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STANDARDS

NGSS Disciplinary Core Ideas

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.

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.

Crosscutting Concepts:

• Cause and effect

Science and Engineering Practices:

• Analyzing and Interpreting Data
• Constructing explanations and designing solutions
• Using models

These standards include material adapted from NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

REQUIRED KNOWLEDGE AND EXTENSIONS

PRIOR KNOWLEDGE

Prior knowledge is based off the standards that students would have encountered previously in elementary and middle school grades that would be necessary for better understanding of this project and content. 

1-LS3-1: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
3-LS3-1: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. 
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. 
MS-LS3-2: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

These standards include material adapted from NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

PLACEMENT

BEFORE

Students should have an understanding of basic genetic vocabulary such as phenotype, genotype, dominant and recessive.  Students should be able to differentiate between mitosis and meiosis, the process needed for fertilization. 

 Learning goals for the Cornerstone:

Students will understand that:

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 expressed by the cell may be regulated in different ways.

Not all DNA codes for a protein; some segments are involved in regulatory or structural functions, and some have no as-yet known function.

In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis, thereby creating new genetic combinations and thus more genetic variation.

DNA replication is highly regulated and remarkably accurate; however, errors to occur and result in mutations, which is another source of genetic variation.

Environmental factors can also cause mutations.

Viable mutations are inherited.

AFTER

 Students will generate a model for the process of meiosis and use the data generated from their model to construct a possible explanation for their observations.  They will communicate their explanations in written form through the analysis section of the lab.  Students will then transfer this knowledge of inheritance to human traits and determine whether pre-selected traits are recessive, dominant or not genetic. 

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PLANNING

PLANNING

To plan for this Cornerstone, read the summary, consult the rubrics and lesson plans, and utilize student work provided

INSTRUCTIONAL APPROACH

KEY CONCEPTS TO BE DEVELOPED

Some believe that traits that can be developed over time can be passed on to offspring even when they are not genetically based. Students need to understand that new traits are a product of mutation and are passed down through parents to their offspring.

PEDAGOGICAL CONSIDERATIONS

During the lab activity students should be in pairs (or trios if needed). Students will have a chance to do multiple different activities in this lesson (Teach 4) to allow them different ways to interact with the content material.

BACKGROUND INFORMATION

Teachers should enter this Cornerstone with command of the subject material, specifically the information related to the unit at hand.