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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
Unit 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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 1 of 25
Copyright 2006 © All Rights Reserved
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Georgia Performance Standards Framework for Science – Grade 7
b. Use appropriate tools for measuring objects and/or substances.
c. Learn and use on a regular basis standard safety practices for scientific investigations.
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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 2 of 25
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
S7CS10 Students will enhance reading in all curriculum areas
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
Unit 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
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 3 of 25
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Balanced Assessments
Informal
Observations
Teacher observations
of student on task
behavior
Require clarification
and explanation of
work
Journal checks
Peer Partner Sharing
(Students turn to a
partner and answer
the question posed by
the teacher.)
Student hand held
white board (The
teacher should ask a
question and students
write and display
their answers on
white boards.)
Thumbs up and
thumbs down (The
teacher asks a
question and students
respond by giving
thumbs up or thumbs
down.)
Dialogue and Discussion
Student conferences
Class discussion on unique
traits that your family has
that you feel comfortable
sharing.
Think-Pair-Share- The
teacher will ask the
question, “How can I wear
my mom and dad’s genes at
the same time?”
Individually, students will
answer the question.
Students will then pair with
another student to discuss
their answers before sharing
their collective answer with
the large group.
Selected
Responses
Teacher
should
develop
higher order
conceptual
based
multiple
choice
questions.
Constructed
Responses
Write an
explanation of
the difference
between
genotype and
phenotype.
Self-Assessments
Why is selected
breeding
important to me?
Science Journal self
questions: Am I recording
my observations
accurately? How can I be
a better observer? Are my
conclusions justified? Am
I observing all safety
rules?
For student activity using
Punnett squares, students
will self assess using
answer sheets posted in
the class room.
Mirror Activity
Graph of
Classroom Traits
Have students read current
journal or news articles
relating to genetics and then
elicit a class discussion on
the topic. This should then
lead to an opportunity for
students to write individual
responses on the topic
and/or discussion.
Student debate
Three things I
understand about
heredity. Two things
I want to know about
heredity. One thing I
don’t understand.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 4 of 25
Copyright 2006 © All Rights Reserved
How can I explain what I
learned today to my
parents?
What did I learn today
that surprised me?
Using flashcards check
your knowledge.
3 Minute Quick Write.
Have students write
continuously for 3
minutes on a related
teacher given topic.
Students should not stop
writing. They should
write every thought they
have on the topic.
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Unit Performance Task(s)
Unit 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
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 5 of 25
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.
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.
Student Work Sample with Teacher Commentary
(To be added as available)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 6 of 25
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Sequence of Instruction and Learning
Teacher Activities
Sequence of Instruction and Learning
Student Activities
Teacher Demonstration: Dominant/Recessive
Chromosome Number Line
Relating the Multiplication Table to a Punnett
Square
Thumbprints Tell the Story
Gene Gems
Teacher Demo: Sticky Genes
Grow Plants Asexually
Teacher Demonstration: Visual of Cell
Division of Body Cells
Concept Maps
Crack the Code
Flower Power
Four Square Punnett Square
Student Debate
Mutation Talk
Teaching how to read a pedigree
Wearing My Genes
Sequence of Activities, Tasks, and Assessments for Unit
Safety reminders (›) are included but do not take the place of a school’s comprehensive safety
plan which must be maintained and enforced in the laboratory and classroom.
EQ: Why are genes important in determining hereditary traits?
Understanding: Genes and chromosomes determine the expression of inherited traits.
Day 1
3 Minute Quick Write Have students write continuously for 3 minutes on related given
topic, such as: heredity or genetics. Students should not stop writing. They should write
every thought they have on the topic.
“Popcorn” or “pop up” students go around and share their words and chart.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 7 of 25
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Crack the Code: The purpose of this activity is for students to understand that genes
and chromosomes make up our genetic code.
ƒ Teacher leads a discussion of various types of “coding” (Teacher Note: Examples:
Braille, sign language, barcodes, computer binary code, foreign languages, the
alphabet, Morse Code)
Teacher directs students to relate these examples of coding to Genetic Coding (Example:
Morse Code has two symbols, dots and dashes, which are combined to represent letters of
the alphabet or numbers. Students should then be directed to work alone or with a partner
and develop a “code” of their own, write a Secret Message using the new code, and then
swap with another group or classmate and attempt to “decode” the message, first without
the key to the code, then using the code.
