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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student
Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards
feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Science – Grade 7
Introduction
Heredity – Genetics
Framework Annotation
This unit will lead students to an understanding of biological traits and heredity. Students will
understand the roles that genes and chromosomes have in how traits are passed through generations
by sexual or asexual reproduction in organisms. This understanding will guide them to the concept
of selective breeding and how it can be used to produce desired traits in plants and animals.
Approximate Duration for the Unit Framework: Five weeks
Standards
Focus Content Standards
S7L3 Students will recognize how biological traits are passed on to successive generations.
a. Explain the role of genes and chromosomes in the process of inheriting a specific trait.
b. Compare and contrast sexual and asexual reproduction in organisms (bacteria, protists, fungi,
plants & animals).
c. Recognize that selective breeding can produce plants or animals with desired traits.
Integrated Characteristics of Science Standards
S7CS1.Students will explore 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. Understand the importance of—and keep—honest, clear, and accurate records in science.
b. Understand that hypotheses can be valuable, even if they turn out not to be completely accurate.
S7CS2 Students will use standard safety practices for all classroom laboratory and field
investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate techniques in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and violations.
S7CS4 Students will use tools and instruments for observing, measuring, and manipulating
equipment and materials in scientific activities.
a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical,
numerical, and keyword files, and create simple files.
b. Use appropriate tools for measuring objects and/or substances.
c. Learn and use on a regular basis standard safety practices for scientific investigations.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Heredity - Genetics
November 2006 y Page 1 of 5
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
S7CS5 Students will use the ideas of system, model, change, and scale in exploring scientific
and technological matters.
a. Observe and explain how parts can be related to other parts in a system such as predator/prey
relationships in a community/ecosystem.
b. Understand that different models (such as physical replicas, pictures, and analogies) can be used
to represent the same thing.
S7CS6 Students will communicate scientific ideas and activities clearly.
a. Write clear, step-by-step instructions for conducting particular scientific investigations, operating
a piece of equipment, or following a procedure.
b. Write for scientific purposes incorporating data from circle, bar and line graphs, two-way data
tables, diagrams, and symbols.
c. Organize scientific information using appropriate simple tables, charts, and graphs, and identify
relationships they reveal.
S7CS8 Students will investigate the characteristics of scientific knowledge and how that
knowledge is achieved.
Students will apply the following to scientific concepts:
b. When new experimental results are inconsistent with an existing, well-established theory,
scientists may pursue further experimentation to determine whether the results are flawed or the
theory requires modification.
c. As prevailing theories are challenged by new information, scientific knowledge may change.
S7CS9 Students will investigate the features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Investigations are conducted for different reasons, which include exploring new phenomena,
confirming previous results, testing how well a theory predicts, and comparing competing
theories.
b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and
formulating explanations to make sense of collected evidence.
c. Scientific experiments investigate the effect of one variable on another. All other variables are
kept constant.
d. Scientists often collaborate to design research. To prevent this bias, scientists conduct
independent studies of the same questions.
e. Accurate record keeping, data sharing, and replication of results are essential for maintaining an
investigator’s credibility with other scientists and society.
f. Scientists use technology and mathematics to enhance the process of scientific inquiry.
g. The ethics of science require that special care must be taken and used for human subjects and
animals in scientific research. Scientists must adhere to the appropriate rules and guidelines
when conducting research.
S7CS10 Students will enhance reading in all curriculum areas
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Heredity - Genetics
November 2006 y Page 2 of 5
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Complementary Standards
S7L2. Students will describe the structure and function of cells, tissues, organs, and organ
systems.
a. Explain that cells take in nutrients in order to grow and divide and to make needed
materials.
b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, and
mitochondria) to basic cell functions.
Understanding and Goals
Understandings, Themes, and Concepts
ƒ Many traits of an organism are inherited from its biological parents.
ƒ Genes and chromosomes determine the expressions of inherited traits.
ƒ All organisms reproduce sexually or asexually.
