Heredity and Adaptation. Crazy Traits. Real Investigations in Science and Engineering

Transcription

1 Heredity and Adaptation Real Investigations in Science and Engineering

2 A1 A2 A3 A4 A5 Overview Chart for Investigations Investigation Key Question Summary Learning Goals Vocabulary Dominant and Recessive Traits Pages 1-6 Other Patterns of Inheritance Pages 7-12 Pages Predicting Traits Pages Adaptations Pages What are dominant and recessive traits? What are some exceptions to the basic model of inheritance? What role does probability play in heredity? How can you predict genotypes and phenotypes? How do adaptations help an organism survive in its environment? Students discover that some traits typically have two forms a dominant form and a recessive form. The students look at a sample population of Crazy Creature faces and count how many individuals have each form of the facial traits. Students use this data to hypothesize which form of each trait is dominant and which is recessive. Students look at some Crazy Creature data about traits that do not follow the basic rules for dominance. Students make predictions about skin and eye color from what they already understand about how traits are passed on. Then, students color data sheets for these traits and count the creatures with each form to learn about incomplete dominance and codominance. Students learn how probability affects an organism s genetic makeup. Students flip coins to determine which alleles a Crazy Creature offspring will inherit from its parents. Students build the creature and compare their creation to their classmates. They discover how genetically diverse the population can be even with just 14 traits. Students look at Punnett squares to determine the most probable phenotype for each trait of the offspring. Students then flip coins to see what genotypes and phenotypes the offspring will actually have. This shows students that even though Punnett squares can be used to predict the outcome, chance still plays a huge role in genetics. Students are challenged to think about how an organism is suited for its environment. The class rolls a die to determine habitats. Then students choose traits that will be advantageous for survival. Finally, students play the game of Adaptation Survivor to explore the connection between adaptations and changes in the environment. Explain that there is a dominant and recessive allele for many genes. Discuss why traits can skip generations. Observe that the dominant allele is not necessarily the most common allele in a given population. Develop and use models to predict the inheritance of traits. Predict phenotypes that are the result of incomplete dominance. Model how the alleles an organism receives are determined by which of its parents alleles are passed on. Identify the role probability plays in determining an organism s genetic makeup. Relate that an organism s genotype determines its phenotype. Read and interpret Punnett squares. Use Punnett squares to determine the most probable genotype and phenotype for a given cross. Compare predictions to actual results and model how probability influences heredity. Describe what is meant by the term adaptation. Distinguish between physical and behavioral adaptations. Understand how certain adaptations are favorable in given habitats and in particular scenarios. allele dominant allele gene recessive allele trait codominance complete dominance incomplete dominance phenotype genotype heterozygous homozygous phenotype probability Punnett square adaptation extinction xvi

3 A6 A7 Overview Chart for Investigations Investigation Key Question Summary Learning Goals Vocabulary Changing Environments Pages Engineering Crazy Creatures Pages How do changes in the environment influence adaptations? How do breeders engineer organisms suited for a specific purpose? Students further explore the concept that an organisms adaptations are specially designed for its particular habitat. Students use the Crazy Creature that they created in Investigation A-6. The class rolls for a new environment. Then, students describe how the changing environment will affect their creature. Students explore the concept of artificial selection, also called selective breeding. They design a creature to perform a specific agricultural task. Then, they model how breeders select traits over generations until they achieve the desired result. Explain, using examples, that organisms are specially adapted for their environment. Develop an appreciation for the conservation of the world s disappearing habitats. Model how humans influence the inherited traits in some organisms. Describe how technology has changed the process of genetic modification and enhancement. Compare and contrast the processes of natural and artificial selection. adaptation genetic variation habitat DNA genetic engineering selective breeding (also known as artificial selection) B1 A Basic Model for Inheritance Pages How can you identify dominant and recessive forms of a trait? Students discover that most traits typically have two forms a dominant form and a recessive form. The students look at a sample population of Crazy Creature faces and count how many individuals have each form of the facial traits. Students learn to calculate the gene frequency by creating a ratio and use this data to hypothesize which form of each trait is dominant and which is recessive. Students look at some Crazy Creature data about traits that do not follow the basic rules for dominance. Students make predictions about skin and eye color from what they already understand about how traits are passed on. Then, students color data sheets for these traits and count the creatures with each form to learn about incomplete dominance and codominance. Discover that there are dominant and recessive forms for many traits. Calculate gene frequency in a population. Model how traits can skip generations. allele dominant allele gene genetics heredity recessive allele trait B2 Other Patterns of Inheritance Pages What are some exceptions to the basic model of inheritance? Recognize that not all traits are the result of complete dominance. Explain that in codominance, both forms of a trait are expressed at once. Explain that in incomplete dominance, both forms of the trait blend to form a new trait. codominance complete dominance incomplete dominance phenotype Getting Started with xvii

