NGSSS SCIENCE SUPPLEMENTAL RESOURCES
STUDENT PACKET
Biology
SC.912.L.16.3
DEPARTMENT OF MATHEM ATICS AND SCIENCE
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Ms. Perla Tabares Hantman, Chair
Dr. Dorothy Bendross-Mindingall, Vice Chair
Ms. Susie V. Castillo
Dr. Lawrence S. Feldman
Dr. Wilbert “Tee” Holloway
Dr. Martin Karp
Ms. Lubby Navarro
Ms. Raquel A. Regalado
Dr. Marta Pérez Wurtz
Mr. Logan Schroeder-Stephens
Student Advisor
Mr. Alberto M. Carvalho
Superintendent of Schools
Ms. Maria L. Izquierdo
Chief Academic Officer
Office of Academics and Transformation
Dr. Maria P. de Armas
Assistant Superintendent
Division of Academics
Mr. Cristian Carranza
Administrative Director
Division of Academics
Department of Mathematics and Science
Dr. Ava D. Rosales
Executive Director
Department of Mathematics and Science
Introduction
The purpose of this document is to provide students with enhancement tutorial sessions that will
enrich the depth of content knowledge of the Biology 1 course. Each tutorial session is aligned to
Biology Annually Assessed Benchmarks of the Next Generation Sunshine State Standards
(NGSSS) as described in the course description and the Biology Item Specifications and include
an ExploreLearning Gizmos activity and/or a science demonstration followed by assessment
questions.
The Nature of Science Body of Knowledge (BOK) is embedded in all lessons. Teachers are
encouraged to generate an inquiry-based environment where students grow in scientific thinking
while creating and responding to higher-order questions.
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Table of Contents
Molecular and Cellular Biology - SC.912.L.16.3 Describe the basic process of DNA replication
and how it relates to the transmission and conservation of the genetic information. (Also assesses
SC.912.L.16.4, SC.912.L.16.5, and SC.912.L.16.9)
Activity 1 - Chicken Genetics ......................................................................................................3
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Activity 1: Chicken Genetics
Vocabulary: allele, codominance, dominant, genotype, heterozygous, homozygous, phenotype,
probability, Punnett square, recessive, trial
Prior Knowledge Questions (Do these BEFORE using the Gizmo.)
1. The image shows a flower that was produced by crossing a
pure red flower with a pure white flower. Which do you think
is the dominant petal color: red or white? Explain
2. How is the inheritance pattern shown by this flower different
from other inheritance patterns you have seen or studied?
Gizmo Warm-up
There are many different ways traits can be inherited. Some traits are
governed by alleles that are dominant over other alleles. Other traits are
governed by alleles that share dominance. These alleles follow a pattern of
inheritance called codominance. With the Chicken Genetics Gizmo™, you
will study how codominance affects the inheritance of certain traits.
1. Turn on Show genotype. The genotype is the allele combination an
organism has. Point to the red chicken.
A. What is the red chicken’s genotype?
B. What is the white chicken’s genotype?
2. What do you think the letters F, R, and W stand for in the genotypes?
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Part A: Codominant Traits
Engage Question: What inheritance patterns do codominant traits display?
1. Get the Gizmo ready:
 Drag a red chicken and a white chicken into the parent boxes, but don’t click Breed yet.
1. Predict: What do you think the offspring of a red chicken and a white chicken will look like?
2. Observe: Click Breed. What are the offspring genotypes?
An organism’s appearance is its phenotype. Describe the offspring’s phenotype.
3. Experiment: Drag four offspring to the Holding Cages. Click Clear, and then drag one of the
offspring to a parent box. Drag a white chicken to the other box. Click Breed several times.
Describe the resulting genotypes and phenotypes of the offspring
4. Revise and Repeat: Click Clear. Drag another chicken from the Holding Cages to the
parent box. Drag a red chicken to the other box. Click Breed several times.
Describe the resulting genotypes and phenotypes of the offspring.
5. Explain: In dominant/recessive inheritance patterns, the dominant allele is always expressed
when present. The recessive allele is only expressed when the dominant allele is not
present. Use your observations from this activity to describe how codominant inheritance
patterns differ from dominant/recessive inheritance patterns.
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Part B: Codominant Crosses
Introduction: Probability is the likelihood that a specific event will occur. Scientists use
probability to predict the outcomes of different genetic crosses.
Engage Question: How can you use probability to predict the outcome of a codominant cross?
1. Get the Gizmo ready:
 Click Clear.
 Drag the remaining chickens from the Holding Cages into the parent boxes.
