Heredity and Adaptation Crazy Traits - Frey Scientific...in heredity? Students learn how probability affects an organism’s genetic makeup. Students flip coins to determine which

Real Investigations in Science and Engineering

Heredity and Adaptation

Crazy Traits

™

Overview Chart for Investigations–Crazy TraitsInvestigation Key Question Summary Learning Goals Vocabulary

A1 Dominant and Recessive TraitsPages 1-650 minutes

What are dominant and recessive traits?

Students discover that some traits typically have two forms—a dominant form and a recessive form. The students look at a sample population of Crazy Creature faces and count how many individuals have each form of the facial traits. Students use this data to hypothesize which form of each trait is dominant and which is recessive.

• Explain that there is a dominant and recessive allele for many genes.

• Discuss why traits can “skip” generations.

• Observe that the dominant allele is not necessarily the most common allele in a given population.

allele dominant allele gene recessive allele trait

A2 Other Patterns of InheritancePages 7-1250 minutes

What are some exceptions to the basic model of inheritance?

Students look at some Crazy Creature data about traits that do not follow the basic rules for dominance. Students make predictions about skin and eye color from what they already understand about how traits are passed on. Then, students color data sheets for these traits and count the creatures with each form to learn about incomplete dominance and codominance.

• Develop and use models to predict the inheritance of traits.

• Predict phenotypes that are the result of incomplete dominance.

codominance complete dominance incomplete dominance

phenotype

A3 Crazy TraitsPages 13-20100 minutes

What role does probability play in heredity?

Students learn how probability affects an organism’s genetic makeup. Students flip coins to determine which alleles a Crazy Creature offspring will inherit from its parents. Students build the creature and compare their creation to their classmates. They discover how genetically diverse the population can be even with just 14 traits.

• Model how the alleles an organism receives are determined by which of its parents’ alleles are passed on.

• Identify the role probability plays in determining an organism’s genetic makeup.

• Relate that an organism’s genotype determines its phenotype.

genotype heterozygous homozygous phenotypeprobability

A4 Predicting TraitsPages 21-2850 minutes

How can you predict genotypes and phenotypes?

Students look at Punnett squares to determine the most probable phenotype for each trait of the offspring. Students then flip coins to see what genotypes and phenotypes the offspring will actually have. This shows students that even though Punnett squares can be used to predict the outcome, chance still plays a huge role in genetics.

• Read and interpret Punnett squares.

• Use Punnett squares to determine the most probable genotype and phenotype for a given cross.

• Compare predictions to actual results and model how probability influences heredity.

Punnett square

A5 AdaptationsPages 29-3650 minutes

How do adaptations help an organism survive in its environment?

Students are challenged to think about how an organism is suited for its environment. The class rolls a die to determine habitats. Then students choose traits that will be advantageous for survival. Finally, students play the game of Adaptation Survivor to explore the connection between adaptations and changes in the environment.

• Describe what is meant by the term adaptation.

• Distinguish between physical and behavioral adaptations.

• Understand how certain adaptations are favorable in given habitats and in particular scenarios.

adaptation evolution extinctionnatural selection

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A6 Changing EnvironmentsPages 37-4250 minutes

How do changes in the environment influence adaptations?

Students further explore the concept that an organisms’ adaptations are specially designed for its particular habitat. Students use the Crazy Creature that they created in Investigation A-6. The class rolls for a new environment. Then, students describe how the changing environment will affect their creature.

• Explain, using examples, that organisms are specially adapted for their environment.

• Develop an appreciation for the conservation of the world’s disappearing habitats.

adaptationevolutiongenetic variation habitat natural selection

A7 Engineering Crazy CreaturesPages 43-5050 minutes

How do breeders “engineer” organisms suited for a specific purpose?

Students explore the concept of artificial selection, also called selective breeding. They design a creature to perform a specific agricultural task. Then, they model how breeders select traits over generations until they achieve the desired result.

• Model how humans influence the inherited traits in some organisms.

• Describe how technology has changed the process of genetic modification and enhancement.

• Compare and contrast the processes of natural and artificial selection.

DNA genetic engineering selective breeding (also known as artificial selection)

B1 A Basic Model for InheritancePages 51-5850 minutes

How can you identify dominant and recessive forms of a trait?

Students discover that most traits typically have two forms—a dominant form and a recessive form. The students look at a sample population of Crazy Creature faces and count how many individuals have each form of the facial traits. Students learn to calculate the gene frequency by creating a ratio and use this data to hypothesize which form of each trait is dominant and which is recessive.

