LS4+(7-8)+-+11


 * Students demonstrate an understanding of human heredity by …**

11a __recognizing that characteristics of an organism result from inherited traits of one or more genes from the parents and others result from interactions with the environment.__

11b __tracing a genetic characteristic through a given pedigree (e.g., genealogical chart, Queen Victoria – hemophilia or hypothetical example) to demonstrate the passage of traits.__

11c __identifying that genetic material (i.e. chromosomes and genes) is located in the cell’s nucleus.__

What do these GSEs mean? What subtopics do students need to address to understand these GSEs?
11a.

- Genes (dominant recessive lethal etc.) - Genetic drift - Natural selection and evolution - Mutations

11b.

- Pedigrees - Multiple gene Punnett Squares - Homozygous / Heterozygous

11c.

- Haploid / Diploid - Chromosomes - Chromatids - Mitosis / Meiosis - DNA / RNA - Prokaryotic / Eukaryotic

What ideas do students need to understand before they can address the topics described above?
- Ratios - 4 square Punnet Squares - Family tree pedigrees

What misconceptions are students likely to have about these topics?
Misconceptions students may think are as follows.

- Environmental changes altering your genes. Example: If Dad has a scar from when he was a younger, some may assume that it will be passed on in his genes.

- If Mom and Dad express a gene that all their children will definitely have that gene.

- Humans are the most advanced animal, so we must have the most chromosomes in our cells.

What phenomena and representations help students understand these topics?

 * Students could make a punnet square using their parents as examples to see the probability that led to the traits they and their siblings inherited. They could also make a family pedigree and trace certain family traits they have back through the generations. Both of these would be good representations to improve student understanding and the personalization would make it interesting for them.


 * Students could also use a cotton swab and collect their own DNA for viewing under the microscope.


 * Teachers could use the new PBS digital learning library that has a lot of videos on genetics. The site has everything from genetically modified foods to gene regulation videos. The learning library also has different videos for every age group. [].

What activities or activity sequences can be used to address these GSEs?

 * Students could use hands on labs to address these GSEs. For example, as mentioned above, students can collect their own DNA. This can then be used for something simple such as viewing it under a microscope, or if the equipment were available, students could do something more advanced such as gel electrophoresis
 * [|http://serendip.brynmawr.edu/exchange/bioactivities#mmfgenetics]. That website has a variety of games and activities that teachers could use in their classroom to teach genetics. For example, they have vocabulary review games and a fun game called Soap Opera Genetics that has to do with applying genetics to family arguments. This website also shows inter-disciplinary instruction as it shows why states made a law banning first cousin marriage form a genetic standpoint. It also provides blank punnet squares and family pedigrees that are available to be downloaded and printed.