Unit: Genetics and Biotechnology Class: Living Environment Grade: 9-10 Semester: Fall Length: 3-4 weeksCOMMON CORE STATE STANDARDS (CCSS) Students will show mastery of which group of standards? Reading° Key Ideas and Details:

1. Cite specific textual evidence to support analysis of science and technical text, attending to the precise details of explanation or description.

2. Determine the central ideas of conclusions of a text, trace the text trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

3. Follow precisely a complex multistep procedures when carrying out experiments, taking measurements, or performing technical tasks, attending to specials cases or exceptions defined in the text.

° Craft and Structure: 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 9-10 text and topics.

5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy)

6. Analyze the author’s purpose in providing an explanation, describing a procure, or discussing an experiment in a text, defining the question the author seeks to address.

° Integration of Knowledge and Ideas 7. Translate quantitative or technical information expressed in works

in a text into a visual form (table or chart), translate information expressed visually or mathematically (equation) into words.

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.

9. Compare and contrast finding presented in a text to those from other sources (including their owen experiments), noting when the findings support or contract previous explanations or accounts.

° Range of Reading and Level of Text Complexity 10. By the end of grade 10, read and comprehend science/technical text

in the grades 9-10 text complexity band independently and proficiently.

Writing ° Text Type and Purpose:

1. Write arguments to support claims in an analysis of substantive topics or text using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory text to examine and convey complex ideas and information clearly and accurately through the effective selection , organization and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

° Production and Distribution of Writing: 4. Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

° Research to Build and Present Knowledge:7. Conduct short as well as more sustained research projects based on

focused questions, demonstrating understandings of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information which avoiding plagiarism.

9. Draw evidence from literary or informational text to support analysis, reflection, and research.

° Range of Writing: 10. Write routinely over extending time frames (time for research,

reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purpose and audiences.

NEW YORK STATE STANDARDS: LIVING ENVIRONMENT -- STANDARD 42.1b – Every organism requires a set of coded instructions for specifying its traits. For offspring t resemble their parents, there must be a reliable way to transfer information from one generation to the next. Heredity is the passage of these instructions from one generation to another. 2.1a - Genes are inherited, but their expression can be modified by interactions with the environment.2.1c - Hereditary information is contained in genes, located in the chromosomes of each cell. An inherited trait of an individual can be determined by one or by many genes, and a single gene can influence more than one trait. A human cell contains many thousands of different genes in its nucleus.2.1f - In all organisms, the coded instructions for specifying the characteristics of the organism are carried in DNA, a large molecule formed from subunits arranged in a sequence with bases of four kinds (represented by A, G, C, and T). The chemical and structural properties of DNA are the basis for how the genetic information that underlies heredity is both encoded in genes (as a string of molecular ‘bases’) and replicated by means of a template. 2.2d - Inserting, deleting, or substituting DNA segments can alter genes. An altered gene may be passed on to every cell that develops from it.2.1g – Cells store and use coded information. The genetic information stored in DNA is used to direct the synthesis of thousands of proteins that each cell requires. 2.1h – Genes are segments of DNA molecules. Any alteration of the DNA sequence is a mutation. Usually, an altered gene will be passed on to every cell that develops from it. 2.2d - Inserting, deleting, or substituting DNA segments can alter genes. An altered gene may be passed on to every cell that develops from it.2.2a – For thousands of year new varieties of cultivated plants and domestic animals have resulted from selective breeding for particular traits. 2.2e – Knowledge of genetics is making possible new fields of health care; for example, finding genes which may have mutations that can cause disease will aid in the development of preventive measures to fight disease. Substances, such as hormones and enzymes, from genetically engineered organisms may reduce the cost and side effects of replacing missing body chemicals. 2.2b - In recent years new varieties of farm plants and animals have been engineered by manipulating their genetic instructions to produce new characteristics.2.2c - Different enzymes can be used to cut, copy, and move segments of DNA. Characteristics produced by the segments of DNA may be expressed when these segments are inserted into new organisms, such as bacteria.THEME:Genetic material is inherited from parents in the form of DNA. DNA expression influences protein synthesis. All organisms are genetically unique, except clones which are genetically identical. Technology has influenced genetics via selective breeding, transformation, cloning and bioengineering.

ESSENTIAL QUESTIONS:How is continuation of a species dependent on genetic information?

What are the impacts of biotechnology?

ENDURING UNDERSTANDINGS: 1. Expression: Students know that the

visible expression of certain traits and genes maybe influenced by changes the environment.