• Discover that there are dominant and recessive forms for many traits.

• Calculate gene frequency in a population.

• Model how traits can “skip” generations.

alleledominant allelegene geneticsheredity recessive allele trait

B2 Other Patterns of InheritancePages 59-6650 minutes

What are some exceptions to the basic model of inheritance?

Students look at some Crazy Creature data about traits that do not follow the basic rules for dominance. Students make predictions about skin and eye color from what they already understand about how traits are passed on. Then, students color data sheets for these traits and count the creatures with each form to learn about incomplete dominance and codominance.

• Recognize that not all traits are the result of complete dominance.

• Explain that in codominance, both forms of a trait are expressed at once.

• Explain that in incomplete dominance, both forms of the trait blend to form a new trait.

codominance complete dominanceincomplete dominance

phenotype

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B3 Inheritance and ProbabilityPages 67-76100 minutes

What role does probability play in inheritance?

Students flip coins to determine which alleles a Crazy Creature offspring will inherit from its parents. They learn how an organism’s genotype determines its phenotype. Students build the creature that they flip for and compare their creation to their classmates’. This shows students how genetically diverse the organisms can be even with just 14 traits.

• Model how traits are passed on from parents to offspring.

• Model the role of probability in the process of heredity.

• Relate that an organism’s genotype determines its phenotype.

asexual reproduction gametes genotype heterozygous homozygous phenotype probability sexual reproduction

B4 Punnett SquaresPages 77-8450 minutes

How are Punnett squares used to make predictions about inheritance?

Students learn how to use Punnett squares to predict the most likely traits of the offspring of the creatures they built. Two groups work together and “mate” the Crazy Creatures that they flipped for in the previous investigation. Students create Punnett squares to determine the most probable phenotype for each trait of the offspring.

• Create Punnett squares to determine the most probable genotype and phenotype for a given cross.

• Make predictions with Punnett squares and test predictions.

• Calculate the probability of inheriting a certain genotype and phenotype.

Punnett square

B5 Pedigrees and Genetic DisordersPages 85-9250 minutes

How can a pedigree be used to trace a genetic disorder over generations?

Students learn about pedigrees by studying a sample. Then, students are challenged to create their own pedigree about a genetic disorder in Crazy Creatures called “night blindness.” Students flip coins to determine what alleles are passed on from generation to generation. Students draw and color the pedigree as they flip for traits.

• Create a pedigree chart using genetic information.

• Use the proper terminology when discussing genetics.

• Model how genetic disorders are passed down through generations.

carrier genetic disordermutation pedigree

B6 Crazy AdaptationsPages 93-100100 minutes

How does the environment influence traits?

Students are challenged to think about how an organism is adapted to its environment. The class rolls a die to determine their habitat. They also play a game of “Adaptation Survivor” in which points are awarded or deducted for having or not having a particular trait in a given scenario. The game continues until all the creatures are “extinct” except one—the winner!

• Describe how an organism is adapted to its environment.

• Identify favorable and unfavorable adaptations.

• Explain that organisms change slowly over millions of years as the environment changes.

adaptation evolution extinction natural selection

B7 Natural SelectionPages 101-108100 minutes

How does the environment influence traits?

Students model the process of natural selection using common materials to represent different populations of Crazy Creatures. They deduce that individuals with favorable adaptations survive to pass their alleles on to offspring.

• Construct an explanation, based on evidence, for how natural selection leads to adaptations in a population.

• Appreciate the importance of genetic variation in a population of organisms.

evolution genetic variation natural selection species

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B8 SpeciationPages 109-114100 minutes

How does a new species evolve?

Students study ten ancestors of present day Crazy Creatures, looking for similarities and differences. Students will then be challenged to create a cladogram showing the evolutionary history of these organisms. Students will be asked to think about what environmental conditions may have led to the adaptations in the organisms over time.

• Recognize similarities and differences among related organisms.

• Draw a cladogram that shows relationships among organisms.

• Hypothesize about what environmental conditions may have led to different adaptations.

• Develop a theory about how a new species forms.

ancestor cladogram evolutionfossil natural selection species

B9 Biodiversity and Human ImpactPages 115-120250 minutes

How do human activities influence biodiversity?

Students conduct research on an endangered or threatened species. They design a proposal to protect the species from extinction. The product will be either an electronic presentation or website, a brochure, or an exhibit about the species they chose.

• Use the engineering cycle to solve a problem.

• Plan and evaluate a solution to a problem in the community.