Begin the Grow Plants Asexually activity giving students introductory instruction on the
major context for the activity. Students will need to record their observation of the plant
daily for three weeks. The teacher will teach the concept of asexual reproduction during
week three of this unit.
Grow Plants Asexually
ƒ Teacher Note: Use plants that will grow new roots quickly. Possible examples:
spider plant, strawberry runners, sweet potato, African violet, carrot, or
philodendron.
ƒ Introduce this activity within the first few days of this unit so there will be ample
time for the plant roots to grow.
ƒ Teacher may bring cuttings or ask students to bring a “cutting” of one of the desired
plants from home. Encourage students to cut a leaf with a stem that is long enough
to be placed in water (2 inches or longer).
ƒ Student Instructions:
1. Fill a beaker or clear cup about 2/3 full with water.
2. Cut a square or round piece of waxed paper to fit over the top of the beaker/cup and
overlap the sides.
3. Secure the waxed paper with a rubber band.
4. Gently make a small hole in the center of the wax paper and place the stem of the
“plant cutting” through the hole.
5. If at least 1 inch of the stem is not in the water, remove the wax paper and add more
water.
6. For a potato or carrot:
ƒ Cut the potato or carrot in half and use the half with a “bud”.
ƒ Stick toothpicks into the potato/carrot and rest them on the rim of a beaker or
clear cup.
ƒ Pour water into the beaker/cup so that the “bud” of the carrot/potato is covered.
ƒ Observe daily and keep the “bud” covered with water. Plant growth will vary
depending on plant and environmental conditions; therefore, time span is not
specified.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 8 of 25
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
7. Observe the plant cutting or carrot/potato daily and record in your journal any
changes you see until small roots form.
8. Place the plant with the new roots into potting soil. Place the potted plant in a
sunny/light place and keep the soil moist.
9. Observe and record in your journal new growth of the plant as it takes place.
10. Journal topic: Describe the asexual reproduction you observed in this activity.
› Prior to the Grow Plants Asexually activity, remind students of the hazards of putting
plants in their mouths during lab activities and to wash their hands on completion of the
activity. Be cognizant of students who may have certain plant or soil allergies.
EQ: Why do I look the way I do?
Understanding: An organism is a collection of traits inherited from its parents.
Mirror Activity: Students should look in the mirror and write what they see from the neck
up (good descriptive writing activity). They should also answer, “What is present that I do
not see?” For example, a physical trait that you can see is an attached earlobe, color of
eyes, hair color. A physical trait that you cannot see might be bone structure. Next, you can
have students separate which traits are inherited.
› Remind students of the danger of handling broken materials from which mirrors may be
made.
Day 2
Teacher Demonstration: Dominant/Recessive
ƒ Fill one beaker half full with water colored with dark green food coloring.
ƒ Fill a second beaker half full with water colored with yellow food coloring.
ƒ Mark the water level in each beaker.
ƒ Pour some of the yellow water into the green water and ask students to make and
record observations. Have students hypothesize where the yellow water has gone.
Discuss.
ƒ Pour all of the green water into the yellow water. Have students make and record
observations. Discuss what happened to the yellow water.
ƒ Lead students to the conclusion that the yellow water is still present but is covered
by the green water.
ƒ Lead students to make the connection that this is how a dominant gene “covers” a
recessive gene, realizing that the recessive gene is still present but is covered by the
dominant gene. Discussion should also include genotype, phenotype, homozygous,
heterozygous.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 9 of 25
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
EQ: Why are genes important in determining hereditary traits?
Understanding: Genes and chromosomes determine the expression of inherited traits.
Teacher Demo: Sticky Genes
ƒ Using a toy/object that can be “stuck” together (connecting beads, connecting
blocks, Unifix cubes to represent individual genes, lead students to see that genes
do not “stick” to a chromosome, but that genes link together to FORM
chromosomes.
ƒ Lead students to write a journal entry explaining how genes and chromosomes are
related.
Thumbprints Tell the Story
(Teacher Note: The teacher could obtain examples of fingerprint patterns from the internet
or local law enforcement agencies to share with the students. A class discussion of gene
pairs should take place prior to this activity.)
