How do living things inherit their traits that make each living think of a unique individual?
Learner’s Mindset
Students will be taught to view challenges in this course as opportunities to learn and grow, and believe that abilities can be developed through effort.
Global Citizenship
Students will learn about why different communities of people have different heritable traits based on their localized environmental conditions and historical behaviors.
Responsibility
Students will learn to use lab equipment responsibly and safely so that the equipment can be used in the future. Students will responsibly participate in simulations so that all students have access to their education.
Explain how doppelgangers can look identical, but not be related.
Explain how identical twins can look identical, and be related.
Explain how fraternal twins can look different and be related.
Students should be able to create and identify models that demonstrate mitosis, meiosis, and fertilization.
Students should be able to explain how genes are passed from generation to generation using scientific vocabulary.
Scientific Modeling - Students use scientific modeling to collaborate on a hypothesis regarding the essential question. Students use scientific models to make meaning of phenomena. Students will use punnett squares to represent genetic crosses as a scientific model.
Written and Oral Discourse - Students will communicate ideas and arguments through writing and through speech
Note taking - Students write key ideas in their lab notebooks so that they may use the resource on labs and other assessments.
Argument - Students will be able to defend a position regarding what drives inheritable genetic variations using the Claim Evidence Reasoning Format.
Differentiation:
Explicit instruction of expectations for answering questions in complete sentences (TTQA) on formative and summative assessments.
Explicit instruction on lab notebook setup and maintenance throughout the course.
Explicit instruction on reading articles, lab activity instructions, and textbook passages (Bold Words, Headings, Interpreting Diagrams and Charts).
Explicit instruction on how to construct a persuasive argument and how to come to a compromise/conclusion based on listening to different perspectives.
Reteach and recall material during the start of the lesson prior about previous concepts in order to develop memory skills and create future study material for exams.
Review activity and instruction on how to study for closed book exams. Students draw connections between concepts through a visual web of ideas.
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parent to offspring.
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
Textbook - Miller & Levine Biology
Khan Academy
POGIL - Process-oriented guided inquiry learning
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