2. Heredity: Students must be able to identify the structure of and relationship between DNA, genes and chromosomes; describe their role in passing coded instructions for various traits from one generation to the next. Students must be aware that changes in these codes known as mutations may lead to new traits.

3. Protein Synthesis: Students will understand that DNA codes for the production of proteins which are essential for the structure and function of the

organism. 4. Cloning: Students will describe the

process of cloning as asexual reproduction that can occur naturally in some organisms, or be induced in others. Students can make arguments for the advantage and disadvantage of the creation of clones.

5. Selective Breeding: Students will be able to identify that specific organism possess desirable traits and describe the process by with these organisms can breed to create offspring with a combination of these traits. Students need to identify the limitations of this process.

6. Bioengineering: Students will be able to identify the process by which genes from one organism can be cut and inserted into another organism which results in the expression of this new trait. This process is primarily used in bacteria for the production of missing human chemicals including hormones and enzymes.

SUMMATIVE ASSESSMENT including Performance Task(s):See Attachments Unit Exam (one period) and Biotechnology Debate Project

FORMATIVE ASSESSMENTS including benchmarks throughout the unit: See Attachments Exit Tickets, Do Now, Quizzes, Homework

MEASURES OF PERFORMANCE By what measures will student mastery be determined? (Attach rubric, scoring guides, etc.)Project Rubric and NYS Regents Questions

INSTRUCTIONAL PATHWAYS What progression of lessons will comprise this unit? What strategies/best practices will be used to teach skills and concepts? Content: General Mendelian genetics; Traits and alleles; General pedigrees - dominance, recessive, carriers; DNA structureSWBAT explain and discuss evidence for inheritance. SWBAT describe the relationship between nucleus, chromosomes, genes, DNA, alleles, traits and inheritance.SWBAT describe the structure of DNA.

Skill: S2 Life Science Concepts; S4 Scientific Connections and Applications; S5 Scientific Thinking SWBAT demonstrate an understanding of evolution, diversity, and adaptation of organisms. (S2e) SWBAT demonstrate an understanding of the impact of technology. (S4d)

SWBAT create a DNA structure. Content: DNA replication; Protein synthesis; Transcription/ Translation; Mutations (genetic and environmental causes) SWBAT describe/explain DNA replication. SWBAT to explain how DNA is translated/transcribed proteins. SWBAT explain how environment influences expression. SWBAT translate and transcribe DNA strand with the use of amino acid chart. SWBAT explain causes and effects of mutations. (including cancer) Content: Selective breeding; Transformation and the use of bacteria in gene splicing; Benefits of biotechnology in the healthcare field; Cloning SWBAT describe how selective breeding is used and its limitations. SWBAT explain the process of transformation and positive outcomes of this process. SWBAT describe the process of cloning, its uses and its limitations. SWBAT explain how scientists use gel electrophoresis to determine genetic relationships. SWBAT argue positive and negative responses to biotechnology. CORE VOCABULARY AlleleSelective breedingReplicateRecombinationPhysical traitsMutation

Molecular basis of heredityManipulation of genesInheritHereditaryGenetic engineeringGenetic informationGenetic

GeneDNACharacteristicCombinations of traitsBiotechnological methodsInheritanceAltered gene (2.1 h)

Bacteria (2.2c)Base (DNA) (2.1f)Chromosomes (2.1c)Coded instructions (2.1 b)

Deleting DNA segment (2.2d)Encoded (2.1f)Enzyme (2.2c)Expression (2.1a)Generation (2.lb)Genetic makeup (2.2)Genetic material (2.1)

Heredity (2.1 b)Inherited (2.1 a)Molecular bases (DNA) (2.1f)Replication (2.1Substituting DNA segment (2.2d)Trait (2.1c)Cloning (4.1 b)

NOTES/REFLECTIONS: Most Regents questions focus on protein synthesis, mutations and biotechnology. Make sure students can use the amino acid charts from the “Relationships and Biodiversity Lab”.

March 2011

Unit Exam: Genetics and Biotechnology

Part ADirections (1-27): Read each question and circle the most correct response. Write your answer choice in the

corresponding box at the bottom of the page. Each question is worth 1 point.