Day
3
Materials:
Matte paper square (large enough for a thumbprint)
Hand lenses
Washable ink pads
Hand wipes or soap to clean fingers after printing
Procedure:
1. Press the thumb of one hand on a washable inkpad.
2. Place the thumb on the paper square by rolling it from one side to the other.
3. Using a hand lens, observe your thumbprint for a whorl, arch, or loop pattern.
4. Wash your hands.
5. Record your pattern under the print.
6. Compare your print with other students.
Data:
1. What pattern does your thumb make? ______________________________
2. How many other students have your pattern? ________________________
3. Did any other student have a print identical to yours? ________________
_____________________________________________________________
Why or why not? _______________________________________________
Extending Activity:
Check the thumbprints of your parents, brothers, sisters, grandparents, aunts, uncles, etc.
Does another person in your family share your pattern? ______ If so, what relation are they
to you? _________________________________________
If the pattern was the same, was the print identical? _______________________
Why or why not?
If you are a twin or if you have twins in your family, what are their thumbprint patterns?
________________________ Are they identical? _____________
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 10 of 25
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Possible extensions:
Graph the class results.
Invite a detective to come and speak to the class about thumbprint evidence.
› Remind students to wash the dye from their fingers after the activity and to keep their
dyed fingers from touching anything before washing.
***Teacher Note: Finger prints are primarily genetic; however, they are subject to
modifications during fetal development. Therefore, even identical twins may have different
fingerprints.
EQ: How can I predict what traits will be passed from one generation to another?
Understandings:
An organism is a collection of traits inherited from its biological parents.
Genes and chromosomes determine the expression of inherited traits.
Day 4
Probability Lab: Teacher’s discretion—most textbooks contain lab activities working with
probability. This activity should offer students to ask questions and allow them to find their
own answers.
› Remind students to keep lab samples out of their mouths. (Example: food)
EQ: How can I predict what traits will be passed from one generation to another?
Day 5
Understanding: An organism is a collection of traits inherited from its parents.
Genes and chromosomes determine the expression of inherited traits.
Review Probability Lab, Guided notes and discussion. Word Splash
Informal check of notes and guided discussion
EQ: How can I predict what traits will be passed from one generation to another?
Understanding: An organism is a collection of traits inherited from its biological parents.
Genes and chromosomes determine the expression of inherited traits.
Day 6
Wearing My Genes
See Appendix A
Class collects data on inherited traits, for example: widow’s peak, attached earlobe, roll of
tongue, hitch-hiker’s thumb, hand dominance, cleft chin, and dimples. Students will then
take the data and create a graph.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 11 of 25
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
EQ: How can I predict what traits will be passed from one generation to another?
Understandings:
An organism is a collection of traits inherited from its biological parents.
Genes and chromosomes determine the expression of inherited traits.
Day 7
Relating the Multiplication Table to a Punnett Square
ƒ Show students a multiplication table grid. Discuss how to find the product of 2
numbers on the grid.
ƒ Show/draw a Punnett square for students to see. Lead students to use the same
method as used with the multiplication table to find the genotype that will be
produced as the “product” of combining two of the alleles.
Teacher Led Discussion: homozygous, heterozygous, alleles, pure bred hybrid, dominant,
recessive, genotype and phenotype.
EQ: How can I predict what traits will be passed from one generation to another?
Understandings:
An organism is a collection of traits inherited from its biological parents.
Genes and chromosomes determine the expression of inherited traits.
Day
8
Four Square Punnett Square
*Teacher Note: Draw one or several life-size Punnett square on a hallway floor or a
parking lot surface. Make cards labeled with dominant and recessive traits such as widow’s
peak, roll tongue, attached ear lobe, hand dominance, hitch-hiker’s thumb, etc.
ƒ Four students will be assigned to a Punnett square. Give each student a card to
represent a dominant or recessive trait.
ƒ Each student will stand in the appropriate place to begin the Punnett square.
ƒ The teacher or another student will direct the appropriate students to move to a
block showing which two alleles will be shown for each particular genotype.
ƒ When the two students move to the appropriate square, the student with the
dominant trait should stand in front while the student with the recessive trait
crouches down behind the student with the dominant trait.
ƒ After the students transfer the visual Punnett square to paper, the teacher should
lead students to discuss whether the “recessive trait” is still present and how the
recessive and dominant traits are each shown.
ƒ Activity should continue until all four blocks of the Punnett square have been
completed and discussed.
ƒ The teacher should lead students to relate this activity to the results that occur when
dominant and recessive alleles are passed from parent to offspring.
(Teacher Note: Lead students to understand that the recessive trait is still present but is
“covered” by the dominant trait.)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 12 of 25
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Journal: Students will write step-by-step instructions on how to use a Punnett square.
