Sarah Miller

Name of Unit/Course: Genetics Unit

Overall Unit Information (Required for MOOC participants) Self-Check

Unit or Course Genetics Unit See A1

Goal(s) Unit Learning Outcome: Students will be able to obtain, evaluate, and communicate
information to explain how organisms reproduce either sexually or asexually and transfer
genetic information to determine the traits of their offspring with 90% accuracy on the
BCMS EoG.


Standards Name of standards: Georgia Standards of Excellence: S7L3a, b, c See A2

Link to standards: https://www.georgiastandards.org/Georgia-
Standards/Documents/Science-Seventh-Grade-Georgia-Standards.pdf
Location information: fully online model
Grade/Year: 7th graders; approx. 11 – 12 years old
Subject: Life Science
Standard (as written):
S7L3. Obtain, evaluate, and communicate information to explain how organisms reproduce
either sexually or asexually and transfer genetic information to determine the traits of their
offspring.
a. Construct an explanation supported with scientific evidence of the role of genes and
chromosomes in the process of inheriting a specific trait.
b. Develop and use a model to describe how asexual reproduction can result in offspring
with identical genetic information while sexual reproduction results in genetic variation.
(Clarification statement: Models could include, but are not limited to, the use of monohybrid
Punnett squares to demonstrate the heritability of genes and the resulting genetic
variation, identification of heterozygous and homozygous, and comparison of genotype vs.
phenotype.)
c. Ask questions to gather and synthesize information about the ways humans influence
the inheritance of desired traits in organisms through selective breeding. (Clarification
statement: The element specifically addresses artificial selection and the ways in which it is
fundamentally different from natural selection.)

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Learner 7th graders in rural, Brantley County school district See B1

Characteristics SpEd: 10 students
Gifted: 10 students
Testing: 70% met expectations in 6th grade science end-of-grade assessment

Technology Internet connection, webcam or camera with cord, eBook as listed in syllabus, BrainPop See D5
requirements Account (provided by school), G-Suite Account (provided by school), Twitter Account
(provided by Student; opt-out available)

Prerequisite Content: Acquired vs. Inherited traits; brief knowledge of role of DNA See A4 & D6
Skills Tech: Synchronous Session software skills; general PC literacy

Introductory 1. Communication with Teacher: Remind App; email; text/call; scheduled drop-in sessions See A4 B9 & B10
Communication 2. Communication between Students: Discussion Posts with 2 Peer Responses; Video
Plans Reflections with Peer Reviews

Universal Design Multiple forms of Representation: webpages, videos, textbook See B4

Principles Multiple forms of Expression: quizzes, discussion forums, recording (video/audio),
Considered narratives, slideshows
Multiple forms of Engagement: webcam, forums, synchronous sessions

Number of 6 Modules span over 6 weeks. All modules will be fully online with optional scheduled See A3
Modules or drop-in sessions. Modules will open each Monday and all assignments will be due the
Weeks following Monday. Recommended “turn-in” dates in between modules will be provided but
are optional (this is to guide students in their pacing).
**Module 1 has a synchronous session. Students are strongly encouraged to attend and
will receive extra credit for participation. Students who are unable to attend will be able to
access the recording the following day.

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Module 1 Plan (Note: “module” and “lesson” used interchangeably) (Required for MOOC participants) Self-Check

Module S7L3a See A1 & A2

Objective(s) 1. Describe the role of genes in the inheritance of a specific trait.
2. Describe the role of chromosomes in the inheritance of a specific trait.
3. Draw conclusions of specific traits based on inherited genes and chromosomes.
4. Investigate how genes and chromosomes aid in the inheritance of traits.
5. Synthesize multiple sources of research to show how genes and chromosomes aid in
the inheritance of traits.

