Unit 3 Life: Growth, Development, and Reproduction

Transcription

1 Unit 3 Life: Growth, Development, and Reproduction Content Area: Science Course(s): Science 7 Time Period: November Length: 5 weeks Status: Published Transfer Life: Growth, Development, and Reproduction of Organisms How do organisms grow, develop, and reproduce? CH3- From Cell to organism and Ch 4- Reproduction of Organisms (6 blocks) CH5- Mendel and genetics (6 Blocks) CH5-DNA Mutations and bioengineering (6 blocks) 18 blocks Enduring Understandings Through cell division, one cell can produce new cells to grow and develop into a multicellular organism. Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. Every organism requires a set of instructions that specifies its traits. These instructions are stored in the organism s chromosomes. In sexual reproduction, traits are passed from parent to offspring. These traits have patterns that can be predicted to some degree.

2 Traits have more then one gene that determine its phenotype. Environmental factors play a role on influencing traits, these can be beneficial or harmful. Through genetic engineering or selective breeding, people have the ability produce desired traits. Essential Questions How do organisms grow? Why is cell cycle necessary? What are the benefits of asexual reproduction? How do cells divide for sexual reproduction? How does sexual reproduction allow for variation? How do organisms behaviors and structures influence successful reproduction? How do plants reproduce? What is heredity? What contribution did Gregor Mendel provide for science? How are traits inherited?

3 How do dominant and recessive traits interact? How are Punnett squares used to predict patterns of heredity? How do environmental factors affect inheritance? How are DNA and chromosomes related? How does a mutation on DNA affect an organism? What is selective breeding (artificial selection) and why is it done? What is genetic engineering and how is it used? Critical Knowledge and Skills Vocabulary Essential Vocabulary Cell Cycle, Mitosis, Asexual reproduction, Sexual reproduction, Heredity Genetics, Pollination, Traits, Variable, Hybrid, Genes, Alleles, Dominant Recessive, Genotype, Phenotype, Homozygous Heterozygous, Punnett square, Mutation, Pedigree chart, Chromosome, DNA,Biotechnology Genetic engineering, Selective breeding

4 Learning Objectives Explain why the cell cycle is necessary for growth. Compare and contrast the benefits and limitations of asexual reproduction. Compare and contrast mitosis and meiosis. Compare and contrast the benefits of asexual reproduction verse sexual reproduction. Simulate Gregor Mendal s pea plant cross pollination. Cite examples that would influence the growth of the peas. Illustrate the structure and function of a flower s reproductive structures. Calculate and analyze data collected by Mendal to determine the ratio of traits in pea plants Model a punnett square and determine the probability of the genotype and phenotype. Compare and contrast Genes and alleles. Explain how dominant and recessive traits contribute to create a hybrid. Create and analyze a pedigree chart. Document patterns of inheritance using punnett squares and pedigree charts, draw conclusions about the patterns, citing evidencegathered during the investigation. Compare and contrast complex rules of inheritance including incomplete dominance, co-dominance and polygenic inheritance andsite examples.

5 Create a model of DNA showing how mutations will create changes in an organisim and explain how plants, animals, and bacteria all share the same code of life. Illustrate and explain the relationship between chromosome, gene and DNA. Create a timeline identifying scientific contributions of the discovery of DNA. Research types of genetic engineering and explain the possible positive and/or negative impact on society. Create an argument using evidence from multiple reliable sources. Resources Resources iscience Integrated Course 2 Chapters 3, 4, 5 Science Notebook: Understanding Inheritance Genetics - BrainPOP Color Transparencies: Genetics Quizlet- - Punnett Squares- Sponge Bob Where is the mistake in the Punnett Square? Pedigree Lab How to pedigreehttps://classroom.google.com/u/0/c/mtc1mzu2mdkwmtra/a/mjkwodewmty5mtna/details Rosiland Franklin, Watson and Crick -

6 Standards 6-8.MS-LS3 6-8.MS-LS MS-LS MS-LS MS-LS3-1.LS3.A 6-8.MS-LS3-1.LS3.A MS-LS3-1.LS3.B 6-8.MS-LS3-1.LS3.B MS-LS MS-LS MS-LS MS-LS MS-LS MS-LS3-2.LS1.B 6-8.MS-LS3-2.LS1.B MS-LS3-2.LS3.A 6-8.MS-LS3-2.LS3.A MS-LS3-2.LS3.B 6-8.MS-LS3-2.LS3.B MS-LS3-2.2 Heredity: Inheritance and Variation of Traits Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Modeling in 6 8 builds on K 5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop and use a model to describe phenomena. Inheritance of Traits Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. Variation of Traits In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. Structure and Function Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function. 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. Modeling in 6 8 builds on K 5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop and use a model to describe phenomena. Growth and Development of Organisms Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. Inheritance of Traits Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. Variation of Traits In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. Cause and Effect

7 6-8.MS-LS MS-LS4-5.LS4.B MS-LS MS-LS MS-LS4-6.5 Cause and effect relationships may be used to predict phenomena in natural systems. In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. Mathematical and computational thinking in 6 8 builds on K 5 experiences and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments. Interdisciplinary Connections ELA/Literacy RST Cite specific textual evidence to support analysis of science and technical texts. RST 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. ( RST 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). SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.4 Model with mathematics. 6.SP.B.5 Summarize numerical data sets in relation to their context. NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation. NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 21st Century Life and Careers CRP4. Communicate clearly and effectively and with reason. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. 9.3.ST.2 Use technology to acquire, manipulate, analyze and report data. 9.3.ST.4 Understand the nature and scope of the Science, Technology, Engineering & Mathematics Career Cluster and the role of STEM in society and the economy. Technology A.1 Demonstrate knowledge of a real world problem using digital tools D.6 Synthesize data, analyze trends and draw conclusions regarding the effect of a technology on the individual, society, or the environment and publish conclusions E.1 Identify ways computers are used that have had an impact across the range of human activity and

8 within different careers where they are used.