EQ: How can I predict what traits will be passed from one generation to another?
Understandings:
An organism is a collection of traits inherited from its biological parents.
Genes and chromosomes determine the expression of inherited traits.
Introduce Chromosome Number Line.
Trip to computer center/lab to complete Chromosome Number Line. (Teacher Note: Have
websites listed for students’ use to prevent the need for students to search the internet).
After this activity, encourage students to generate questions concerning what would happen
if the chromosome number for an organism is changed. Allow students to conduct research
to answer their own questions prior to a class discussion about those questions.
Day 9
Chromosome Number Line
The purpose of this activity is to teach students that the number of chromosomes an
organism contains is not related to the complexity of the organism. This will dispel the
misconception that humans are at the top of the animal kingdom because they have more
chromosomes than other organisms.
Students will work with a partner/small group to create their part of a class “chromosome
line”. Each group of students will make a collection of “chromosome” cards. Students will
choose one organism from plants, animals, bacteria, protists, and fungi to highlight on each
of their five cards. They should include the name of the organism, type of organism, a
picture or drawing of the organism, and the number of chromosomes in the organism’s
body cells. Information should be written large enough for displaying gallery style in the
hall. Students will then display their five cards in the appropriate place on a number line
displayed in the hall.
Teacher Note:
The teacher will need to provide cards, pictures, and reference materials with
chromosome information for the organisms given. The teacher will also need to display a
number line large enough for placement of all of the students’ cards. The teacher will
display a picture, model, card, etc. of a human on the “chromosome line” displaying that
humans have 46 chromosomes.
Day
10
EQ: How is genetic material passed from parents to their offspring?
Understanding: An organism is a collection of traits inherited from its parents.
Genes and chromosomes determine the inherited traits.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 13 of 25
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Gene Gems
See Appendix B
Teacher Note: This is an activity to illustrate that desired traits can be produced through
selective breeding.
Background Information: Each cell of body contains a complete copy of your genetic
code in its nucleus. Your genetic code consists of 25,000 to 30,000 different characters
known as genes. A gene is a unit of genetic material that determines a trait. You inherited
your genetic material from your parents. Your parents inherited the genetic material that
they passed on to you from their parents. Gregor Mendel was among the first to observe
and hypothesize that traits and genetic material that carries them are passed from parents to
their offspring. He further hypothesized that you receive half of your genetic material from
each parent. In this lab, we will model how genetic material is passed from generation to
generation using colored beads or “gems.”
Materials: Lab Procedure Sheet, Generations Diagram,
Container with colored beads representing genes,
Colored pencils
Six containers (small cups) labeled-Grandfather 1, Grandmother 1
Grandfather 2, Grandmother 2
Father, Mother
Teacher Preparation: For each student/group prepare 4 containers to represent the
grandparents. Each of these containers should have the colored beads corresponding to the
grandparents section of the table. For example: Grandfather 1’s container should have
equal numbers of green and black beads/gems. (Example: ten black beads and ten green
beads)
See Appendix B
›Remind students of the hazard of placing lab samples in their mouths. (Example: beads)
EQ: How can a mutation be helpful?
Understanding: Selective breeding is used to enhance a desired trait.
Day
11
Review body and sex chromosomes.
Mutation Talk
Teacher Note: The purpose of this activity is to lead the student to understand that
although we have spent time making predictions, not all things can be predicted. Students
have natural questions and curiosity about this topic.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 14 of 25
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
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The teacher should create a sentence of about 10 words, write it on the board, and
cover it before students enter the room.
The teacher should whisper the sentence only once to one person at one side of the
room; each student should whisper what they heard only once to the next person
until everyone in the room has received the sentence. The last person should write
down and read what he/she heard.
The teacher should reveal the original sentence written on the board and have
students compare it to the student’s final.
Ask students to explain what happened to the sentence.
The teacher should introduce the word “mutation”.
Define the word “mutation” and how it relates to genetics and heredity.
Have students brainstorm a list of movie characters with mutations, such as Swamp
Thing, Spiderman, Godzilla, The Hulk, X-Men, etc. Have them create a future
mutated movie character and do an advertisement poster about the mutation.
This could be used as a journal writing topic.
Teaching how to read a pedigree
The purpose of this activity is to show that a pedigree is a tool geneticists use to trace
genetic traits through a family.
