|Activity, Reading, Homework||Lesson Performance Expectation||Supplemental Resource - Title & Description||Link|
|LS.3.1.1 - The same and different you and me||Students wil identify the traits of an organism. |
Students will identify the distinction between inherited and acquired traits.
Students will analyze data about the traits of an organism.
|[Tutorial - Meets some state standards for classification of organisms] pass.leon.K12.fl.us--Identifying Organisms--Not only do sutdents identify traits of organisms, but they place organisms into kingdoms--meets some state standards.||This link appears to be temporarily unavailable|
|LS3, L1 - The same and different you and me||[Video - Meets some state standards for classification of organisms] Scholastic--Study Jams--Kingdoms of Life animation; highlights differences among the 5 kingdoms of organisms||Click here|
|LS3, L1 - The same and different you and me||[Reading] Difference Between.net--Difference Between an Inherited Trait and an Acquired Trait--gives good examples||Click here|
|LS3, L1 - The same and different you and me||[Activities] NClark: Numerous activities associated with human traits and genetics.||Click here|
|LS3, L1 - The same and different you and me||[Activity, Game] ASU School of Life Sciences: Monster Manual: Monster Manual is a fun way to introduce the fundamentals of genetics to a wide range of grade levels. The interactive game lets students build monsters while learning how information is packaged in complex codes that help to build and maintain living organisms. The center of the fun is a monster maker that students use to decode and build monsters.||Click here|
|LS3, L1 - The same and different you and me - Activity 1.1: What Traits Do Humans Have?||[Activity, Reading] University of Utah: Learn.genetics: Heredity and traits: Slide show of observable human traits; PTC article; animation on what is a trait? And more.||Click here|
|LS3, L1 - The same and different you and me - Activity 1.2: Traits of You and Me||[Video] You Tube Video: Frank Gregorio: Introduction to Genetics: This HD dramatic video choreographed to powerful music introduces the viewer/student to the science of Genetics and Inheritance. It is designed as a motivational "trailer" to be shown in classrooms by Biology teachers in middle school, high school and college as a visual Introduction to the history and science of Genetics, Heredity and Biotechnology. good video for raising questions for the driving question board!||Click here|
|LS3, L1 - The same and different you and me - Activity 1.2: Traits of You and Me||(Article, Video) Tween Tribune: Why do we use one hand more than the other? Explains how this trait can be both inherited and aquired.||Click here|
|LS3, L1 - The same and different you and me - Activity 1.2: Traits of You and Me||(Article) Tween Tribune: What's a freckle? Explains how this traits is both inherited and aquired.||Click here|
|LS3, L1 - The same and different you and me - Activity 1.2: Traits of You and Me||(Article with pictures) Daily Mail: The twins that EVERYONE can tell apart! Striking sisters couldn't be more different due to quirk in their mixed-raced parentage||Click here|
|LS3, L1 - The same and different you and me - Activity 1.3: Baby, Where Did You Get Those Eyes?||[Games, Readings, Activities] The American Museum of Natural History: Ology: The Museum's website for kids: The Gene Scene: Scroll down to "Genetics Stuff": Numerous games, readings, and activities on genetics.||Click here|
|LS3, L1 - The same and different you and me - Reading 1.3: Where Did You Get Those Eyes?||[Tutorial] The University of Utah: Learn Genetics: Genetics Science Learning Center: Site for students for grades 7--12. Heredity and traits is a tutorial with emphasis on vocabulary.||Click here|
|LS3, L2 - What traits get passed on? - Activity 2.1: Are Traits Connected?||[Reading] Scitable for Nature Education: Each Organism's Traits Are Inherited from a Parent through Transmission of DNA: Scientists first discovered chromosomes in the nineteenth century, when they were gazing at cells through light microscopes. But how did they figure out what chromosomes do? And how did they link chromosomes — and the specific genes within them — to the concept of inheritance? After a long period of observational studies through microscopes, several experiments with fruit flies provided the first evidence.||Click here|
|LS3, L2 - What traits get passed on? - Reading 2.1: Do the Traits I Inherited Affect My Sense of Taste or Smell?||[Reading] Learn.Genetics: The Genetics Science Learning Center: The University of Utah: PTC: Genes and Bitter Taste: In 1931, a chemist named Arthur Fox was pouring some powdered PTC into a bottle. When some of the powder accidentally blew into the air, a colleague standing nearby complained that the dust tasted bitter. Fox tasted nothing at all. Curious how they could be tasting the chemical differently, they tasted it again. The results were the same. Fox had his friends and family try the chemical then describe how it tasted. Some people tasted nothing. Some found it intensely bitter, and still others thought it tasted only slightly bitter.||Click here|