1. The transfer of genes from parents to their offspring is known as(1) differentiation(2) heredity(3) immunity(4) evolution

2. The function of most proteins depends primarily on the(1) type and order of amino acids(2) environment of the organism(3) availability of starch molecules(4) nutritional habits of the organism

3. Chromosomes can be described as (1) large molecules that have only one function(2) folded chains of bonded glucose molecules(3) genetic information composed of molecular bases(4) coiled strands of genetic material

4. Which statement indicates one difference between the gene that codes for insulin and the gene that codes for testosterone in humans?(1) The gene for insulin is replicated in vacuoles, while the gene for testosterone is replicated in mitochondria.(2) The gene for insulin has a different sequence of molecular bases than the gene for testosterone.(3) The gene for insulin is turned on in liver cells, but the gene for testosterone is not.(4) The gene for insulin is a sequence of five different molecular bases while the gene for testosterone is a sequence of four different molecular bases.

5. Electrophoresis is a method of(1) separating DNA fragments(2) changing the genetic code of an organism(3) indicating the presence of starch(4) separating colored compounds on a strip of paper

6. At warm temperatures, a certain bread mold can often be seen growing on bread as a dark-colored mass. The same bread mold is growing on bread in a cooler environment is red in color. Which statement most accurately describes why this change in the color of the bread mold occurs?(1) Gene expression can be modified by interactions with the environment.(2) Every organism has a different set of coded instructions.(3) The DNA was altered in response to an environmental condition.(4) There is no replication of genetic material in the cooler environment.

7. In the United States, there has been relatively little experimentation involving the insertion of genes from other species into human DNA. One reason for the lack of these experiments is that(1) the subunits of human DNA are different from the subunits of other species(2) there are many ethical questions to be answered before inserting foreign genes into human DNA(3) inserting foreign DNA into human DNA would require using techniques completely different from those used to insert foreign DNA into the DNA of other mammals(4) human DNA always promotes human survival , so there is no need to alter it

8. One disadvantage of a genetic mutation in a human skin cell is that(1) may result in the production of a defective protein(2) may alter the sequence of simple sugars in insulin molecules(3) can lead to a lower mutation rate in the offspring of the human(4) can alter the rate of all the metabolic processes in the human

9. In prepartation for an electrophoresis procedure, enzymes are added to DNA in order to (1) convert the DNA into gel(2) cut the DNA into fragments(3) change the color of the DNA(4) produce longer sections of DNA

10. A human liver cell and a skin cell in the same person have the same genetic sequences. However, these cells are different because the liver cell(1) has more dominant traits than the skin cell(2) can reproduce but the skin cell cannot(3) carries out respiration but the skin cell does not(4) uses different genes than the skin cell

11. If a gene is inserted into the DNA of a bacterial cell, every cell produced by that cell will have(1) DNA that is different from that of the other cells produced(2) a 50% chance of having a copy of the inserted gene(3) a copy of the inserted gene(4) a new type of DNA base

12. The shape of a protein is most directly determined by the(1) amount of energy available for synthesis of the protein(2) kind and sequence of amino acids in the protein(3) type and number of DNA molecules in a cell(4) mistakes made when the DNA is copied

13. Reasearchers have found that formaldehyde and abestos can alter DNA base sequences. Based on this reseach, the use of these chemicals has been greatly reduced because they(1) may act as fertilizers, increasing the growth of algae in poinds(2) have been replaced by more toxic compounds(3) are capable of causing mutations in humans(4) interfere with the production of antibiotics by white blood cells

14. The human heart and lungs contain cells that (1) produce a hormone involved in respiration(2) have the same genetic information but perform different specialized functions(3) use one part of the genetic code to synthesize all enzymes needed by the cell(4) contain different numbers of DNA molecules

15. The molecule represented below is found in living things.

Which statement describes one characteristic of this molecule?

(1) It is the template for the replication of genetic information.

(2) Organic catalysts are made up of thse molecules.

(3) It is different in each cell of an organism.(4) Cell membranes contain many of these

molecules.

16.Which statement describes starches, fats, proteins, and DNA?(1) They are used to store genetic information.(2) They are complex molecules made from simpler molecules.(3) They are used to assemble larger inorganic materials.(4) they are simple molecules used as energy sources.

17. A boy inherits genes for tallness, but his growth is limited as a result of poor nutrition. This is an example of(1) an inherited disorder(2) environmental influence on gene expression(3) expression of a hidden trait(4) a characteristic controlled by more than one pair of genes

18. Although identical twins inherit exact copies of the same genes, the twins may look and act differently from each other because(1) a mutation took place in the cells that produced the twins(2) the expression of genes may be modified by environmental factors(3) the expression of genes may be different in males and females(4) a mutation took place in the cells of the twins during childhood

19. The chart below compares the size of three structures: a gene, a nucleus, and a chromosome.

Based on this information, structure A would most likely be a

(1) Chromosome that is part of structure C(2) Chromosome that contains structures B and

C(3) Nucleus that contains both structure B and

structure A(4) Gene that is part of structure B

20. Some steps involved in DNA replication and protein synthesis are summarized in the table below.

In which step would a mutation lead directly to the formation of an altered gene?

