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Mutations
Phenomenon:

|Anchoring Phenomena with picture “Girl with two different colored eyes” Girl with two different colored eyes mp4

| Students can: ·  Contrast gene mutations and chromosomal mutations ·         Differentiate between a substitution, insertion and deletion mutation ·         Give examples of disorders caused by gene mutations ·         Give examples of disorders caused by chromosomal mutations ·         Explain if all mutations are harmful or not.  Students will be assessed by: ·         Completing a “Mutation Telephone Worksheet” · Bell-ringer: Practice GMAS question SB2a – Protein Synthesis (Central Dogma) #3 on review slide

Crosscutting concepts:
| Structure and Function – The way an object is shaped or structured determines many of its properties and functions. Stability and Change – For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand.
Focus Question:  How can a mutation in DNA affect an organisms ability to survive?

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Asexual/Sexual Reproduction

Phenomenon

https://www.cnn.com/2016/10/25/health/banana-extinction/index.html

Possible Guiding Questions: How have our farming practices contributed to the vulnerability of bananas to extinction? How can we develop agricultural practice-based solutions and/or biotechnology solutions to this problem?

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Sexual Reproduction Looking Who's Talking:  Sperm meets Egg

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Sexual Reproduction Looking Who's Talking:  Sperm meets Egg

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Phenomenon
https://www.youtube.com/watch?v=65BV5dXXxzM

S&E Practice
- Constructing explanation and designing solutions

After the video clip, students will continue a comic strip with Mikey as the narrator. They will continue from the point the sperm and the egg joined.  They will complete the process of mitosis explaining how the joining of the sperm and egg becomes a multicellular organism, the baby Mikey.

Cross Cutting Concept
- Cause and Effect

Guiding Question:
How does mitosis explains the development of a multicellular organism (diploid) from single cell (haploid)?

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d. Plan and carry out investigations to determine the role of cellular transport (e.g., active, passive, and osmosis) in maintaining homeostasis.

Core Idea:
Every cell is covered by a lipid membrane that includes a complex system of embedded proteins. The membrane and membrane proteins work together to maintain homeostasis by controlling the movement of molecules into and out of the cell. The type of molecules that move across the membrane and the direction in which they move is determined by the structure and properties of the molecule, the structure and properties of the membrane and associated proteins, the concentration of the molecule on either side of the membrane, the needs of the cell, and the ability of the cell to expend energy.

Phenomenon:
Why does road salt cause changes to nearby plants?

Practice:
Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible variables or effects and evaluate the confounding investigation’s design to ensure variables are controlled.

Crosscutting Concept:

Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.

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Phenomenon:
Using genetic corn to have students identify the four different phenotypes that are present on an ear of corn.  I will ask students to see if they can predict how many kernels of corn would they expect to find for each  of the four phenotypes.
Core Ideas:  Students will use mathematics and computational thinking in this activity to see if they can predict the pattern of inheritance  in an ear of genetic corn based on the ratios that they will calculate.  Students should then realize the 9:3:3:1 ratio for themselves.  The analysis questions I would provide would focus on the crosscutting concepts of patterns and cause and effect.

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Step 1 -Standard: Construct an explanation of how cells structures & organelles interact as a system to maintain homeostasis.

Step 2- Core Idea: Cell Structure/Organelle & Homeostasis

Step 3- Phenomena: Treacher Collins Syndrome Or Mito Disease (Guiding Questions...)

Step 4-  Practice: Construct an Explanation (CER?...)

Step 5 - Crosscutting Concept: Structure & Function
Stability & Change

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SB2. Obtain, evaluate, and communicate information to analyze how genetic information is expressed in cells.
b. Construct an argument based on evidence to support the claim that inheritable genetic variations may result from:
 new genetic combinations through meiosis (crossing over, nondisjunction);
 non-lethal errors occurring during replication (insertions, deletions, substitutions); and/or
 heritable mutations caused by environmental factors (radiation, chemicals, and viruses).

Core Idea -  In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Some new gene combinations make little difference, some can produce organisms with new and perhaps enhanced capabilities, and some can be detrimental.

Phenomena -
Agent orange and the effects on the children of soldiers exposed to it during the Vietnam War.

What will the students do -
Evaluate the validity and reliability of and/or synthesize multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible.
AND
Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

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Phenomenon -  Article about two female snakes that reproduce asexually-https://www.the-scientist.com/the-nutshell/wild-and-sexless-40473
Crosscutting Concept: http://www.the-scientist.com
Practice: Design of a model to ascertain its reliability

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GSE: SB3: Asexual vs Sexual Reproduction

Phenomena:
Comic Strip
Core Idea:
LS4-Biological Evolution: Unity and Diversity

Focus Question: Why are you and your siblings phenotype so dissimilar?

Science and Engineering Practices:
Use mathematics and computational thinking using punnett squares to identify, describe, and analyze data recovered from punnett squares to analyze patterns and understand how diversity is affected by the meiosis vs mitosis debate
Cross-cutting concepts:
Patterns: Structure and Function

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SB1.d.  Role of cellular transport in homeostasis
Core Idea: structure and function of the plasma membrane maintains homeostasis in changing environments
Phenomena:
1) https://www.cbsnews.com/news/georgia-teen-dies-from-drinking-too-much-water-gatorade/
2) https://www.cbsnews.com/news/woman-dies-after-water-drinking-contest/
3)
https://abcnews.go.com/GMA/jury-rules-radio-station-jennifer-strange-water-drinking/story?id=8970712
Crosscutting Concept: stability and change, cause and effect, structure and function
Focus Question: How does changing the environment effect a cell?

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Core Idea - Life Science - Genetics/Inheritance

Phenomena - Video showing family of normal parents with child suffering from down's syndrome.
https://www.kidshealth.org.nz/down-syndrome-parents-story-videos

Practices -

-Engage in argument from evidence - Students will investigate the karyotypes of whole family for evidence and they will analyze cause of down's syndrome in one of the child connecting it to nondisjunction during meiosis and write a CER.

Crosscutting concepts : Patterns(Normal vs abnormal Karyotypes - How do they differ ?),
Structure and function
(Chromosomes/Meiosis- Which stage of meiosis shows a problem ?),
cause and effect(What did nondisjunction lead to ? )

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GSE: SB3c - Asexual vs. Sexual

Core Idea:  All species must reproduce to survive, and mutations can create genetic variation within all species. However, organisms exhibit many different reproductive strategies that provide various advantages and disadvantages in different environments.  All of these strategies can be classified as either sexual (combining DNA from two parents) or asexual (producing a copy of a single organism).  In general, asexual reproduction allows for faster population growth with lower energy costs, while sexual reproduction provides additional genetic variation by creating new combinations of genes.  Sexual reproduction can also reduce the accumulation of harmful mutations in a population.  The relative advantages of a particular mode or reproduction depend on the environmental conditions faced by a population of organisms.

Phenomenon: Alternating reproduction in water fleas

Practices:
- Constructing Explanations -  Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena
- Analyzing & Interpreting Data -  Analyze data ... in order to make valid and reliable scientific claims

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GSE-SB3c
Asexual and Sexual Reproduction
why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. (Cause and Effect)