(Teacher Note: This activity should be used after students have been introduced to the
Punnett square. A Punnett square illustrates the probability of what could happen
concerning a trait when organisms sexually reproduce. A pedigree illustrates what has
happened during several generations of reproduction related to the same trait.)
ƒ Use cut-out squares to represent males and cut-out circles to represent females. (
ƒ The teacher should assign or allow the class to choose a trait to follow through
several generations.
ƒ Males that have the trait should be shown by a colored square (Ex: blue). Males
that do not have the trait should be shown with white squares. Males that carry the
trait but do not exhibit it should be shown with a half-blue, half-white square.
ƒ Females that have the trait should be shown by a colored circle (Ex: pink). Females
that do not have the trait should be shown with a white circle. Females that carry
the trait but do not exhibit it should be shown with a half-pink, half-white circle.
ƒ Begin with two squares and two circles to represent grandparents and draw a
vertical line down. Then draw a horizontal line across connecting to the vertical
line. From this horizontal line, draw several short vertical lines down to represent
offspring. At each vertical line add a male square (blue) or female circle (pink),
white or half-blue or pink/half-white showing whether the offspring has the trait,
carries the trait, or does not have the trait. (An example of a pedigree can be found
at http://web.mit.edu/esgbio/www/mg/pedigrees.html )
ƒ Add in partners (Remember, these are not members of the original family!), using
the correct shape and color with a lighter shade to show male/female, have the trait,
do not have the trait, or carry the trait.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 15 of 25
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ƒ
ƒ
ƒ
Continue this pattern to show at least 3 generations of this family.
Students should determine which offspring have the trait, do not have the trait, and
why.
Journal writing: Why don’t dog breeders breed brothers and sisters? Or, tell how
selective breeding has had an impact on your life. (The teacher should have lead a
prior discussion on selectively breed/engineered food, animals, bacteria, etc.)
Teacher Note: Students only need to know that a pedigree is a tool.
EQ: Why is selective breeding important to me?
Understanding: Selective breeding is used to enhance a desired trait.
Day
12
Flower Power
Seeds Galore, a Georgia Seed company, wants us to develop a new flower for next year’s
sale on Mother’s Day. The teacher will prepare information on 5-8 plants with different
characteristics (smell, insect resistant, color, height, amount of sun, thorns, width, etc.)
Students will select two plants. They will then determine what characteristics from each of
those two plants they want to see reproduced in a new plant. List the characteristics of the
new plant. Illustrate the flower.
EQ: Why is selective breeding important to me?
Understanding: Selective breeding is used to enhance a desired trait.
Days
13 &
14
Student Debate
ƒ Teacher assigns, or has students choose, a related topic to be debated between two
students or two groups of students.
ƒ Possible topics: Can a mutation be helpful? Do we need selective breeding? Should
the government allow cloning? Should farmers produce disease resistant plants?
Should humans be cloned for their organs? Should we use DNA analysis in trying
cases? Should we genetically alter food? Should parents be allowed to determine
the sex of their unborn child? Should cattle be bred for milk/meat production?
Should organisms be genetically altered for financial profit? Remember that every
topic must have a pro and con representation.
ƒ Students should be given opportunity to conduct research on their assigned topic
and organize the information gathered to argue their side of the issue. (Teacher
Note: Allow students to use approved websites, like Galileo, and various scientific
magazines.)
ƒ On “Debate Day” each pair of students/groups should be given approximately 3-5
minutes to argue their side of an issue, listen to the argument given by the other
side, and then give about a 1 minute rebuttal. Have students not participating in the
debate, develop questions for follow-up audience participation.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 16 of 25
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ƒ
Optional: After hearing both sides of an issue and the rebuttals, the other students
in the class should be prepared to vote on which side gave the most convincing
argument. After completion of all of the debates, students could choose one
particular debate of interest. In a journal entry they should defend the side of the
debate that they support. They should use facts and information collected from the
debate to justify their support for the topic.
After debate, discuss foods and medicines that have benefited from scientific
advancements.
Day
15
Selected Response Assessment
EQ: How is genetic material passed from parents to their offspring?
Understanding: All organisms reproduce sexually or asexually.
Completion of Grow Plants Asexually–Example: Strawberry, sweet potato, spider plants,
African violets, etc. Complete discussion/video streaming/video on cell
division/reproduction.
