Family Inheritance

High School Science Department

Grade Levels
(select all grade levels applicable)

Subject
Science9th10th

Validity

The assessment measures what is intended to be measured in the content standard. Students could pass this task by truly knowing and being able to do what is asked for in the content standard.

(The rubric clearly relates to the specific content standard being covered and includes all of the skills needed to complete a quality product)
TEKS/Student Expectations: Insert the TEKS the lesson is covering

TEKS Bio/IPC 2A: Plan and implement investigative procedures including
asking questions, formulating testable hypotheses, and selecting equipment and
technology.
TEKS Bio/IPC 2C: Organize, analyze, evaluate, make inferences, and predict
trends from data.
TEKS Bio/IPC 2D: Communicate valid conclusions.
TEKS Bio/IPC 3A: Analyze, review, and critique scientific explanations,
including hypotheses and theories, as to their strengths and weaknesses using
scientific evidence and information.

TARGETED TAKS/Department Objectives: From data and Benchmark test, what is the skill you developed.
Obj 1
Obj 2

Challenge

The task asks students to show their “know how” on something important and challenging, not just their knowledge. (Students develop the focus of the task by building on their own experiences to determine the problem and to look for possible solutions.)
Essential Question/s or Engaging Questions
As students study about genetics, seen how genes determine traits, and how traits are seen in our physical appearance they will begin formulating questions such as: What are the chances of my future children having the familial trait? How can I determine the probability that the next generation will have this trait? What trends does my family history show? How can I track the inheritance of a trait in my family? What are the moral and ethical considerations of genetic planning?

Student generated questions:

Use an on-line cat genetic lab to gain familiarity of the reaction of gene traits.

Then construct their own family pedigree based on one desired trait. Create a visual to be presented to the class.

Biointeractive, collection of virtual labs

Feasibility

The task is worthy of the time and effort required to complete it. (The amount of time devoted to completing the task is very consistent with the complexity of the task or the embedded content standards)

Time Frame:
Ongoing

High Level Processes

The task requires complex thinking skills (critical/ creative thinking, decision- making, problem solving). (Students are operating at the synthesis/ evaluation levels involving one or more complex thinking strategies (e.g., problem-solving, decision-making, scientific inquiry) involving integrated concepts and big ideas.)
Bloom's Taxonomy:

Knowledge	Comprehension	Application
Analysis	Synthesis	Evaluation

List or describe activities that support the selected Bloom's Level(s):
1. Knowledge and comprehension - Introduction presentations and lectures on genetics.
2. Knowledge, comprehension, application, and analysis - Practice with punnett square
3. Knowledge, comprehension, application, and analysis - Dominant Fly Lab. Analyzed the genetic makeup of the chromosomes to construct a fly exhibiting multiple traits.
4. Knowledge, comprehension, application, - Identify Dominant and Recessive traits Quick Lab. Applying what they know about dominant and recessive traits to determine their own genetic makeup.
5. Knowledge, comprehension, application, analysis, synthesis and evaluation - Based upon learning over the course of this unit, students will be able to construct their Familial History of a particular familial trait over 3 generations and hypothesize the probability that the 4th generations the family trait. The students will justify their hypothesis with scientific data.
6. Evaluation - Students will assess their peers presentations/pedigree accuracy. CAT LAB Information
7. Evaluate the ethics of gene planning in humans. Ethics and Reproductive Issues: The Dilemma of Choice

Process Skills

Reliability

The assessment is likely to elicit consistent scores over time. The scores on the task will reflect true achievement of the content standard not variance in testing conditions. (The criteria are explained clearly with measurable expectations. Criteria are consistent across all dimensions, and lend themselves to self-monitoring)

Assessment(s):
Rubric: http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1333388&
Assesments:
1. Directed Reading - Studying Heredity
2. Critical Thinking worksheet - Complex Heredity.
3. Practice problems with Punnett squares and ratios.
4. Quiz - Studying Heredity
5. Dominant Fly Lab Report.
6. Dominant and Recessive Quick Lab.
7. Evaluating a pedigree - worksheet
8. Familial History and Prediction project and presentation.
9. Student evaluation of individual presentations.
10. Other ongoing assessment.