Module 1. Quiz See A2 A3 C1 C2 &

Assessment(s) 2. PTC Lab Explanation C5

Description of 1. Interactive Vocabulary See A2 A3 B3 B4 &

Learning 2. Discussion Post: Rank vocabulary words from “most familiar” to “least familiar”. List at B10
Activities least two vocab words that you think would be most confusing for a sixth grader. **Peer
Response: Respond to 2 peers with image(s) to represent either your peer’s “least familiar”
or his/her “confusing for a sixth grader”.
3. Gregor Mendel: Options for Representation- Video, webpage, textbook
4. Sexual vs. Asexual Reproduction- Video with quiz as notes
5. Trait Inventory Data and chart **Synchronous Session**
6. Trait Inventory Data Interpretation (use probability refreshers here, if needed)
7. PTC Lab Video with analysis/explanation of trait inheritance: Options for Expression-
typed report, audio, video {use at least 3 vocab words}

Formative 1. Discussion Posts See A3 C1 C3 & C5

Evaluation & 2. Synchronous Session
Feedback 3. Data Analysis
4. PTC Lab Explanation

Physical Textbook listed in syllabus See A3, A9, B1, B4,

Learning & B6
Materials

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Digital Learning 1. Interactive vocab See A3, A9, B1, B4,

Objects 2. Gregor Mendel- video; webpage & B6
3. Synchronous Session recording
4. Probability Refreshers
5. Recommended “turn-in” dates in between modules will be provided, but are optional
(this is to guide students in their pacing).

Plans for -Probability Refreshers: Options for Representation- video, webpage, textbook handout See B1 B4 & B6
Differentiation -Additional readings/videos based on formative assessments

Module 2 Plan (Optional for MOOC participants) Self-Check

Module S7L3b See A1 & A2

Objective(s) 1. Describe the function of a Punnett Square.
2. Distinguish between homozygous and heterozygous.
3. Distinguish between genotype and phenotype.
4. Distinguish between genotype and phenotype.
5. Analyze the results of a completed Punnett Square.

Module 1. Quiz See A2 A3 C1 C2 &

Assessment(s) 2. Discussion Video C5

Description of 1. Review of Module 1 (Twitter Chat or Google Forms) See A2 A3 B3 B4 &

Learning 2. Punnett Square Intro. Video B10
Activities 3. Guided Practice Video w/notes (T-led with ShowMe App?)
4. Punnett Square Partner Practice (via Google Docs; Hangouts optional)
5. Punnett Square Independent Practice
6. Discussion: S create a video explaining how to fill out a Punnett Square (Ss will be given
different scenarios)

Formative 1. Partner Practice See A3 C1 C3 & C5

Evaluation & 2. Independent Practice
Feedback 3. Discussion Video

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Physical Textbook listed in syllabus See A3, A9, B1, B4,

Learning & B6
Materials

Digital Learning 1. Punnett Square Intro Video See A3, A9, B1, B4,
Objects 2. Punnett Square Guided Practice Video w/notes & B6
3. Recommended “turn-in” dates in between modules will be provided, but are optional
(this is to guide students in their pacing).

Plans for 1. Additional videos/notes and practice available See B1 B4 & B6

Differentiation 2. Scheduled Drop-In Session (optional)

Module 3 Plan (Optional for MOOC participants) Self-Check

Module S7L3b See A1 & A2

Objective(s) 1. Analyze the results of a completed Punnett Square.
2. Interpret and defend the results of a completed Punnett Square (identify the probability
of the inheritance of a specific genetic trait).

Module 1. Quiz See A2 A3 C1 C2 &

Assessment(s) 2. Punnett Square Interpretation Activity C5

Description of 1. Review of Module 2 (Twitter Chat or Google Forms) See A2 A3 B3 B4 &

Learning 2. Interpreting Punnett Squares Video B10
Activities 3. Punnett Square Probabilities Practice **Each S will add their assigned number to class-
shared “Answer Key”
4. Discussion Post: Click here for prompt. Ss only need to post final answer in paragraph
form, not brainstorm sheet linked.
5. “Critical Thinking” Handout: Partner via Google Hangouts or shared Google Docs
6. Punnett Square Interpretation Activity

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Formative 1. Punnett Square Probabilities Practice See A3 C1 C3 & C5

Evaluation & 2. Discussion Post
Feedback 3. “Critical Thinking” Handout
4. Punnett Square Interpretation Activity

Physical Textbook listed in syllabus See A3, A9, B1, B4,

Learning & B6
Materials

Digital Learning 1. Interpreting Punnett Squares Video See A3, A9, B1, B4,
Objects 2. Answer Key to Punnett Square Probabilities Practice & B6
3. Recommended “turn-in” dates in between modules will be provided, but are optional
(this is to guide students in their pacing).