2. Model: A Punnett square is used to model the possible offspring genotypes from a genetic
cross. The parent genotypes are written at the top and side of the square, as shown. The
possible offspring genotypes are then filled in.
FR
FR
FW
FR FR
FW
The first square is filled in for you. Fill in the remaining squares. (Note: FR FW is equivalent to
FW FR.)
3. Analyze: A homozygous chicken will have the same alleles for feather color. A
heterozygous chicken will have two different alleles for feather color.
A. Are the parents homozygous or heterozygous? Explain how you know.
B. What are the possible genotypes of the offspring?
C. Will the offspring be homozygous or heterozygous?
3. Calculate: Punnett squares can be used to predict probable outcomes of genetic crosses. To
calculate probability, divide the number of one kind of possible outcome by the total number
of all possible outcomes. For example, if you toss a coin, the chance it will land on heads is
equal to 1 ÷ 2. This probability can be expressed as ½, 0.5, or 50%.
Look at the Punnett square above.
A. How many total possible outcomes are there?
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B. How many of the possible outcomes are for each of the following genotypes?
FR FR ______
FW FW ______
FR FW ______
C. What is the probability for each of the following outcomes? (Record answers as both
fractions and percentages.)
FR FR _______
FW FW ______
FR FW ______
4. Test: Use the Gizmo to test your predicted outcomes. Turn on Show statistics and Show
as approximate percentage. Click Breed. What are the results of the cross?
5. Evaluate: Did the results of the cross match your prediction? If not, why do you think that
was the case?
6. Collect data: Click Breed 19 more times until you have generated 100 offspring. How do the
percentages match your prediction now? Have they gotten to be more or less similar to your
original prediction?
7. Compare: Click Breed until you have generated at least 1,000 offspring. Compare the
statistics on the Gizmo with your original predictions. How close are they?
8. Draw conclusions: Each time you bred the parent chickens, you completed a trial. A trial is
single time that you conduct an experiment. Random chance often causes identical trials to
have different outcomes. Because of this, scientists repeat experiments many times in order
to make sure that chance alone is not responsible for the results of a trial.
How did your results change as the number of trials you completed increased? Why was it
important for you to breed the chickens repeatedly in this experiment?
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Assessment 1 – Chicken Genetics
1. What is the genotype of the chicken shown below?
A.
B.
C.
D.
FWFW
FWFR or FRFW
FRFR
There is not enough information to solve this problem.
2. The two chickens below are bred together. Which of the following is a possible set of
offspring for these parents?
A.
B.
C.
D.
One red chicken, one white chicken, and three red/white chickens.
Three red chickens and two white chickens.
Five red/white chickens.
All of the above are possible.
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3. Two chickens are bred and have five offspring, shown below. What are the most likely
genotypes of the parents?
A.
B.
C.
D.
FRFW and FWFR
FWFR and FWFW
FRFR and FWFR
FRFR and FWFW
4. Two chickens are bred and produce the following numbers of offspring. What are the most
likely appearances of the parents?
A.
B.
C.
D.
Both parents have red/white feathers.
Both parents have white feathers.
One parent has white feathers, and one parent has red/white feathers.
One parent has white feathers, and one parent has red feathers.
5. What are the most likely percentages for offspring of two red/white-feather parents?
A. 100% red/white-feather chickens.
B. 50% white-feather chickens and 50% red/white-feather chickens.
C. 33% white-feather chickens, 33% red-feather chickens, and 33% red/white-feather
chickens.
D. 25% white-feather chickens, 25% red-feather chickens, and 50% red/white-feather
chickens.
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Anti-Discrimination Policy
Federal and State Laws
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and
educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or
national origin.
Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of
race, color, religion, gender, or national origin.
Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.
Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of
age with respect to individuals who are at least 40.
The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and
men performing substantially equal work in the same establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities
in employment, public service, public accommodations and telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of
unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of
pregnancy, childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin,
marital status, or handicap against a student or employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination
because of race, color, religion, sex, national origin, age, handicap, or marital status.
Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - prohibits discrimination against
employees or applicants because of genetic information.
Boy Scouts of America Equal Access Act of 2002 – no public school shall deny equal access to, or a fair
opportunity for groups to meet on school premises or in school facilities before or after school hours, or
discriminate against any group officially affiliated with Boy Scouts of America or any other youth or
community group listed in Title 36 (as a patriotic society).
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07
(Florida Statutes), which stipulate categorical preferences for employment.
In Addition:
School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against
students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital
status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification,
social and family background, linguistic preference, pregnancy, and any other legally prohibited basis.
Retaliation for engaging in a protected activity is also prohibited.
Revised: (07.14)