|LS3, L2 - What traits get passed on? - Reading 2.1: Do the Traits I Inherited Affect My Sense of Taste or Smell?||[Reading] Bright Hub: The Genetic Basis of Taste: There are a number of factors that underline the genetic basis of taste. This can be revealed by using the bitter taste test PTC. The exact biological functions of taste buds are still being studied such as the reasons why some people are considered to be supertasters.||Click here|
|LS3, L2 - What traits get passed on? - Activity 2.2: How Do Plants Reproduce?||[Video] You Tube Video: Bozeman Science: Paul Andersen explains simple Mendelian genetics. He begins with a brief introduction of Gregor Mendel and his laws of segregation and independent assortment. He then presents a number of simple genetics problems along with their answers. He also explains how advances in genetic knowledge may lead to ethical and privacy concerns,||Click here|
|LS3, L2 - What traits get passed on? - Reading 2.2: What Is the Buzz About?||[Video] TeacherTube: Mendel: True Gene-ious: A Brief Introduction to Gregor Mendel & The Study of Genetics||Click here|
|LS3, L2 - What traits get passed on? - Activity 2.3: Is There a Pattern to How Traits Get Passed On?||[Video] SCIshow: Genetics: Through his calculated cross breeding studies of garden peas, Mendel discovered a pattern of dominant and recessive traits which lead to groundbreaking advances in the field of genetics.||Click here|
|LS3, L3 - Can we determine patterns in traits?||Students will develop claims for patterns in heredity data consistent with evidence.|
Students will analyze data to compare patterns between plant and human data.
|[Activity] The Gene Machine: This simple program determines some facts about your genes ("genotype") based on physical traits you and your parents show ("phenotype").||Click here|
|LS3, L3 - What traits get passed on? - Activity 3.1: What Are the Patterns in How Traits Are Inherited?||[Interactive Simulation] Explore "e"learning: Gizmos: Grades 6--8: 11 simulations on various aspects of genetics.||Click here|
|LS3, L3 - What traits get passed on? - Activity 3.2: Are There Patterns in Plant Traits?||[Game] PBS Kids: Dragonfly TV: Games: Dog Breeding: Your goal is to breed a certain type of border collie puppy by selecting parents with the right traits. You will be trying to match certain coat colors, coat lengths, and ear types.||Click here|
|LS3, L3 - What traits get passed on? - Activity 3.3: What Seed Patterns Are There in a Future Generation?||[Interactive Simulation] PBS Kids: Engineer a Crop: From cucumbers and carrots to white rice and wheat, we humans have altered the genes of almost every food we eat. Today scientists can produce a change quickly by selecting a single gene that may result in a desired trait and inserting that gene directly into the chromosome of an organism. Amazingly, genes from organisms as dissimilar as bacteria and plants can be successfully inserted into each other.|
These activities let you compare the traditional method of selective breeding with one of the latest transgenic methods.
|LS3, L4 - Do traits show patterns over multiple generations? - Activity 4.2: What about the Next Generation of Seeds?||[Interactive Simulation] Ohio State University: Reading the Code: Genetic Literacy Across the Middle School Curriculum: Click "Launch the Program." Then, click "help" for directions.||Click here|
|LS3, L4 - Do traits show patterns over multiple generations? - Activity 4.3: Synthesizing the Data||[Activity] US National Library of Medicine: NIH: Harry Potter's World: Genetic Traits in Harry Potter: Students review and become familiar with basic genetic concepts and terms, such as DNA, chromosome, gene, allele, homozygous, heterozygous, recessive and dominant genes, genotype, phenotype, complex traits, Medelian inheritance, and Punnett Square. Students apply these to identify and examine several examples of simple and complex genetic traits in several characters in Harry Potter. Students also examine inheritance patterns of magical ability in Harry Potter, and use the concepts they have learned to identify possible genotypes of the magical ability demonstrated by several characters in the series.||Click here|
|LS3, L4 - Do traits show patterns over multiple generations? - Reading 4.3: Why Are Patterns Important?||[Activities] BioEd Online: Science teacher resources from Baylor College of Medicine: Heredity: Patterns of inheritance, Mendelian genetics, variation of traits, pedigrees.||Click here|
|LS3, L6 - Constructing a model of inheritance - Activity 6.1: Constructing a Model of Inheritance||Students will construct a model to explain how genetic information gets passed from parents to offspring.|
Students will use their model to explain how genetic information gets passed from parents to offspring in plants.
