Unit Development Template

Introduction

Unit Title

Genetics Framework

Unit Annotations

OVERVIEW: This unit will examine the difference between inherited traits and learned behaviors. Students will research and poll each other about specific inherited traits and learn about the role genes play in the transfer of traits.

This science unit framework is used to create a skeleton that is aligned to the Georgia Performance Standards; this tool allows the author to create their own sequence of instruction and learning - without all the teaching and learning activities for the unit. The teacher can use this framework for the components that need to be addressed in a GPS Science Unit. They should use the tools that they feel most comfortable with when creating their own teaching and learning activities which may be added later, either by the individual who designed the unit or, with proper attribution, by a different individual.

Grade(s)

Subject(s)

(Optional) Approximate Duration of Unit

3 Weeks

Unit Author

Beth Caraccio (Terminated User)

(optional) Additional Author(s) and their Email Address(es)

spruett@doe.k12.ga.us

Unit Focus Standards

Unit Focus Standards

S5L2 Students will recognize that offspring can resemble parents in inherited traits and learned behaviors.

a. Compare and contrast the characteristics of learned behaviors and of inherited traits.
b. Discuss what a gene is and the role genes play in the transfer of traits.

Unit Complementary Standards

Unit Complementary Standards

S5CS1 Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

a. Keep records of investigations and observations and do not alter the records later.
b. Carefully distinguish observations from ideas and speculation about those observations.
c. Offer reasons for findings and consider reasons suggested by others.
d. Take responsibility for understanding the importance of being safety conscious.

Unit Complementary Standards

S5CS3 Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.

a. Choose appropriate common materials for making simple mechanical constructions and repairing things.
c. Use computers, cameras and recording devices for capturing information.
d. Identify and practice accepted safety procedures in manipulating science materials and equipment.

Unit Complementary Standards

S5CS5 Students will communicate scientific ideas and activities clearly.

a. Write instructions that others can follow in carrying out a scientific procedure.
b. Make sketches to aid in explaining scientific procedures or ideas.
c. Use numerical data in describing and comparing objects and events.
d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases.

Unit Complementary Standards

S5CS6 Students will question scientific claims and arguments effectively.

a. Support statements with facts found in books, articles, and databases, and identify the sources used.
b. Identify when comparisons might not be fair because some conditions are different.

Unit Complementary Standards

S5CS7 Students will be familiar with the character of scientific knowledge and how it is achieved.

Students will recognize that:

a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties.
b. Some scientific knowledge is very old and yet is still applicable today.

Unit Complementary Standards

S5CS8 Students will understand important features of the process of scientific inquiry.

Students will apply the following to inquiry learning practices:

a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.
b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.
c. Scientists use technology to increase their power to observe things and to measure and compare things accurately.
d. Science involves many different kinds of work and engages men and women of all ages and backgrounds.

National / Local Standards / Industry / ISTE

(Recommended) National / Local Standards / Industry / ISTE

Understanding and Goals

Unit Enduring Understandings

Students will understand that

physical traits are inherited from parents
the environment plays a role in making a person who they are
genes contain hereditary information which is passed from parent to offspring
each parent contributes an equal amount of hereditary information to the offspring
learned behaviors are not controlled or inherited through hereditary information

Unit Essential Questions

ESSENTIAL QUESTIONS:

How are inherited traits different from learned behaviors?
What do genes do?
How are traits passed from parent to offspring?

(Recommended) Pre-Requisite Knowledge & Skills / Current Unit Knowledge & Skills

MISCONCEPTIONS
1. Girls get more hereditary information from mom and boys from their dad.
2. Personality comes from what you inherit from your parents.

PROPER CONCEPTIONS

1. Offspring receive the same amount of hereditary information from each parent.
2. Personality is shaped both by inherited traits and from your environment.

Assessment & Instruction

Formative Assessments for Learning

Subjective assessment - Subjective assessments require the teacher's judgment to determine the grade. These include short answer as well as essay tests.

Describe the Assessments

Describe the Assessment(s)

Assessment(s) Attachment

Instructional Planning

Instructional Planning

This science unit framework is used to create a skeleton that is aligned to the Georgia Performance Standards; this tool allows the author to create their own sequence of instruction and learning - without all the teaching and learning activities for the unit. The teacher can use this framework for the components that need to be addressed in a GPS Science Unit. They should use the tools that they feel most comfortable with when creating their own teaching and learning activities which may be added later, either by the individual who designed the unit or, with proper attribution, by a different individual.

The chart below represents the concepts, Know/Do, Language, and Evidence that the students should be addressing during the length of the unit.

Instructional Planning Attachment

(Optional) Instructional Planning Attachment

Uploaded file: Genetics Concept Chart.doc

Materials and Equipment / Homework Extensions

Materials and Equipment

(Optional) Homework Extensions

Attachment – Homework Extensions

Culminating Unit Performance Task

Student Work Sample Title / Description

(Optional) Student Work Sample Title / Description

Attachment - Student Work Sample

Teacher Commentary Title / Description

(Optional) Teacher Commentary Title / Description

Attachment - Teacher Commentary

Language of the Standards

(Optional) Language of the Standards

Unit Resources

(Optional) Web Resources

(Optional) Ancillary Materials

(Optional) What 21st Century Technology was used in this Unit Development Template?

(Optional) Notes and Reflections