Inheritance and Variation

Miller & Levine Unit 4: Genetics

Literacy / Driving Question Board Connections

Nonfiction Science Resources

Science Literacy Resources

Graphic Organizers / Thinking Maps

Driving Question Boards

Multilingual Learner Language Expectations

Science Notebooks / Hands On Science

Genetics

Chapter 12 Introduction to Genetics: Introduces students to the concept of genetics, patterns of inheritance, and genetic disorders, which, students discover, is a reason why animals may be genetically modified. In

Chapter 13 DNA: Students explore DNA and how it is replicated in the production of offspring. Students become familiar with RNA and protein synthesis.

Chapter 14 RNA and Protein Synthesis: and learn how genes are regulated and expressed, an important concept in genetic modification.

Chapters 15 The Human Genome and 16 Biotechnology: Students compare the human genome to genomes of other organisms, explore ethical concerns about DNA testing, and learn about the process of genetic engineering. Upon concluding the unit, students will be able to construct an argument using evidence about the genetic modification of animals.

Unit Standards

What is the NGSS & 3 Dimensional Science Learning and Why is it Important?

Science Practices - Disciplinary Core Ideas - Crosscutting Concepts

Chapter 12: Introduction to Genetics

HS-LS3-3: Variation and Distribution of Traits

Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. (Scale, Proportion, and Quantity)

Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.

Boundary Statement: Assessment does not include Hardy-Weinberg calculations.

Chapter 13: DNA & Chapter 14: RNA Protein Synthesis

HS-LS1-1: Genes, Proteins, and Tissues

Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

Clarification Statement: none

Boundary Statement: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.

HS-LS3-2: Inheritable Genetic Variation

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. (Cause and Effect)

Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.

Boundary Statement: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.

Chapter 15: The Human Genome & 16 Biotechnology

HS-LS3-1: Chromosomal Inheritance

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. (Cause and Effect)

Clarification Statement: none

Boundary Statement: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.

Crosscutting Concepts appear throughout this unit in scales that are both micro and macro. Following is an overview of how the major crosscutting concepts for Genetics are woven throughout the unit.  

Scale, Proportion, and Quantity - Students apply concepts of proportion and quantity as they make predictions about the phenotypes and genotypes of parental crosses.

Cause and Effect - Students discover that small changes in genes can cause changes in organisms. For example, alleles are inherited and can cause genetic disorders or may appear in one generation but skip the next generation.  

Structure and Function - Students will explore how DNA's structure causes it to be capable of storing, copying, and transmitting information. Additionally, students discover how changes in the genetic code affect the make up of proteins.

Connections to Nature and Science - Students become aware of genetic engineering and the problems it can help solve. Students discover that many food plants and medicines have been and continue to be produced using genetic engineering.

Anchor Phenomenon

DRIVING QUESTION: For what purpose should humans genetically modify animals?

Anchor: Solving Local and Global Water Scarcity

Students prepare to construct explanations of genetic modification in animals and how it is used in today's world. During the launch of the unit problem, students conduct research and evaluate evidence as they consider the three main reasons that genetic modification in animals is currently used.

Chapter 12 - Students will complete activities such as the Simulating Segregation  Quick Lab and Two-Factor Cross: F 2  interactivity, where they will apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population and ask questions to clarify relationships about the role of DNA in passing traits from par-ents to offspring. Students who are working on the Problem-Based Learning activities will perform a Lab Investigation that explores the heredity of genetically modified animals.

Chapters 13 and 14 - Students will complete the Using DNA to Identify Species lab and the DNA Replication interactivity to construct an explanation based on evidence for how the structure of DNA determines the structure of proteins and what causes inheritable genetic variations.

Chapters 15 and 16 - Students will complete activi-ties and labs such as the HHMI Sickle Cell Anemia  animation, where they will ask questions and con-struct explanations to clarify relationships about the role of DNA and chromosomes. Students who are working on the Problem-Based Learning activities will explore the ethics surrounding DNA testing and genetic modification and learn how to produce a transgenic organism.

Local Colorado Phenomenon & Career Connections

Local Colorado Phenomena Connections

Here are a few local Colorado phenomena that can be used to address genetics in your biology curriculum:

Pine Beetle Infestation: Explore how genetic factors influence the susceptibility of pine trees to beetle infestation and the beetle's adaptation to climate changes.

Cutthroat Trout Genetics: Study the genetics of different subspecies of cutthroat trout in Colorado, focusing on how genetic diversity affects their survival and adaptation.

Aspen Tree Cloning: Investigate the clonal growth of aspen trees and how genetics contribute to their reproductive strategies and resilience.

Wildflower Variability: Examine the genetic diversity in Colorado's wildflowers, such as the Colorado columbine, and how it affects their adaptation to different environmental conditions.

Bighorn Sheep Adaptation: Analyze the genetic traits that allow bighorn sheep to adapt to the mountainous regions of Colorado, including genetic variations related to altitude adaptation.

These phenomena provide rich opportunities to explore genetic principles in a real-world context.

Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena or Career Connections

Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"

Using SchoolAI

1) Navigate to Assistants

2) Select Curriculum Coach

3) Use the prompt above

Additional Phenomena Resources

Career Connections

Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.

SAVVAS Career Connections

Here are some Colorado-based career connections in the field of genetics that might be useful for you and your students:

University of Colorado Anschutz Medical Campus: Known for its research in genetics and genomics, you could connect with faculty members for guest lectures or lab tours.

National Jewish Health: Specializes in respiratory genetics and offers opportunities for collaboration and student engagement.

Biodesix, Inc.: A biotechnology company that focuses on molecular diagnostics to improve patient outcomes. They might offer insights into the industry side of genetics.

Colorado State University: Their Department of Biology has a strong focus on genetics research and might have faculty willing to engage with high school students.

Colorado BioScience Association: This organization could help connect you with various biotech companies and professionals working in genetics across the state.

Explore more Science Career Connections

Hands On, Minds On Connections

Hands-On Labs / Lab Safety

PASCO

St Vrain Science Center

Simulations

SAVVAS

GIZMOS

Gizmos Miller and Levine Correlated Simulations

Gizmos in Science

Nearpod Lessons / Activities / Videos

LabXchange Lessons / Activities / Videos

School AI Connections

Below is a SchoolAI Space built using the science standards above, created to bring those standards to life. You can use the Space as is or edit it and make it your own.

What are SchoolAI Spaces - School AI spaces are interactive, personalized learning environments where students can engage with artificial intelligence for various academic tasks. These spaces can act as personalized tutors, generate customizable activities, and provide tools like "choose your own adventure" tasks. Teachers can use these spaces to offer support, gather formative assessments, or provide dynamic lessons, while monitoring student progress through a dashboard. Learn More about SchoolAI Spaces