|[Reading] Scitable for Nature Education: Gene Inheritance and Transmission: It is often difficult to advocate for the importance of gene inheritance and transmission. After all, why should anyone care about Mendelian genetics? Mendel did excellent work, but his research was performed long ago. In recent years, has not molecular genetics replaced the need to learn about gene transmission? Questions such as these are often posed by students and scientists alike. Ironically, with the completion of the Human Genome Project, the need to merge the analytical power of gene inheritance with molecular approaches is more important than ever before.||Click here|
|LS3, L6 - Constructing a model of inheritance - Activity 6.1: Constructing a Model of Inheritance||[Website] Cold spring Harbor Laboratory: DNA Learning Center: Multitude of activities for grades 5--8 on genetics.||Click here|
|LS3, L8 - Variations, variations, and more variations||Students will explain how multiple genes can lead to variations of a trait.|
Students will analyze data to describe the trait variations in the population.
Students will analyze distributions of trait data to compare the subgroups in a population.
|[Website] Middle School Portal2: Reporduction and Heredity: Numerous links to websites appropriate for middle school heredity.||Click here|
|LS3, L8 - Variations, variations, and more variations - Activity 8.1: Variations, Variations, and More Variations||[Video] You Tube Video: Jimmy Bogus: Variation: Short animation showing variations in giraffes.||Click here|
|LS3, L8 - Variations, variations, and more variations - Activity 8.2: How Can We Show Ranges of Variation?||[Reading and video) Science: Dogs: Domestication is a long, gradual process that involves far more than the “taming” and keeping of individual animals. In the case of the dog, this evolution has been going on for about 10,000 years. We know from DNA evidence that dogs descended from wolves, but newer theories have changed dramatically our understanding of how this likely happened.||Click here|
|LS3, L8 - Variations, variations, and more variations - Activity 8.2: How Can We Show Ranges of Variation?||(Article) ScienceNews for Students: The turning of wolves into dogs may have occurred twice|
Domestication may have taken place in both the East and West, ancient DNA show
|LS3, L8 - Variations, variations, and more variations - Homework 8.2: Who Uses Social Networks More?||[Reading] Genome.Gov: National Human Genome Research Institute: NIH: Diversity of Canine Traits Attributed to Simple Genetic Architecture: Venture into a dog park on any given day and you're bound to see a remarkable difference in the sizes, shapes, and colors of the dogs at play. Domestic dogs have the greatest variation in body size of any mammalian species.||Click here|
|LS3, L8 - Variations, variations, and more variations - Activity 8.3: Variation Everywhere, So What?||[Video - Good teacher background. Suggests what is appropriate for what grade levels] You Tube Video: Bozeman Science: Variation of Traits: In this video Paul Andersen explains how variation is created in a population over time. Variation in offspring is caused by genetic recombination, mutations and environmental effects. Parental DNA is recombined using the process of meiosis. Mutations can add novel genes to a population and the environment can shape the expression of genes. A K-12 teaching progression is also included.||Click here|
|LS3, L8 - Variations, variations, and more variations - Activity 8.4: How Do Genes Work for Continuous Traits?||[Reading - Good for teachers or advanced students] Exceptions to Simple Inheritance: Since Mendel's time, our knowledge of the mechanisms of genetic inheritance has grown immensely. For instance, it is now understood that inheriting one allele can, at times, increase the chance of inheriting another or can affect how and when a trait is expressed in an individual's phenotype. Likewise, there are degrees of dominance and recessiveness with some traits. The simple rules of Mendelian inheritance do not apply in these and other exceptions. They are said to have non-Mendelian inheritance patterns.||Click here|
|LS3, L8 - Variations, variations, and more variations - Reading 8.4: Height—Unraveling a Genetic Puzzle||[Reading] The Tech: Museum of Innovation: Other traits: Hey, why do some people get a lot taller than their parents? And why am I a natural athlete and my parents are totally different? My hair is kinda the same as theirs but my eyes are way different. Please explain.||Click here|
|LS3, L9 - Do variations between individuals matter - Activity 9.1: The Case of the Peppered Moth||[Activity, Interactive Simulation] Biology Corner: Peppered Moth Simulation: Simulate changes in moth population due to pollution and predation, and observe how species can change over time.||Click here|
|LS3, L9 - Do variations between individuals matter - Activity 9.3: Explaining the Change in the Peppered Moth Population||[Reading - Good background for teachers] The Nature Institute: Science as Process or Dogma? The Story of the Peppered Moth||Click here|
|LS3, L9 - Do variations between individuals matter - Activity 9.3: Explaining the Change in the Peppered Moth Population||(Article, Video) Tween Tribune: Alaska has a new butterfly. An interesting read after the students have completed the peppered moth study.||Click here|
|LS3, L10 - The finch investigation||Students will analyze data to identify changes in the environment that influence the survival of a population.|
Students will analyze data to identify traits that have changed in a population.
