinary Core Ideas and Essential Questions

LS3.A: Inheritance of Traits

Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each
distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to
genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits.
Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and
therefore genes) inherited.
LS3.B: Variation of Traits
In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare,
mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral
to the organism.
LS4.B: Natural Selection
In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose
desired parental traits determined by genes, which are then passed on to offspring.
Essential Questions:
1) What is the process that scientists go through to design an experiment?
2) What affect do mutations have on the growth and structure of an organism?
3) How do humans have an impact on traits found within different organisms?
4) Is it ethical to genetically modify organisms?
Performance Expectations

1) Students will be able to demonstrate scientific thinking, then apply the concepts to construct a lab to answer a question they want
to investigate
2) Students will be able to develop a model to demonstrate how mutations can affect the structure and function of an organism.
3) Students will examine texts related to humans effects on traits found within organisms.
4) Students will evaluate research to examine the ethical implications of genetic engineering.

Unit Summative Assessments

1) Students will give a short presentation of their conclusions to the rest of the class and turn in their written lab work with a
conclusion.
2) Students will be able to make a model based on their knowledge of DNA and modify it to simulate the effect of mutations.
3) Students will identify how humans impact traits in a population.
4) Students will justify the pros and cons of genetic engineering.
Lesson 1 [Inquiry/Scientific Method]
Performance Expectation: Students

will be able to
demonstrate scientific thinking, then apply the
concepts to construct a lab to answer a question
they want to investigate.

Acceptable Evidence Formative and/or Summative Assessment:

At the end of the lesson students should be able to reflect on what they have learned
and write an effective conclusion to their lab, they will share their results with the
class.

Lesson 2 [Model/DNA]
Performance Expectation: Students

will be able to
develop a model to demonstrate how mutations
can affect the structure and function of an
organism.

Acceptable Evidence Formative and/or Summative Assessment:

As students make and then modify their models they will be able to identify what will
change when mutations occur, they will see the cause and understand the effect.

Lesson 3 [Expository Text/Genetic Engineering]

Performance Expectation: Students

will examine
texts related to humans effects on traits found
within organisms.

Acceptable Evidence Formative and/or Summative Assessment:

Students will be able to identify how humans manipulate organisms in order to have
the desired traits.

Lesson 4 - [Argument/Genetic Engineering]

Performance Expectation: Students

will evaluate
research to examine the ethical implications of
genetic engineering.
Unit Resources:
Inquiry Lesson:

Demonstration
Tin pie pan

Acceptable Evidence Formative and/or Summative Assessment:

Students will be able to justify their opinions about certain types of genetic
modifications to organisms.

Candles
Various beakers
Water
Food Coloring
Lighter
Safety Googles
Stop Watch
KQHL handout
Design Lab
Box for each group with
Tape measure
Various balls (6-8)
Ruler
Tape measure
Stop watch
Exploring scientific method handout
Available in the room to all groups
Wooden ramps
Yard sticks
Tape
Model Lesson:
https://www.youtube.com/watch?v=nHM4UUVHPQM

Document projector
Handouts:
Weekly bell ringer
DNA pieces, each part on different colored paper
Half Helix
Codon Wheel
Mutation Scenario worksheet
Mutation Types with Descriptions
Exit Slip
Expository Text Lesson:
Articles
Close reading handout
Videos
Argument Lesson:
Articles
Videos

handouts
Useful Websites:
Kahn Academy is an excellent resource for educational videos, there are science, math, computer programming and many more subjects. "You can learn anything."
https://www.khanacademy.org/
Bozeman Science was created by a high school science teacher, his videos and information are very helpful for learning science.
http://www.bozemanscience.com/
DNA interactive has many resources that are helpful when learning about genetics
http://www.dnai.org/
Bio Engineering Talk
https://www.youtube.com/watch?v=k2NQ2SFuSN4
Click and Clone Interactive
http://learn.genetics.utah.edu/content/cloning/clickandclone