4 B3 Overview Chart for Investigations Investigation Key Question Summary Learning Goals Vocabulary Inheritance and Probability Pages What role does probability play in inheritance? Students flip coins to determine which alleles a Crazy Creature offspring will inherit from its parents. They learn how an organism s genotype determines its phenotype. Students build the creature that they flip for and compare their creation to their classmates. This shows students how genetically diverse the organisms can be even with just 14 traits. Model how traits are passed on from parents to offspring. Model the role of probability in the process of heredity. Relate that an organism s genotype determines its phenotype. asexual reproduction gametes genotype heterozygous homozygous phenotype probability sexual reproduction B4 Punnett Squares Pages How are Punnett squares used to make predictions about inheritance? Students learn how to use Punnett squares to predict the most likely traits of the offspring of the creatures they built. Two groups work together and mate the Crazy Creatures that they flipped for in the previous investigation. Students create Punnett squares to determine the most probable phenotype for each trait of the offspring. Students learn about pedigrees by studying a sample. Then, students are challenged to create their own pedigree about a genetic disorder in Crazy Creatures called night blindness. Students flip coins to determine what alleles are passed on from generation to generation. Students draw and color the pedigree as they flip for traits. Students are challenged to think about how an organism is adapted to its environment. The class rolls a die to determine their habitat. They also play a game of Adaptation Survivor in which points are awarded or deducted for having or not having a particular trait in a given scenario. The game continues until all the creatures are extinct except one the winner! Students model the process of natural selection using common materials to represent different populations of Crazy Creatures. They deduce that individuals with favorable adaptations survive to pass their alleles on to offspring. Create Punnett squares to determine the most probable genotype and phenotype for a given cross. Make predictions with Punnett squares and test predictions. Calculate the probability of inheriting a certain genotype and phenotype. Punnett square B5 Pedigrees and Genetic Disorders Pages How can a pedigree be used to trace a genetic disorder over generations? Create a pedigree chart using genetic information. Use the proper terminology when discussing genetics. Model how genetic disorders are passed down through generations. carrier genetic disorder mutation pedigree B6 Crazy Adaptations Pages How does the environment influence traits? Describe how an organism is adapted to its environment. Identify favorable and unfavorable adaptations. Explain that organisms change slowly over millions of years as the environment changes. adaptation extinction B7 Natural Selection Pages How does the environment influence traits? Construct an explanation, based on evidence, for how natural selection leads to adaptations in a population. Appreciate the importance of genetic variation in a population of organisms. genetic variation species xviii