Students will construct an evidence-based explanation to account for the change in variation of a population.
|[Tutorial, Game] Sci: The Science Channel: Games: Charles Darwin: Tutorial on Natural Selection and a fictional species survival game.||Click here|
|LS3, L10 - The finch investigation - Activity 10.1: Background to the Mystery||[Activity] SALSA: Feeding Darwin's Finches: Activity where students use different size tongs to pick up food for finches.||Click here|
|LS3, L10 - The finch investigation - Activity 10.2: Introducing Data Comparisons and Individual Finch Data||[Activity] AAAS Science: Science Net Links: Introduction to Natural Selection: students will develop an understanding of natural selection, specifically, how it unfolds from generation to generation.||Click here|
|LS3, L10 - The finch investigation - Activity 10.3: Investigating the Finches||[Interactive Simulation] Explore how populations change over time in a NetLogo model of sheep and grass. Experiment with the initial number of sheep, the sheep birthrate, the amount of energy sheep gain from the grass, and the rate at which the grass re-grows. Remove sheep that have a particular trait (better teeth) from the population, then watch what happens to the sheep teeth trait in the population as a whole. Consider conflicting selection pressures to make predictions about other instances of natural selection.||Click here|
|LS3, L10 - The finch investigation - Homework 10.5: What Happens Next?||[Activity] Phet: Natural Selection Lesson: 1. Students will be able to understand how adaptations help organisms survive by interpreting ling graphs of the population of a species over time. 2. develop conceptual understanding of natural selection by exploring how limiting factors, abiotic and biotic parts of an ecosystem and mutations interact and contribute to the survival of a species. 3. define positive, negative and neutral mutations and give examples. 4. assess the usefulness of models in scientific investigations. 5. propose modifications to a model by considering how it mimics a real world event.||Click here|
|LS3, L10 - The finch investigation - Homework 10.5: What Happens Next?||(Article) Nature: Evolution of Darwin’s finches tracked at genetic level|
Researchers pinpoint gene for beak-size and track how it changed during a severe drought. After the finch study is complete, the students can read about the change in the finch DNA.
|LS3, L10 - The finch investigation - Homework 10.5: What Happens Next?||(Article) Washington Post: 200 years after Darwin, this is how the iconic Galapagos finches are still evolving. After the finch study is complete, the students can read about the change in the finch DNA. A second article about the same study. This one refers to the Grant's, and their research.||Click here|
|LS3, L11 - Constructing a general model of population change||Students will construct a model from two evidence-based explanations to explain population change.|
Students will apply and evaluate a model of natural selection with cases of population change.
Students will analyze traits to determine which traits are influenced by heredity, environment, or population change.
|[Video] Video of Darwin's Finches on Isla Espanola in the Galapagos Islands. Video shot, narrated and edited by David Guilbault. Music by David Wurst. (Copyrighted Material - All Rights Reserved)||Click here|
|LS3, L11 - Constructing a general model of population change - Activity 11.1: Constructing a General Model of How Populations Can Change||[Interactive Simulation] Phet Interactive Simulations: Explore natural selection by controlling the environment and causing mutations in bunnies.||Click here|
|LS3, L11 - Constructing a general model of population change - Activity 11.1: Constructing a General Model of How Populations Can Change||(interactive game, video) PBS: NovaLabs: Evolution Lab: What could you possibly have in common with a mushroom, or a dinosaur, or even a bacterium? More than you might think. In this Lab, you’ll puzzle out the evolutionary relationships linking together a spectacular array of species. Explore the tree of life and get a front row seat to what some have called the greatest show on Earth. That show is evolution. (Note: The intro video is a great explanation of natural selection.)||Click here|