Inheritance+and+Variation+of+Traits+(NGSS+LS3)

=** Heredity: Inheritance and Variation of Traits **=
 * = ** Stage 1 – Desired Results ** ||
 * = Established Goals ||  ||   ||
 * = ** HS-LS3-1. ** || **Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.** [//Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.//] ||
 * = ** 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.** [Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.] [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.] ||
 * = ** HS-LS3-3. ** || **Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.** [Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.] [//Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.//] ||  ||
 * = Understandings || ====Understandings====

//Students will understand that . . .//

 * DNA and chromosomes are related; and function in the processes of cell division and reproduction
 * The information passed from parents to offspring is coded in DNA molecules, long chains linking just four kinds of smaller molecules, whose precise sequence encodes genetic information.
 * The DNA code is virtually the same for all life forms.
 * As successive generations of an embryo's cells form by division, small differences in their immediate environments cause them to develop slightly differently, by activating or inactivating different parts of the DNA information
 * inherited / genetic variations result from meiosis (genetic recombination), mutation (replication errors), and/or environmentally induced DNA damage (mutagens)
 * genetic inheritance / heritable characteristics can be observed at molecular and whole organism levels--in structure, chemistry, or behavior
 * occurs in predictable patterns; in formed by probability
 * environmental and genetic causes of gene mutation can alter traits through the alteration of gene expression
 * individuals of the same species vary in how they look, function, and behave.
 * heritable characteristics can include details of biochemistry and anatomical features that are ultimately produced in the development of the organism.
 * Genes are segments of DNA molecules. Inserting, deleting, or substituting segments of DNA molecules can alter genes. An altered gene may be passed on to every cell that develops from it. The resulting features may help, harm, or have little or no effect on the offspring's success in its environment.
 * Gene mutations can be caused by such things as radiation and chemicals, although most occur randomly by replication errors. When mutations occur in sex cells, they can be passed on to offspring.
 * New heritable characteristics can result from new combinations of existing genes or from mutations in existing genes in reproductive cells.
 * The degree of kinship between organisms or species can be estimated from the similarity of their DNA sequences, which often closely matches their classification based on anatomical similarities. ||  ||
 * = Essential Questions

|| ====Essential Questions====
 * How are the traits of one generation related to the traits of the previous generation? **
 * How are characteristics of one generation passed to the next? **
 * How can individuals of the same species and even siblings have different characteristics? ** ||  ||
 * = Knowledge || ====//Students should know . . .//====
 * the structure of DNA and proteins
 * how the DNA code is used to make a specific protein in the processes of transcription and translation
 * Cellular structure related to DNA replication and protein synthesis; all cells contain DNA
 * how crossing over and independent assortment occur in meiosis and result in genetic recombination
 * how DNA is replicated and how this is related to the Cell Cycle
 * the diploid nature of alleles and their Mendelian patterns of dispersal in meiosis and sexual reproduction
 * mutations occur as random mistakes in DNA replication and by damage to DNA during replication by environmental factors (UV light and other carcinogens)
 * identify and describe the three kinds of tumors
 * the genetic basis for cancer; mutations in genes associated with Cell Cycle control and genes associated with DNA repair
 * empirical evidence is needed to differentiate between cause and correlation; make claims about specific cause and effect. ||  ||
 * = Scientific and Engineering Practices

|| ====//Students will be skilled at. . .//==== > [|Asking questions and defining problems in 9-12 builds on K-8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.] > > ===[|Analyzing and Interpreting Data]=== > [|Analyzing data in 9-12 builds on K-8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.] > > ===[|Engaging in Argument from Evidence]=== > [|Engaging in argument from evidence in 9-12 builds on K-8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.] ** [|Scale, Proportion, and Quantity] ** ** [|Systems and System Models] **
 * ===[|Asking Questions and Defining Problems]===
 * [|Ask questions that arise from examining models or a theory to clarify relationships. (HS-LS3-1)]
 * [|Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible. (HS-LS3-3)]
 * (No Hardy-Weinberg!)
 * [|Make and defend a claim based on evidence about the natural world that reflects scientific knowledge, and student-generated evidence. (HS-LS3-2)] ||  ||
 * Crosscutting Concepts || ** [|Cause and Effect] **
 * [|Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-LS3-1),(HS-LS3-2)]
 * [|Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). (HS-LS3-3)]
 * [|Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales. (HS-LS1-4)]

 **//Connections to Nature of Science://** **Science is a Human Endeavor** Other Evidence: |||| We have two major Summative Assessments that we use in our course, a Performance Task or project and a Unit Exam. Below are our 2013-2014 Assessments and an evaluation of them using the EQuIP rubric.
 * Technological advances have influenced the progress of science and science has influenced advances in technology. (HS-LS3-3)
 * Science and engineering are influenced by society and society is influenced by science and engineering. (HS-LS3-3) ||  ||
 * = ** Stage 2 – Assessment Evidence ** ||
 * = Performance Tasks and
 * = Performance Tasks and

Unit Exam
Equip Rubric: ||
 * = ** Stage 3 – Learning Plans ** ||
 * = Learning Activities ||
 * = Learning Activities ||