ƒ Selective breeding is used to enhance a desired trait.
Essential Questions
ƒ How do genes contribute to an organism’s survival?
ƒ Why are genes important in determining hereditary traits?
ƒ How can a mutation be helpful?
ƒ Why do I look the way I do?
ƒ How can I predict what traits will be passed from one generation to another?
ƒ Why is selective breeding important to me?
ƒ How is genetic material passed from parents to their offspring?
ƒ How can our knowledge of genetics be useful?
Misconceptions: (What students may think)
ƒ Genes and chromosomes are the same.
ƒ The homophones “Gene” and “Jean” are the same.
ƒ All hereditary traits are passed through the blood.
ƒ All mutations are harmful.
ƒ Dominant traits are those that will take over in a population.
ƒ All traits are determined by a single gene.
ƒ Since humans are more complex, they have more chromosomes.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Heredity - Genetics
November 2006 y Page 3 of 5
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Culminating Performance Task(s)
Performance Task Title
Super Baby
Description/Directions:
You are a television producer charged with creating a new exciting show. As a cautious new
producer, you choose to spin off successful existing shows. You decide to create an offspring of two
super-heroes. Your goal is to form your offspring, otherwise known as “Super Baby,” and pitch your
idea to the production company executives. Your pitch will include an illustration of the actual
offspring as well as a written presentation of the characteristics of the super baby that can not be
seen. Also, your actual offspring may not have all of the traits you wish for your new “Super Baby.”
Explain what two super heroes you would select for breeding to get the super hero traits.
Teacher Note: There will be three students in each group. Two of the students will have superhero
parents that reproduce sexually. One student will create an antagonist for the movie. This organism
must reproduce asexually (which gives it an advantage of speed of reproduction), and the organism
playing the antagonist must be either a bacteria, protist, fungi, or plant. See Week Five for detailed
instructions for development of the Super Babies (i.e. identification of dominant and recessive
alleles).
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Heredity - Genetics
November 2006 y Page 4 of 5
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Rubric for Performance Task
CATEGORY
Vocabulary
Exceeds “A”
Uses scientific vocabulary
appropriate for the
audience. Extends
audience vocabulary by
defining words that might
be new to most of the
audience.
Focus on
Scientific
concepts
Stays focused on
scientific concepts almost
all (100-90%) of the time.
95% or more of the
assigned structures are
drawn accurately and are
labeled.
Scientific
Evidence and
Knowledge
Gained
Genotype and phenotype
concise, clear plan for
selective breeding
opportunity.
When asked about
genotype and phenotype
of drawing, the student
can identify all of them
accurately.
Proficient “B”
Uses scientific
vocabulary
appropriate for the
audience. Includes
1-2 words that
might be new to
most of the
audience, but does
not define them.
Stays focused on
scientific concept
most (89-80%) of
the time.
89-80% of the
assigned
structures are
drawn accurately
and are labeled.
Genotype and
phenotype is
unclear, plan for
selective breeding
is unclear. When
asked about
genotype and
phenotype
drawing, the
student identifies
most of them
accurately.
Meets “C”
Uses scientific
vocabulary
appropriate for the
audience. Does not
include any
vocabulary that
might be new to the
audience.
Mandatory Redo
Uses conversation or
street talk void of
scientific language.
Stays focused on
scientific concept
some (79%-75%) of
the time.
79-75% of the
assigned structures
are drawn
accurately and are
labeled.
Little evidence of
scientific concepts.
Unscientific plan
for breeding.
When asked about
genotype and
phenotype of
drawing, the
student identifies
some of them
accurately.
Stays focused on
scientific concept less
than 75% of the time.
Less than 85% of the
assigned structures are
drawn AND/OR
labeled accurately.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Heredity - Genetics
November 2006 y Page 5 of 5
Copyright 2006 © All Rights Reserved
No mention of
scientific concepts, no
plan for selective
breeding.
When asked about
genotype and
phenotype of drawing,
the student identifies
some of them but not
accurately.