Day
16
Teacher Demonstration: Visual of Cell Division of Body Cells
(Teacher Note: It is not necessary for students to be able to draw or identify the stages
of cell division. The purpose of this demonstration is simply to illustrate the end result
of this process. While it is not necessary to teach cell division of sex cells, meiosis, in
seventh grade, the teacher may want to include in the commentary that the end result of
sex cell division is four new cells.)
ƒ Show a teacher-created flip book of body cell division (*Teacher note:
Chromosomes separate and then duplicate in order to form two new cells that are
exactly like the parent cell with the same number of chromosomes: human – 46,
horse – 66, cat – 38, potato – 48, dog – 78, corn 20. You can also refer back to
Chromosome Line activity.)
**The purpose of introducing this activity is to show the end result. Students should not be
required to learn the phases.
Think Pair Share- “How can I be wearing both my parent’s genes at the same time?”
(Example: I have my Mom’s eyes and my Dad’s nose). Teacher Note: Be sensitive to
adoption etc.
›Prior to the Grow Plants Asexually activity, remind students of the hazards of putting
plants in their mouths during lab activities and to wash their hands on completion of the
activity. Be cognizant of students who may have certain plant or soil allergies
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 17 of 25
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EQ: How is genetic material passed from parents to their offspring?
Understanding: All organisms reproduce sexually or asexually.
Teacher Demonstration: Visual of Cell Division of Body Cells: Use flip booklet to
review end results of cell reproduction.
Day
17
Teacher lead whole class discussion on sexual and asexual reproduction.
**Please clarify for students asexual reproduction can be used for single cell reproduction
and multicellular organismal growth and repair.
Graphic Organizer: Have students construct a graphic organizer for comparison of
concepts of sexual and asexually reproduction.
Teacher Note: Graphic organizer could be as simple as folding a sheet of paper in half,
label one side Sexually Reproducing Organisms and the other side Asexually Reproducing
Organisms. Then for every concept mention on one side, place the corresponding concept
for the other side.
EQ: How are traits passed differently in asexual and sexual reproduction?
Understanding: All organisms reproduce sexually or asexually.
Day
18
The teacher should review the use of a Punnett square to show the possibilities of passing a
genetic trait from one generation to another. The teacher should use Punnett squares to
show the passing of the XY sex chromosomes. Note: That is the extent to which sex cell
division is taught at this age. Students of this age need a basic understanding of XY
chromosomes and that the end results of their cell division is four new cells with half the
number of chromosomes. They do not need to know or be tested on the phases of meiosis.
EQ: How are traits passed differently in asexual and sexual reproduction?
Understanding: All organisms reproduce sexually or asexually.
Days
19 &
20
Mobile: Organisms that Reproduce Asexually and Sexually Create a mobile including
one of each of the following organisms (Animals, Plants, Fungi, Bacteria, Protists) The
mobile must include how each organism reproduces, organism’s name, and an illustration
of the organism. The assembled mobile should have the organisms grouped depending on
the method of reproduction. Complete and share mobiles.
EQ: How can our knowledge of genetics be useful?
Days
21-25
Understandings:
An organism is a collection of traits inherited from its parents.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 18 of 25
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Genes and chromosomes determine the inherited traits.
All organisms reproduce sexually or asexually.
Selective breeding is used to produce a desired trait.
Introduce Culminating Performance Task: Super Baby. Give students the rubrics. Have a
class discussion to develop a “super physical traits” key determining the genotypes and
phenotypes. For example: Ask students what characteristics are common among
superheroes and list on the board. (At this time, you may want to pick the top 10 to 20).
Assign the genotype and phenotype. Also, it needs to be determined which traits will be
dominate and which will be recessive. Student will need to choose a super hero. The
teacher can have a list from which students can choose, heroes could be randomly assigned,
or students could be allowed to independently select any super hero. (Teacher note: Be sure
to have male and female super heroes).Students should determine the phenotype and
genotype of their super hero noting which traits are recessive and which are dominate.
Draw/Illustrate your super hero according to the genotype/phenotype. If time allowed,
students could do a Punnett square activity to determine all the possibilities of new
organisms when their parent heroes mate. Transfer the genotypes to a chart that can be cut
apart, cut the squares, and place all individual pieces in a bag. Find a partner whose super
hero is of the opposite sex. Working with partner each person will pull one trait at a time
from a container and record on a chart. When you pull a genotype that is a trait that has
already been pulled, place it to the side. Together, partners develop genotypes and
phenotypes for Super Baby based on the chart of randomly pulled genotypes.
