Digital Unit Plan Goals, Objectives and Assessments

Unit Title: Genetics

Name: Tran, Sarena

Content Area: Biology

Grade Level: 9-10

Next Generation Science Standards

The standard associated with this unit of learning is: HS-LS3 Heredity: Inheritance and Variation of Traits.
The performance expectations associated with this unit of learning are:
HS-LS3-1. Ask questions to clarify the relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from
parents to offspring.
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2)
viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
The disciplinary core ideas that are associated with this unit of learning are:
LS1.A: Structure and Function All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for
the formation of proteins. [HS-LS3-1, secondary]
LS3.A: Inheritance of Traits Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The
instructions for forming species characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be
regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known
function. [HS-LS3-1, primary]
LS3.B: Variation of Traits In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic
combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are
also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. [HS-LS3-2] Environmental factors also affect
expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic
and environmental factors. [HS-LS3-2] [HS-LS3-3]
Common Core Literacy and Mathematic Standards
The Common Core ELA/Literacy standards associated with this unit of learning are:
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or
inconsistencies in the account. [HS-LS3-1] [HS-LS3-2]
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept,
resolving conflicting information when possible. [HS-LS3-1]
WHST.9-12.1.a-e Write arguments focused on discipline-specific content. [HS-LS3-2]
The Common Core Math standards associated with this unit of learning is:
MP.2 Reason abstractly and quantitatively. [HS-LS3-2] [HS-LS3-3]
Disciplinary Core Ideas and Essential Questions
DCI #1 DNA, which contains genes, provide the essential genetic information to guide the production of proteins. [DCI #1: Epistemic Practice for Modeling]
Essential Question #1 How does genetic information in the form of DNA molecules instruct the production of proteins?

DCI #2 Even though DNA is made up of the same biomolecules and material in every living organism, the distinctions made between species arise from the differences in
sequences and expression of genes. [DCI #2: Epistemic Practice for Argumentation]
Essential Question #2 If all living things are made of the same material, what makes each of us unique?
DCI #3 There are primarily three ways in which genetic variation can arise: (1) crossing over, which occurs during meiosis, (2) errors in DNA replication causing mutations,
and (3) environmental factors that also cause mutations. [DCI #3: Epistemic Practice for Negotiation of Text, Epistemic Practice for Inquiry]
Essential Question #3 What are some ways in which genetic variation could occur?
DCI#4 Since environmental factors can affect expression of traits, the probability that a certain trait is inherited can be mathematically predicted and modeled. [DCI #4:
Epistemic Practice for Modeling, Epistemic Practice for Inquiry]
Essential Question #4 How can we mathematically predict the expression of traits?
Performance Expectations
HS-LS3-1. Ask questions to clarify the relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to
offspring.
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors
occurring during replication, and/or (3) mutations caused by environmental factors.
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
Unit Summative Assessments
Summative Assessment #1 [DCI #1] Students will take a pen and paper exam that will require them to incorporate vocabulary to identify the different parts of protein
synthesis and then construct a polypeptide chain from a given DNA template.
Summative Assessment #2 [DCI #2] Students will engage in an oral debate on the ethics of gene therapy. Students will also submit written arguments. The instructor will
assign students to defend a particular position and prior to their official assessment, students will conduct research to form their arguments.
Summative Assessment #3 [DCI #3] Students will be divided up into different groups and each group will read a scientific article about one of the three ways in which
genetic variation arises. As a part of their summative assessment, each group of student will put together a presentation to teach the rest of the class about how genetic
variation occurs through (1) crossing over, (2) errors in replication, or (3) environmental factors.
Summative Assessment #4 [DCI #4] Students will engage in a discovery lab in which they will all represent an organism with specific traits. As a part of the lab each
individual organism is required to mate with another organism and produce offspring. The students will partner up and mate their organisms to determine the probability
that their offspring will inherit each trait. They will then complete a lab conclusion in which they must address the limitations of their Punnett square models.
Lesson 1 Protein Synthesis: The Central Dogma of Molecular Biology
Performance Expectation:
1. Students will be construct a polypeptide chain from a
given strand of template DNA by understanding the steps of
protein synthesis.

Acceptable Evidence Formative and/or Summative Assessment:

1. [Formative] Students construct polypeptide chains on worksheets in which a DNA template is given.
2. [Summative] Students can identify the different parts of the central dogma and with this knowledge they
can transcribe a strand of DNA template to a strand of mRNA and then translate the strand of mRNA to a
polypeptide chain.

Lesson 2 An Introduction to Genes

Performance Expectation:
1. Students will be able to discuss how different genes code
for different proteins and the different proteins are
characteristically unique for each species.
Lesson 3 The Ethics of Gene Therapy

Acceptable Evidence Formative and/or Summative Assessment:

1. [Formative] Students connect the process of protein synthesis to the specific coding by a gene by a thinkwrite-pair-share.
2. [Formative] Students accurately identify the difference in genetic sequences as the difference between
varying species through an exit ticket.

Performance Expectation:
1. Students will be able to analyze the benefits and
drawbacks of gene therapy.
2. Students will be able to argue and defend a claim on
whether gene therapy is an ethical practice.
Lesson 4 Genetic Variation: Crossing Over and Mutations

Acceptable Evidence Formative and/or Summative Assessment:

1. [Formative] Students engage in individual research to determine the benefits and drawbacks of gene
therapy.
2. [Summative] Students construct a individual written and a group verbal argument defending or arguing
against the ethical practice of using gene therapy.

Performance Expectation:
1. Students will be able to differentiate between different
modes that produce genetic variations.
2. Students will be able to compare and contrast the effects
of crossing over and genetic mutations on genetic variation.

Acceptable Evidence Formative and/or Summative Assessment:

1. [Formative] Students engage in guided reading of primary texts that discuss how (1) crossing over, (2)
errors in replication, and (3) environmental factors lead to genetic variations.
2. [Summative] Students give a group oral presentation on how genetic variation can arise from (1) crossing
over, (2) errors in replication, or (3) environmental factors. Other students who are not presenting will
engage in verbal discussion about the effects on genetic variation generated by one of those three modes.

Lesson 5 Mendelian Inheritance and Punnett Squares

Performance Expectation:
1. Students will be able to calculate the probability that a
trait will be inherited by an offspring using Punnett squares.
2. Students will be able to evaluate the strengths and
limitations of using Punnett squares to model inheritance.

Acceptable Evidence Formative and/or Summative Assessment:

1. [Formative] Students demonstrate their knowledge of forming genetic crosses by completing a worksheet
on Punnett squares.
2. [Formative] Students conduct a discovery lab in which they mate their organism with the organism of a
fellow classmate. They will then use a Punnett square to perform a genetic cross on all the traits of their
organisms.
3. [Summative] Students discuss their results of their crosses in a written conclusion. Within the written
conclusion, students will also discuss the strengths and limitations of using Punnett squares to model
inheritance.

Unit Resources:
1. Glencoes Biology: The Dynamics of Life (1998). Biggs, Kapicka, Lundgren.
2. Irvine High School First Semester Biology Lab Manual

Useful Websites:
1. Google Scholar This is used primarily for the research to be conducted for the epistemic practices for argumentation and negotiation of texts.
2. Genetics Discovery Lab The Monster Genetics Lab on this website inspired the lab that is to be used in lesson 5.