5 B8 C1 C2 Overview Chart for Investigations Investigation Key Question Summary Learning Goals Vocabulary Speciation Pages Biodiversity and Human Impact Pages Sex-Linked Traits Pages The Hardy Weinberg Principle Pages How does a new species evolve? How do human activities influence biodiversity? What are sex-linked traits and how are they passed on to offspring? How can the frequency of alleles and genotypes in a population be calculated? Students study ten ancestors of present day Crazy Creatures, looking for similarities and differences. Students will then be challenged to create a cladogram showing the ary history of these organisms. Students will be asked to think about what environmental conditions may have led to the adaptations in the organisms over time. Students conduct research on an endangered or threatened species. They design a proposal to protect the species from extinction. The product will be either an electronic presentation or website, a brochure, or an exhibit about the species they chose. Students learn about sex-linked traits. Students are given information about the parent generation in a family that suffers from night-blindness, a sex-linked disorder carried on the X chromosome. Students flip coins to see what possible genotypes and phenotypes their offspring could have. Finally, students use the information to create a pedigree about this family. Students learn about the Hardy Weinberg Principle, which can be used to calculate allele and genotype frequency in a population. Students draw cards and simulate mating by trading cards with other students. Students calculate the gene frequency over five generations to see how the population shifts. Recognize similarities and differences among related organisms. Draw a cladogram that shows relationships among organisms. Hypothesize about what environmental conditions may have led to different adaptations. Develop a theory about how a new species forms. Use the engineering cycle to solve a problem. Plan and evaluate a solution to a problem in the community. Explain why biodiversity is important to an ecosystem. Explain that some traits are carried on the sex chromosomes. Show how sex-linked traits are passed on from parent to offspring. Draw pedigrees when given genotypes and phenotypes. Apply the Hardy-Weinberg principle to a simulation. Describe what conditions must be met in order to reach Hardy Weinberg equilibrium. Model a shift in allele and genotype frequencies over generations. ancestor cladogram fossil species biodiversity ecosystem extinction mass extinction succession pedigree sex chromosomes sex-linked traits allele frequency gene pool Hardy-Weinberg principle mutation Getting Started with xix

6 Next Generation Science Standards Correlation CPO Science Link investigations are designed for successful implementation of the Next Generation Science Standards. The following chart shows the NGSS Performance Expectations and dimensions that align to the investigations in this title. NGSS Performance Expectations Investigations HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. 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. C1 HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. B1, B2, B3, B4, B5, C2 HS-LS4-2. Construct an explanation based on evidence that the process of primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS-LS4-4. Construct an explanation based on evidence for how leads to adaptation of populations. B8 B7 HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. 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. MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals probability of surviving and reproducing in a specific environment. MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. B6 A7 * Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product. xx

7 Next Generation Science Standards Correlation (cont d) NGSS Science and Engineering Practices Investigations NGSS Disciplinary Core Ideas Investigations NGSS Crosscutting Concepts Investigations Analyzing and Interpreting Data B1, B2, B3, B4, B5, C2 LS2.C: Ecosystem Dynamics, Functioning, and Resilience Cause and Effect, A5, A6, A7, B5, B6, B7, B8, C1 Constructing Explanations and Designing Solutions, A7, B6, B7, B8,, C1 LS3.A: Inheritance of Traits Scale, Proportion, and Quantity B1, B2, B3, B4, C2 Develop and use a model to describe phenomena LS3.B: Variation of Traits, B1, B2, B3, B4, B5, C2 Stability and Change Engaging in Argument from Evidence B6 LS4.B: Natural Selection, A7, B7, B8, C1 Obtaining, Evaluating, and Communicating Information A7 LS4.C: Adaptation B6, B7, B8 LS4.D: Biodiversity and Humans Getting Started with xxi

8 6.RP.A.1 Common Core State Standards Correlation CCSS-Mathematics Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. Investigations 6.SP.B.5 Summarize numerical data sets in relation to their context., 7.RP.A.2 Recognize and represent proportional relationships between quantities. HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose B7, and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. B7,, C1 HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. MP.2 Reason abstractly and quantitatively. B1, B2, B3, B4, B5, B6, B7, B8,, C2 MP.4 Model with mathematics., B4, B8, C1, C2 RST RST RST RST RST RST RST RST RST SL CCSS-English Language Arts & Literacy 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. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. 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. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. 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. 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). Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a scientific or technical problem. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Investigations B7, B8, C1 B6, C1,, A7 B8, xxii

9 Common Core State Standards Correlation (cont d) SL.8.1 SL.8.4 SL.8.5 WHST CCSS-English Language Arts & Literacy (cont d) Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Investigations WHST Gather relevant information from multiple print and digital sources; assess the credibility of each A7 source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. WHST Draw evidence from informational texts to support analysis, reflection, and research. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. B7, B8 WHST Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST Draw evidence from informational texts to support analysis, reflection, and research. B6, B7, B8, Getting Started with xxiii