Independently, students should draw/illustrate the Super Baby developed the day before.
Teacher should begin holding oral student conferences. (See Rubric) While conferences are
being held, students should begin working on written and oral “pitch” to the movie
executives persuading them to pick their Super Baby based on their traits. Also, included in
the pitch should be if they could have chosen any super hero to partner with to get the most
desirable traits, who would they have chosen and why?
Groups present: Persuasive Pitch
The audience (other students) should generate questions to be answered by the students as
time permits.
Language:
heredity, gene, chromosome, genotype, phenotype, dominant, recessive, traits, homozygous,
heterozygous, asexual reproduction, sexual reproduction, Punnett square, hybrid, selective breeding,
mutation, genetic engineering, offspring, purebred
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 19 of 25
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Georgia Performance Standards Framework for Science – Grade 7
Web Resources:
www.k12science.org/curriculum/genproj/index.html
World Genetics Project
http://www2.edc.org/weblabs
Web Labs on Genetics
http://newscientist.com/hottopics/cloning/
Site contains various articles related to genetics and heredity.
http://www.pbs.org/wgbh/nova/baby/divide.html
Cell Division
http://www.pbs.org/safarchive/4_class/45_pguides/pguide_602/4562_food.html
A simulation of hybrid vigor
http://gslc.genetics.utah.edu
Genetics interactive site
http://www.worldwildlife.org/fun/games.cfm
Interactive site with genetic/heredity games
http://genetics-education-partnership.mbt.washington.edu/download/toothpickfish.pdf
Genetics project from University of Washington—Tooth Pick Activity
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 20 of 25
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Georgia Performance Standards Framework for Science – Grade 7
Appendix A
Wearing My Genes
Your goal is to identify your genetic traits, and show those traits on an example of a DNA strand.
Then compare your strand of traits to that of other students in the class.
Procedure:
1. Use the table provided to identify your genetic traits.
2. Find your genes matching the traits on each strand. (The teacher should remind students
that in sexual reproduction one strand comes from the mother and one from the father.)
3. Color the genes to match the color code from the table. (Each trait is represented by a
different color.)
Trait Name
Sex traits
Eye Color
Hair Color
Hair Type
Forehead Hair
Trait
Gene Combination
Female
Male
brown
blue
green
grey
black
brown
red
blonde
curly
straight
No widow’s peak widow’s peak
Color code
XX
BB
GG
LL
QQ
HH
WW
XY
bb
gg
ll
qq
hh
ww
Blue
brown
yellow
orange
black
Cheek Dimples
no dimples
dimples
DD
dd
purple
Chin Shape
no cleft chin
cleft chin
KK
kk
green
attached
unattached
AA
aa
pink
Freckles
no freckles
freckles
FF
ff
grey
Tongue
non-roller
roller
RR
rr
red
Hand Dominance
right handed
left handed
TT
tt
turquoise
Ear Lobe Attachment
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Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 21 of 25
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Trait Name
Sex traits
Trait
Gene Combination
Female
Male
Eye Color
Brown
Blue
Hair Color
green
black
grey
brown
Hair Type
red
curly
blonde
straight
Forehead Hair
widow’s peak
XX
Color code
XY
blue
BB
bb
brown
GG
LL
gg
ll
yellow
QQ
HH
qq
hh
orange
no peak
WW
ww
black
Cheek Dimples
dimples
no dimples
DD
dd
purple
Chin Shape
cleft chin
no cleft
KK
kk
green
Ear Lobe
Attachment
Freckles
Attached
Unattached
AA
aa
pink
Freckles
No Freckles
FF
ff
grey
Tongue
Roller
Non Roller
RR
rr
red
Left Handed
TT
tt
turquoise
Hand Dominance
Right Handed
Procedure, continued:
4. With members of your group compare and contrast the chart then answer the following
questions:
1. How is the DNA of your group members alike?
2. How is the DNA of your group members different?
3. Is your DNA code exactly like anyone else in your group?
4. What traits would your group predict are dominant?
5. What traits would your group predict are recessive
5. Using information from all of the members of your class develop a bar graph to illustrate the
numbers of individuals who show each trait. Answer the following questions from whole class
discussion and observations from your graph.
1. What traits appear dominant within the class?
2. Are those traits considered truly scientifically dominant?
3. What traits appear recessive?
4. Are those traits considered truly scientifically recessive?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 22 of 25
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Georgia Performance Standards Framework for Science – Grade 7
Appendix B
Gene Gems
Teacher Note: This is an activity to illustrate that desired traits can be produced through
selective breeding.
