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Reproduction and Heredity

Unit Plan

Reproduction and Heredity

  • Grade Levels
    8th Grade
  • Related Academic Standards
    Academic standards haven't been assigned to the lesson plan.
  • Assessment Anchors
    S8.A.3

    Systems, Models, and Patterns
  • Eligible Content
    Assessment anchors haven't been assigned to the lesson plan.
  • Big Ideas
    • Aquatic, terrestrial and human-made ecosystems consist of diverse living and non-living components that change over time and among geographic areas.
    • Living things depend on their habitat to meet their basic needs.
    • The survival of living things is dependent upon their adaptations and ability to respond to natural changes in and human influences on the environment.
  • Concepts
    • Climate and soil conditions affect the diversity of plants and animals in an ecosystem.
    • Cycles exist in an ecosystem.
    • Energy flows through a food web within an ecosystem.
    • Habitat loss effects both the interaction among species and the population of a species.
    • Habitats can be lost or altered through natural processes or human activities.
    • Landforms determine the boundaries of a watershed.
    • Limiting factors affect ecosystems.
    • Living components in the ecosystem are dependent upon the non-living components.
    • Natural and human factors affect water quality and flow through a watershed.
    • Organisms have basic needs for survival.
    • Pennsylvania contains several major ecosystems.
    • Pest management has long-term effects on an ecosystem.
    • Physical components of aquatic systems influence the organisms that live there in terms of size, shape and physical adaptations.
    • Predator/prey relationships have a role in an ecosystem.
    • Several types of wetlands exist.
    • There should be a balance between living and non-living components of the ecosystem (e.g., enough food to support the number of animals.
    • Water is an integral part of the life cycles and stages of life for some organisms.
    • Watersheds are an integral component of aquatic and terrestrial ecosystems.
    • Wetlands contain animals, plants and soils with specific characteristics.
    • Wetlands perform unique functions within an ecosystem.
  • Competencies
    • Compare and contrast two different ecosystems in Pennsylvania including their living and non-living components.
    • Describe the flow of energy within an ecosystem.
    • Describe the life cycle of organisms that depend on water for all or part of its life cycle and describe the limited factors which affect its cycle.
    • Describe the natural and human factors which affect the water quality and flow through a local or state watershed.
    • Describe the response of organism to environmental changes and how those changes affect survival (e.g., habitat loss, climate change).
    • Discuss how a change of one component in an ecosystem may affect the entire ecosystem.
    • Explain how an ecosystem can change over time, e.g. succession.
    • Identify and explain the cycles found within an ecosystem (water, carbon, nitrogen).
    • Use evidence to explain how diversity affects the ecological integrity of natural systems.

Objectives

In this unit, students learn about the related topics of reproduction, inheritance, and adaptations. This unit is intended as an introduction to genetics. Students will:

  • compare sexual and asexual reproduction.
  • differentiate between inherited and acquired traits.
  • relate genes to the inheritance of traits.
  • differentiate between structural and behavioral adaptations.
  • explain how adaptations can increase organisms’ chances of survival and reproduction.

Essential Questions

Related Unit and Lesson Plans

Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

  • Performance Assessment 1: Comparing Sexual Reproduction and Asexual Reproduction handout (see S-8-2_Performance Assessment 1 in the Resources folder)
  • Introduction to Reproduction

http://regentsprep.org/regents/biology/units/reproduction/index.cfm

  • Mendelian Genetics

http://anthro.palomar.edu/mendel/mendel_1.htm

Formative Assessment

  • View

    Multiple-Choice Items:

    1.      Which statement best describes a recessive allele?

    A

    It is only expressed when the dominant allele for a trait is not present.

    B

    It is always expressed when it is present in an individual.

    C

    It is only expressed in organisms that reproduce asexually.

    D

    It is always expressed in organisms the reproduce sexually.

     

    2.      Which is an example of an acquired trait in dogs?

    A

    panting when it is hot

    B

    having sharp teeth to eat meat

    C

    begging a human for food

    D

    shedding fur in summer

    3.      Which of the following is a female sex cell?

    A

    egg

    B

    chromosome

    C

    offspring

    D

    sperm

    4.      Which type of organism can reproduce both asexually and sexually?

    A

    birds

    B

    fish

    C

    reptiles

    D

    fungi

    5.      Which of the following best describes sexual reproduction?

    A

    one parent; offspring genetically identical to parent

    B

    one parent; offspring genetically different than parent

    C

    two parents; offspring genetically identical to parents

    D

    two parents; offspring genetically different than parents

    6.      What is found on chromosomes?

    A

    eggs

    B

    traits

    C

    gametes

    D

    genes

    7.      Which is an example of a structural adaptation?

    A

    white fur on polar bears

    B

    hibernation of black bears

    C

    panda bears eating bamboo

    D

    brown bears fishing in a river

    8.      Which correctly describes traits that are learned through experience or observing other organisms?

    A

    genetic

    B

    hereditary

    C

    acquired

    D

    inherited

    9.      Which adaptation could most likely increase the survival chances of a plant in a very dry climate?

    A

    shallow root system

    B

    thick, waxy leaves

    C

    sharp spines

    D

    poisonous fruit

    Multiple-Choice Answer Key:

    1. A

    2. C

    3. A

    4. D

    5. D

    6. D

    7. A

    8. C

    9. B

     

     


    Short-Answer Items:

    10.  Explain the differences between asexual reproduction and sexual reproduction. Use correct terminology and provide examples of organisms for each type of reproduction.

