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ESSENTIAL QUESTION

What factors influence variations of traits on Earth?

Common Core Standards 2017-2018 Print Unit 2
Middle - Science - Grade 8 - Unit 2
Heredity and Genetic Variation
The purpose of this unit is to provide students opportunities to develop and use models to describe the relationship between genetic material and organisms. Additionally, students will identify and describe the effect of changes that occur in genetic material at the organism level (observable physical traits).
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Reproductive Strategies, Cellular Reproduction, Punnett Squares, Pedigrees, and Genetic Mutations

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08-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. 

08-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. 

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Learning Targets

1.) I can differentiate between sexual and asexual reproduction. 

2.) I can develop a model of mitosis. 

3.) I can develop a model of meiosis.

4.) I can compare and contrast mitosis and meiosis. 

5.) I can distinguish between phenotypes and genotypes. 

6.) I can construct and interpret Punnett squares. 

7.) I can analyze a pedigree chart. 

8.) I can model protein synthesis. 

9.) I can identify different types of genetic mutations. 

10.) I can model genetic mutations. 

 

Success Criteria

1.) So I can describe the benefits and consequences of reproduction and its relation to genetic variation. 

2.) So I can use a model to describe how asexual reproduction results in offspring with identical genetic information. 

3.) So I can use a model to describe how sexual reproduction results in offspring with genetic variation. 

4.) So I can describe how these processes affect genetic variation in organisms. 

5.) So I can describe observable and inherited traits in organisms. 

6.) So I can product ratios of genotypes and phenotypes of offspring. 

7.) So I can trace a trait through multiple generations. 

8.) So I can show and explain how DNA sequences result in protein synthesis. 

9.) So I can explain and model how changes to the formation of proteins occur. 

10.) So I can describe how chromosomal mutations can have harmful, beneficial, or neutral effects to an organism. 

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1.) mitosis

2.) meiosis

3.) allele

4.) chromosome

5.) phenotype

6.) genotype

7.) dominant

8.) recessive

9.) incomplete dominance

10.) homozygous

11.) heterozygous

12.) gametes

13.) daughter cell

14.) pedigree

15.) diploid

16.) haploid

17.) mutagen

18.) insertion

19.) mutation

20.) substitution

21.) deletion

22.) inversion

23.) nucleotide

24.) codon

25.) amino acid

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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. 

RST. 6-8.4 Determine the meaning of symbols, key words, 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. 

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). 

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