• Explain why biodiversity is important to an ecosystem.

biodiversity ecosystem extinction mass extinction succession

C1 Sex-Linked TraitsPages 121-126100 minutes

What are sex-linked traits and how are they passed on to offspring?

Students learn about sex-linked traits. Students are given information about the parent generation in a family that suffers from night-blindness, a sex-linked disorder carried on the X chromosome. Students flip coins to see what possible genotypes and phenotypes their offspring could have. Finally, students use the information to create a pedigree about this family.

• Explain that some traits are carried on the sex chromosomes.

• Show how sex-linked traits are passed on from parent to offspring.

• Draw pedigrees when given genotypes and phenotypes.

pedigree sex chromosomes sex-linked traits

C2 The Hardy-Weinberg PrinciplePages 127-134100 minutes

How can the frequency of alleles and genotypes in a population be calculated?

Students learn about the Hardy-Weinberg Principle, which can be used to calculate allele and genotype frequency in a population. Students draw cards and simulate mating by trading cards with other students. Students calculate the gene frequency over five generations to see how the population shifts.

• Apply the Hardy-Weinberg principle to a simulation.

• Describe what conditions must be met in order to reach Hardy-Weinberg equilibrium.

• Model a shift in allele and genotype frequencies over generations.

allele frequency gene pool Hardy-Weinberg principle

mutation

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Next Generation Science Standards CorrelationCPO Science Link investigations are designed for successful implementation of the Next Generation Science Standards. The

following chart shows the NGSS Performance Expectations and dimensions that align to the investigations in this title.

NGSS Performance Expectations Crazy Traits Investigations

HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

B9

HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

B9

HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

C1

HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

B1, B2, B3, B4, B5, C2

HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

B8

HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

B7

HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

B6

MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

A1, A2, A3, A4

MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

A5, A6

MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

A7

* Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.

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NGSS Science and Engineering

Practices

Crazy Traits Investigations

Analyzing and Interpreting Data

B1, B2, B3, B4, B5, C2

Constructing Explanations and Designing Solutions

A5, A6, A7, B6, B7, B8, B9, C1

Develop and use a model to describe phenomena

A1, A2, A3, A4

Engaging in Argument from Evidence

B6

Obtaining, Evaluating, and Communicating Information

A7

NGSS Disciplinary Core

Ideas


LS2.C: Ecosystem Dynamics, Functioning, and Resilience

B9

LS3.A: Inheritance of Traits

A1, A2, A3, A4

LS3.B: Variation of Traits A1, A2, A3, A4, B1, B2, B3, B4, B5, C2

LS4.B: Natural Selection A5, A6, A7, B7, B8, C1

LS4.C: Adaptation B6, B7, B8

LS4.D: Biodiversity and Humans

B9

NGSS Crosscutting Concepts


Cause and Effect A1, A2, A3, A4, A5, A6, A7, B5, B6, B7, B8, C1

Scale, Proportion, and Quantity

B1, B2, B3, B4, C2

Stability and Change B9

Next Generation Science Standards Correlation (cont’d)

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Common Core State Standards CorrelationCCSS-Mathematics Crazy Traits Investigations

6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

A5, A6

6.SP.B.5 Summarize numerical data sets in relation to their context. A1, A2, A3, A4, A5, A6

7.RP.A.2 Recognize and represent proportional relationships between quantities. A5, A6

HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

B7, B9

HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. B7, B9, C1

HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. B9

MP.2 Reason abstractly and quantitatively. B1, B2, B3, B4, B5, B6, B7, B8, B9, C2

MP.4 Model with mathematics. A1, A2, A3, A4, B4, B8, C1, C2

CCSS-English Language Arts & Literacy Crazy Traits InvestigationsRST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important

distinctions the author makes and to any gaps or inconsistencies in the account.B7, B8, C1

RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

B9

RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

B6, B9

RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

C1

RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

A1, A2, A3, A4, A5, A6, A7

RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

A1, A2, A3, A4

RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

A1, A2, A3, A4

RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

A5, A6

RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

B9

SL.11-12.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

B8, B9

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CCSS-English Language Arts & Literacy (cont’d) Crazy Traits InvestigationsSL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led)

with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

A5, A6

SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

A5, A6

SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

A1, A2, A3, A4

WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

A5, A6

WHST.6-8.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

A7

WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. A5, A6

WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

B7, B8

WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

B9

WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. B6, B7, B8, B9

Common Core State Standards Correlation (cont’d)

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Documents

Heredity and Adaptation Crazy Traits - Frey Scientific...in heredity? Students learn how probability affects an organism’s genetic makeup. Students flip coins to determine which