Important Content

The task incorporates the content standard and the big ideas and essential concepts of the discipline. (The culminating task is directly related to a well- defined and articulated set of content standards and essential concepts.)

Concepts/Topics:
The Students will learn about Mendel and genetics. They will gain a knowledge of the historical impact of his work, Study of dominance and recessive traits, how to use and construct Punnett squares, monohybrid and dihybrid genetic crosses.

Concepts: Dominant and Recessive traits, Pedigrees. Predictions of future trends in familial traits.

Students Evaluate the possibility of planning their future children's characteristics.

Authenticity

The task reflects what people might actually do in the real world- real life issues, themes, problems.
(The culminating task is relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students.)

E.B.A.M.(Click Here) Experiential-Based Action Model (Optional) is a good way to make sure your activities reach a LoTi level 4. Click here to View EBAM Power Point

Activities
Real World Application...

Individuals are always curious about their traits and how they are inherited, and what their future offspring will look like or what they will inherit from them. In the culminating task they will be able to make these determinations for themselves and prove to the class by constructing a family pedigree.

The students will participate in the following activities prior to the culminating task.
1. Two days of interactive PowerPoint lectures and video clips about Mendel’s Genetics; Punnett Squares, pedigrees, monohybrid and Dihybrid crosses.

2. Dominant Fly lab with interactive Smart board technology and handheld activities that students will use to illustrate and demonstrate monohybrid crosses. Transgenic Fly Lab

3. Students will distinguish their own traits and compare and contrast with lab partners.

4. Students will perform an on line cat lab and evaluate the outcome of their crosses.

5. Students will evaluate the value of genetic counseling for humans.

Culminating Task.
Student will ultimately categorize their own traits and produce a visual aid to exhibit their potential offspring’s physical characteristics. Student will choose which trait to represent in family history. Trace its occurrence and make a hypothesis about its inheritance to a future generation while supporting their conclusion with scientific evidence. Student will also choose format to design visual aide.

Clarity of Task and Assessment Criteria

It is clear from reading the task that the student will know exactly what they are to do to complete it, including required products and scoring criteria. (The culminating task is clearly defined; the assessment criteria are given so that students understand the expectation of excellence throughout the process.)

Culminating Performance Task:
The students will hypothesize the probability of their offspring receiving a chosen family trait, based upon analysis or a student constructed familial pedigree. They will design a visual representation that justifies their conclusion as to the chances of four offspring receiving the specific trait.
Students will also evaluate the validity of their peers created visual representations showing familial inheritance.

Technology Use

Technology (computers, handhelds, software applications, peripherals, Internet) is used in a seamless fashion to promote student learning. (Technology use is directly connected and needed for task completion involving a broad variety of applications.)
Technology Applications /How is technology integrated into your lesson?
Will use a variety of applications such as but not limited to inspiration, PowerPoint, word, excel, internet, to complete the activities and ultimately the culminating task.

Technology Applications Network Click here to find many technology resources

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profile of the students

(Differentiation is clearly articulated and involves significant adjustments or alterations to the culminating task and surrounding
activities based on the interests, readiness, and learner profiles of the students.)
Differentiation:

Anchor Activities Tiered Instruction

Learning Centers Personal Agendas

Adjusted Questions Compacted Curriculum

Flexible Grouping Interest Based Investigations

Learning Contracts Graphic Organizers

Exit Cards

Describe your method of differentiation:
Flexible grouping to support students with unknown familial history and those with special needs.

Personal Agendas to help those who need reminders.
Interest Based Investigations: Students will choose for their final project and presentation which traits to represent in their family history and prediction of offspring. Students will also choose the format in which to design their visual aide for project.
Differentiation Power Point

Other Resources (textbook, teacher materials, teacher)