Plans for 1. Additional Punnett Square Practice available See B1 B4 & B6

Differentiation 2. Partner Pairing for “Critical Thinking” Handout
3. Scheduled Drop-In Session (optional)

Module 4 Plan (Optional for MOOC participants) Self-Check

Module S7L3c. See A1 & A2

Objective(s) 1. Define selective breeding.
2. Explain how the process of selective breeding results in offspring with desired traits.
3. Investigate ways humans influence the inheritance of desired traits in organisms through
selective breeding.
4. Synthesize gathered information about the ways humans influence the inheritance of
desired traits in organisms through selective breeding.

Module 1. Quiz See A2 A3 C1 C2 &

Assessment(s) 2. Discussion C5

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Description of --Review of Module 3 (Twitter Chat or Google Forms) See A2 A3 B3 B4 &

Learning 1. Videos and Notes (BrainPop and quizzes): Cloning, DNA, Genetic Mutation, Genetics, B10
Activities Heredity **NOTES
2. “Designer Babies” Assignment
3. Discussion Post on Padlet (linked within “Designer Babies” Assignment”)
4. Interpreting Pedigrees Video and Notes
5. Pedigree Practice

Formative 1. “Designer Babies” Assignment” See A3 C1 C3 & C5

Evaluation & 2. Discussion Post
Feedback

Physical Textbook listed in syllabus See A3, A9, B1, B4,

Learning & B6
Materials

Digital Learning All videos and notes See A3, A9, B1, B4,
Objects Recommended “turn-in” dates in between modules will be provided, but are optional (this is & B6
to guide students in their pacing).

Plans for -Scheduled Drop-In Session (optional) See B1 B4 & B6

Differentiation -Modification of “Designer Babies” Assignment (T discretion)

Module 5 Plan (Optional for MOOC participants) Self-Check

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Module S7L3a, S7L3b See A1 & A2

Objective(s) 1. Synthesize multiple sources of research to show how genes and chromosomes aid in
the inheritance of traits.
2. Describe the function of a Punnett Square.
3. Distinguish between homozygous and heterozygous.
4. Distinguish between genotype and phenotype.
5. Distinguish between genotype and phenotype.
6. Analyze the results of a completed Punnett Square.
7. Interpret and defend the results of a completed Punnett Square (identify the probability
of the inheritance of a specific genetic trait).
8. Compare and contrast asexual and sexual reproduction.
9. Correlate real-world applications of asexual reproduction, sexual reproduction, and
selective breeding.
10. Develop a model to represent asexual and sexual reproduction and their respective
offspring.

Module Project See A2 A3 C1 C2 &

Assessment(s) **NO QUIZ in this module C5

Description of 1. Review of Pedigrees from Module 4 (Twitter Chat or Google Forms) See A2 A3 B3 B4 &
Learning 2. Genetics Activity- Post video or audio to discussion forum B10
Activities 3. Geneticist Webquest:
1. Research with Guided Reading Questions
2. Interpretation
3. Presentation

Formative T Checkpoint on step 2 of webquest See A3 C1 C3 & C5

Evaluation &
Feedback

Physical Textbook listed in syllabus See A3, A9, B1, B4,

Learning & B6
Materials

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Digital Learning Webpages and videos linked within webquest See A3, A9, B1, B4,
Objects Recommended “turn-in” dates in between modules will be provided, but are optional (this is & B6
to guide students in their pacing).
**Genetics Assessment Study Tips**

Plans for -Refresher videos embedded within webquest See B1 B4 & B6

Differentiation -Scheduled Drop-In Session (optional)

Module 6 Plan (Optional for MOOC participants) Self-Check

Module Remediation and Extension Time (S7L3a, S7L3b, S7L3c) See A1 & A2
Objective(s)

Module Retest or Extension Assignment See A2 A3 C1 C2 &

Assessment(s) *Only retest those who did not pass initial assessment C5

Description of Remediation: See A2 A3 B3 B4 &

Learning Click here for Remediation Chart. Ss will use the section labeled “Genetics Unit”. B10
Activities
Extension:
Given a real-world scenario, create a pedigree and interpret the probability of the offspring
inheriting the tracked, recessive trait. Click here for assignment.

Formative N/A See A3 C1 C3 & C5

Evaluation &
Feedback

Physical Textbook listed in syllabus See A3, A9, B1, B4,

Learning & B6
Materials

Digital Learning Any linked within Remediation Chart (as needed) See A3, A9, B1, B4,
Objects & B6

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Plans for -Scheduled Drop-In Session (optional) See B1 B4 & B6

Differentiation

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