Post on 11-Mar-2016
description
7th
Grade Genetics Introduction
Objective:
Students create Punnett squares to determine the probability of expressed traits of offspring and
analyze how this probability affects real world observable traits.
Materials Needed:
Laptop with internet access (blog or forum set up on school website or learning platform)
Science Explorer Life Science (Prentice Hall, 2005)
The Little Book of Medical Breakthroughs (Craft, 2008)
Blackout activity sheets (attached)
Procedures:
Day 1 Bellwork:
Students log onto http://labcenter.dnalc.org/labs/mendeliangenetics/media/unique.html
Students choose pictures that best depict their personal traits and are able to find out how many
other participants have the same combination of traits. The number of participants is almost
100,000. Students then write about their uniqueness and compare themselves to others in their
group and in the room. This will lead us into our round table discussion based on the following
questions. Why do they have traits that differ from other students and siblings, and how did their
body know which traits to make?
At the end of the conversation, I will read from The Little Book of Medical Breakthroughs about
“Mendel and The Birth of Genetics”. This short passage shares the history of genetics, and the
discovery that traits are passed through generations on chromosomes.
Reading:
Students read pages 110-115 from Science Explorer Life Science while focusing on the
underlying question “Can a short pea plant ever be a hybrid?”.
Discussion:
Students pair share when finished and try to answer the question “Can a short pea plant ever be a
hybrid?” Remind them to support their answer with the information read. Invite children to
discuss their ideas in a large group setting.
Day 2 Bellwork:
A forum is an extension of the learning in the class and gives students a chance to think critically
about real world genetics and debate the predictions of others. Students join the blog or forum
after reading “Blue eyes are increasingly rare in America”. This article can be found online at
http://www.nytimes.com/2006/10/18/world/americas/18iht-web.1018eyes.3199975.html. The
forum question is “If Brown eyes are dominant (B) and blue eyes recessive (b), do you think
there’ll ever be a day when blue eyes completely vanish from the Earth?” Students can be given
a participation grade for joining the forum with a statement of their own belief and commenting
on another students statement.
Reading:
Students open http://www.sumanasinc.com/webcontent/animations/content/mendel/mendel.html.
This lesson explains how probability plays a part in genetics, and how Punnett squares are used
to determine the probability of certain allele combinations occurring. Students are introduced to
useful vocabulary, such as homozygous and heterozygous and examine how these combinations
affect resulting phenotypes. As students read the digital passage about Mendel they are
synthesizing knowledge and applying it interactively to fill out the different Punnett squares and
analyze resulting traits. The animation will only continue when correct answers are inserted.
Blackout Activity: (attached)
The blackout reading takes the learning a step further by connecting it to real world genetic
issues. Students can choose which article to take as their activity sheet, “Horse color genetics in
simple laymen terms: Basics” or “Twins don’t share everything”. First working individually
then partnering to share ideas for blackened words, groups will self check by accessing the
original article (see below). An ending conversation will allow for students to share what they
learned about genetics from the articles. In addition, students will discuss words that were
difficult to figure out. Other students may comment about context clues that helped them
decipher a word or phrase.
http://www.examiner.com/article/horse-color-genetics-simple-laymen-terms-basics
http://www.sciencenewsforkids.org/2012/07/twins-carry-different-flags-on-their-dna-even-from-
birth
Assessment:
Students are informally assessed on the interactive Mendel website, which will not continue
unless correct Punnett squares have been completed. Blackout activities and forums also provide
informal formative assessments. A more formal assessment will be given at the end of the unit
on genetics and, again, during ITBS.
Professional Standards
21st Century Skills:
http://www.p21.org/overview/skills-framework
Students will work on learning and innovation skills through reasoning effectively and
collaborating with others; Students will work on information, media and technology skills as
they apply technology effectively; and Students will work on life and career skills as they
manage their goals and time while working independently, and interact effectively with others.
Iowa Core:
http://www.educateiowa.gov/index.php?option=com_content&view=article&id=2463&Itemid=4
560
Students will understand and apply knowledge of how different organisms pass on their traits
(heredity).
ISTE Standards:
http://www.iste.org/standards/nets-for-students/nets-student-standards-2007
Students will use digital environments to communicate and work collaboratively
(communication and collaboration); Students will apply digital tools to gather and use
information (research and information fluency), Students will practice safe and responsible use
of information and technology and will exhibit a positive attitude toward using technology that
supports collaboration and learning (digital citizenship).
7th
Grade Life Science Benchmarks: (attached)
Students will demonstrate an understanding of reproduction and heredity through understanding
sexual reproduction produces offspring that are genetically different from both mother and
father. Organisms require a set of instructions for specifying traits and these traits are passed
from one generation to another. Students will understand that many individuals from various
cultures have contributed to the traditions of science. Students will develop predictions using
evidence.
School Mission:
http://www.glenwoodschools.org/education/components/scrapbook/default.php?sectiondetailid=
16054&
The mission of the Glenwood Community School District is to develop in all students the
knowledge and competencies required of responsible citizens of a global society. This will be
accomplished by solving problems creatively and resourcefully, working productively, learning
constantly, communicating effectively, acting responsibly, and using technology capably.
Digital collaboration and communication is required in this lesson, along with working
productively and acting responsibly.
“So What” for Students:
This lesson should be appealing to students who need to be actively involved throughout the
lesson. The interactive Mendelian website has short pieces of information followed by self
assessing activities to be completed by the student. The student not only needs to set up the
Punnett squares with alleles, but also needs to interpret which traits the combination would
create. Throughout the lesson there are also questions which should take students to a deeper
level and allow them to apply and defend their new found knowledge in online and classroom
discussions. Reading excerpts are short but meaningful to the students. Also, the forum
provides a chance for students to defend their own prediction about whether or not blue eyes will
one day be extinct.
“So What” for Teacher:
I like the way this lesson is set up because it gets us away from always using the science book as
the reading source. Also, this lesson allows for article choices based on different interests. I can
save this lesson and next year add more articles, and possibly other questions on the forum, to
give students more choices while allowing for success at different academic levels. I’m not sure
if I like the idea of the blackout activity yet until I actually try it in the classroom, but the idea of
ending certain lessons with current articles to read should interest the children in real world
science while developing their reading comprehension skills. Also, this lesson emphasizes the
importance of higher order questioning whether it offers a focus during reading or a topic for
discussion and debate afterward.