(1) A(2) B(3) C(4) D

21. In some people, the lack of a particular enzyme causes a disease. Scientists are attempting to use the bacteria to produce this enzyme for the treatment of people with the disease. Which row in the chart below best describes the sequence of steps the scientists most likely follow?

22. Which diagram best represents the relative locations of the structures in the list below?A- ChromosomeB- NucleusC- CellD- Gene

23. Which sequence best represents the relationship between DNA and the traits of an organism?

Use the diagram below, which represents a procedure in genetic engineering, and your knowledge of Biology to answer questions 24 and 25.

24. Which set of terms correctly identifies the procedure shown in the diagram below and a substance produced by this procedure?(1) respiration- ATP(2) vaccination- antibiotics(3) gene splicing- insulin(4) replicating- glucose

25. Which statement describes a possible outcome of this technique?(1) The bacterium is able to produce a human hormone.(2) It allows the bacterium to grow in humans, since it contains a human gene.(3) It allows humans to become immune to an infection from this type of bacteria.(4) The bacterium can now produce human cells identical to cells of the DNA donor.

26. Which nuclear process is represented below?

(1) Recombination (3) Replication(2) Fertilization (4) Mutation

27. The diagram below shows a normal gene sequence and three mutated sequences of a segment of DNA.

Which row in the chart below identifies the cause of each type of mutation?

Part BAnswer all questions in this part.

Base your answers to questions 28 and 29 on the diagram below that illustrates the results of a laboratory technique and on your knowledge of biology.

28. The results of which laboratory technique are represented in the diagram? [1] __________________________________________________________________________________________

29. State one way the information obtained by this technique can be used. [1]______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Base your answers to questions 30 through 31 on the information and diagram below and on your knowledge of biology.

DNA samples were collected from four children. The diagram below represents the results of a procedure that separated the DNA in each sample.

30. Identify the procedure used to obtain these results. [1]___________________________________________________________________________________________

31. Band X represents the(1) largest fragment of DNA that traveled the fastest(2) smallest fragment of DNA that traveled the fastest(3) largest fragment of DNA that traveled the slowest(4) smallest fragment of DNA that traveled the slowest

Use the Universal Genetic Code Chart below and your knowledge of Biology to answer questions 32 and 33.

32. Fill in an mRNA codon that would code for each amino acid shown. [3]

Amino Acid: ASP TRP CYS

mRNA codon: ____ ____ ____

33. Identify one of the mRNA codons that would stop the coding process.[1] ____________________________

34. Which three codons would code for a different amino acid sequence from that coded for by the mRNA base sequence AGU-UCA-CCA? [1]

(1) AGC-UCU-CCU(2) AGU-UCC-CCG(3) AGC-UCA-CUU(4) AGU-UCG-CCC

Name: Date: Course/Period: Ms. Gunn

Project: Student will be able to argue positive and negative responses to biotechnology in a three paragraph essay and class debate.

Criteria 1. Three paragraph essay arguing for or against biotechnology.

a. Paragraph 1: Introduce type of genetic engineering you are arguing for/againstb. Paragraph 2: Supporting information – at least 2 supporting factsc. Paragraph 3: Conclusion, make the reader agree with you!

2. Two outside resources – cited MLA format at end of essay

CATEGORY Excellent (4) Great (3) Good (2) Poor (1) Missing (0)

Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Missing

Sources All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Missing

Paragraph Construction

All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Missing

Mechanics No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Missing

MLA CITATIONSBookOkuda, Michael, and Denise Okuda. Star Trek Chronology: The History of the Future. New York: Pocket, 1993. Print. Book Article or ChapterJames, Nancy E. "Two Sides of Paradise: The Eden Myth According to Kirk and Spock." Spectrum of the Fantastic. Ed. Donald Palumbo. Westport: Greenwood, 1988. 219-23. WebsitesEpsicokhan, Jamahl. "Confessions of a Closet Trekkie." Jammer's Reviews. N.p., 20 Feb. 2004. Web. 15 Mar. 2010. Websites with no author "The Roddenberry Legacy of Human Potential: If Only, If Only." Star Trek Official Site. CBS Studios, 24 Oct. 2007. Web. 15 Mar. 2010.

Do Not Use Wikipedia

Due