     

     

     

     

     

     

     

    11.  Explain the relationship among the following terms: allele, gene, chromosome, DNA.

     


    Short-Answer Key and Scoring Rubrics:

    10.  Explain the differences between asexual reproduction and process of sexual reproduction. Use correct terminology and provide examples of organisms for each type of reproduction.

    Points

    Description

    2

    The student:

    • correctly differentiates between asexual and sexual reproduction.
    • gives examples of organisms that reproduce asexually and organisms that reproduce sexually.
    • uses the correct terminology when referring to reproduction.

    1

    The student:

    • correctly differentiates between asexual and sexual reproduction.
    • gives an example of an organism that reproduces sexually or asexually, but not both.
    • uses incorrect terminology when referring to reproduction.

    0

    The student:

    • incorrectly differentiates between asexual and sexual reproduction.
    • does not give examples of organisms that reproduces asexually and organisms that reproduce sexually, or examples are incorrect.
    • uses incorrect terminology when referring to reproduction.

     

     

    11.  Explain the relationship among the following terms: allele, gene, chromosome, DNA.

    Points

    Description

    2

    The student explains that:

    • alleles are alternate forms of genes.
    • chromosomes are made up of DNA.
    • genes are parts of chromosomes that carry genetic information in the form of DNA.

    1

    The student explains two of the following correctly:

    • alleles are alternate forms of genes.
    • chromosomes are made up of DNA.
    • genes are parts of chromosomes that carry genetic information in the form of DNA.

    0

    The student explains one or none of the following correctly:

    • alleles are alternate forms of genes.
    • chromosomes are made up of DNA.
    • genes are parts of chromosomes that carry genetic information in the form of DNA.


    Performance Assessment 1:

    Give students handouts of this assessment (S-8-2_Performance Assessment 1.doc).

    Objective: Demonstrate your understanding of sexual and asexual reproduction and heredity by creating a Venn diagram on poster paper.

    Organize the information you have learned about sexual reproduction and asexual reproduction in a Venn diagram. Each section of your Venn diagram should contain sentences or phrases. Provide the following information in your Venn diagram:

    • General description of each type of reproduction.
    • Examples of living things that carry out each type of reproduction.
    • Similarities between sexual reproduction and asexual reproduction, in terms of how cells are involved, genetic information, and results.
    • The number of parents in each type of reproduction.
    • Whether the offspring are genetically the same or different than the parents.

    Use the following terms in your description of sexual reproduction and asexual reproduction:

    • Chromosome
    • DNA
    • Fertilization
    • Gamete
    • Genes
    • Heredity
    • Offspring
    • Parent/parents
    • Traits

    Extension:

    • For students who might need extra practice or review, have small groups of students list differences between sexual and asexual reproduction before they begin the assessment. Also, it may be helpful to provide students with some phrases about each type of reproduction and have them decide where to place them in the diagram.
    • Consider having students who might be going beyond the standards write a multi-paragraph comparison of sexual and asexual reproduction as an alternative assessment.

    Performance Assessment 1 Scoring Rubric:

    Points

    Description

    5

    The student completes all five of the requirements:

    • correct number of parents involved in asexual and sexual reproduction.
    • correct determination about whether offspring are genetically the same as the parents in asexual and sexual reproduction.
    • terms are used accurately and appropriately in the explanation.
    • examples of living things that carry out asexual and sexual reproduction are correct and varied.
    • the comparison between sexual reproduction and asexual reproduction is accurate, including what happens to genetic information from the parent(s), and the results.

    4

    The student completes four of the requirements.

    3

    The student completes three of the requirements.

    2

    The student completes two of the requirements.

    1

    The student completes one of the requirements.

    0

    The student demonstrates lack of understanding or does not attempt to complete the assessment. 

     


    Performance Assessment 2:

    Below is a list of five animals. For each animal, describe two adaptations that increase the animal’s chances of survival. Also, write whether the adaptations are behavioral or structural.

    1.      duck

    2.      chameleon

    3.      bear

    4.      porcupine

    5.      giraffe

    Performance Assessment 2 Scoring Rubric:

    Points

    Description

    5

    For each of the five animals, the student correctly describes two adaptations and identifies them as behavioral or structural.

    Note: Answers will vary.

    Examples:

    • duck—webbed feet for swimming (structural).
    • chameleon—camouflages, depending on what it is touching (behavioral).
    • bear—hibernates during the winter (behavioral).
    • porcupine—exposes needles when it feels it is being attacked (behavioral).
    • giraffe—long neck for eating food (structural).

    4

    The student correctly completes the requirements for four of the animals.

    3

    The student correctly completes the requirements for three of the animals.

    2

    The student correctly completes the requirements for two of the animals.

    1

    The student correctly completes the requirements for one of the animals.

    0

    The student demonstrates lack of understanding or does not attempt to complete the assessment.

     

DRAFT 05/13/2011
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