Essential Question: How is genetic material passed from parents to their offspring?
Background Information: Each cell of body contains a complete copy of your genetic code in
its nucleus. Your genetic code consists of 25,000 t0 30,000 different characters known as genes.
A gene is a unit of genetic material that determines a trait. You inherited your genetic material
from your parents. Your parents inherited the genetic material that they passed on to you from
their parents. Gregor Mendel was among the first to observe and hypothesize that traits and
genetic material that carries them are passed from parents to their offspring. He further
hypothesized that you receive half of your genetic material from each parent. In this lab, we will
model how genetic material is passed from generation to generation using colored beads or
“gems.”
Materials: Lab Procedure Sheet, Generations Diagram,
Container with colored beads representing genes,
Colored pencils
Six containers (small cups) labeled-Grandfather 1, Grandmother 1
Grandfather 2, Grandmother 2
Father, Mother
Teacher Preparation: For each student/group prepare 4 containers to represent the grandparents.
Each of these containers should have the colored beads corresponding to the grandparents
section of the table. For example: Grandfather 1’s container should have equal numbers of green
and black beads/gems. (Example: ten black beads and ten green beads)
Procedure:
1. Open your container with Gene Gems and check to be sure that each section has the correct
genetic material as shown in the data table below:
Grandfather
1
Green
&
Black
Grandmother
1
Purple
&
Pink
Grandfather
2
Yellow
&
White
Grandmother
2
Orange
&
Red
Paternal genetic material comes from the male and will be represented by a square, and maternal
genetic material comes from the female and will be represented by a circle on your generation
diagram.
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Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 23 of 25
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Generation Diagram
Grandfather 1
(Green Black)
(Paternal)
Grandmother 1
(Purple Pink)
(Maternal)
Father
Child 1-Juan
Grandfather 2
Grandmother 2
(Yellow White)
(Paternal)
(Orange Red)
(Maternal)
Mother
Child 2-Brittany
Child 3-Alex
Child 4-Nabresha
Identify where each of the traits came from on the Grandfather/Grandmother line. (The square
from each came from the father of the grandfather or grandmother. The circle of each came from
the mother of that generation.
2. Draw and color your generation diagram to match the information given in the chart. For
example; Grandfather 1 will have one green square and one black circle drawn and colored.
3. Without looking, select one gene gem from your Grandfather 1 container and put it into the
Father’s container. Draw and color the squares in the father’s cell on your generation diagram to
match the gene gem selected. Note: If the student draws a black bead/gem from his grandfather,
record the code by coloring the square black since it came from the male (paternal genetic
material).
4. Without looking, select a gene gem from your Grandmother 1(maternal genetic material)
container and put it into the Father’s container. This represents the other half of the genetic
material that the father inherited which came from his mother. Draw and color the circles in the
father’s cell on your generation diagram to show the color selected. The father’s cell should
contain two of these colors-black, green, purple, and pink gene gems. Note: If the father receives
a purple gem from his mother, record the color purple in the circle since it is being inherited
from his mother.
5. Now repeat steps 4 and 5, using the Grandfather 2 then Grandmother 2 gene gems. These
gene gems should be placed in the mother’s container. (The mother’s cell in your generation
diagram should have two of these colors-yellow, white, orange and red gene gems.)
6. Now you are to assume that father and mother have four children; Juan (1), Brittany (2),
Christopher (3), and Nabresha (4). You will determine the genetic material passed to each child
from its parents. Without looking, select one gene gem from the father’s container and place it in
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Kathy Cox, State Superintendent of Schools
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the child’s section. Draw and color the square in the generation diagram to match the gene gem
drawn.
Without looking, select a gene gem from the mother’s container and place it in the child’s
section.
Draw and color circles in the generation diagram to match the gene gems selected. Return the
gene gems to each parent’s container. Be certain that you match the information in their cells.
Note: Students need to be reminded that parents do not lose their genes when they have
offspring. The genetic code is passed not given up.
7. Close the container and gently shake between selections for the children.
8. Repeat Step 6 until all four children have been coded.
9. This activity should be followed by a question/answer session using both teacher and student
generated questions. Students should be encouraged to ask questions during/after this activity. If
possible, allow students to search for answers to their own questions.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Genetics and Heredity
September 26, 2006 y Page 25 of 25
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