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Next Generation Science Standards
Next Generation Science Standards are
included, complete and appropriate for the
DUP topic
Anchoring Activity
The opening scenario of the unit plan
contains the following components:
Context, a brief description of the science
phenomenon, the task students will finish
upon completing the unit and the epistemic
practice that will start the unit.
Concept 1: Structure and Function of DNA
HS-LS1-1. Construct an explanation based on evidence for
how the structure of DNA determines the structure of
proteins which carry out the essential functions of life
through systems of specialized cells. Genetic information
can be found in all cells in the form of DNA Structure and
function of DNA (CCC) Nucleotides are basic structural
units of DNA, regions of DNA called genes code for
proteins. Proteins carry out essential life functions through
systems of specialized cells (tissues) - Structure, Function,
Regulation
Concept 2: DNA codes for Proteins and the resulting
traits observed in the organism
HS-LS3-1. Ask questions to clarify relationships about the
role of DNA and chromosomes in coding the instructions
for characteristic traits passed from parents to offspring.
Concept 3: Expression
Concept 4: Genetic variation is the result of meiosis,
replication errors, and mutation
HS-LS3-2. Make and defend a claim based on evidence that
inheritable genetic variations may result from: (1) new
genetic combinations through meiosis, (2) viable errors
occurring during replication, and/or (3) mutations caused by
environmental factors.
Concept 5: Genetic and environmental effects influence
the distribution of traits in a population
HS-LS3-3. Apply concepts of statistics and probability to
explain the variation and distribution of expressed traits in a
population.
Blue People of Kentucky
You're a doctor that's been flown into the backcountry of
Kentucky to examine a group of people with a unique
condition. A high percentage of people in the area have blue
skin. This condition occurs in other places around the
world, but it is extremely rare. You have been tasked with
figuring out why so many people in this area of Kentucky
have blue skin. Create a model to illustrate the cause of the
condition and why a large amount of people in this area
have it.
Driving Question of the Unit
 Why are some members of the family blue and some not?
The unit plan includes a driving
question related to the anchoring
phenomenon and has the potential to
engage students in the learning
experiences. The driving question
leads to the need to explain lesson
level phenomena.

Unit Goals

The unit goals are related to the -

overarching tenets of the article Outside
the Pipeline: Reimagining Science
Education for Nonscientists. Science,
April 19, 2013.
· The goals are appropriate
for the learning planned in the
unit.
· The goals indicate at least
one of the following:
o How people should
interact with science;
o Accessing the science
that students need;
o Practicing and judging
scientific claims; and
o Developing positive
feelings and deep, durable
involvement with science

Unit Assessments

Formative - Kahoot, Exit Card, CER,

At least 2 formative assessments that
Model, (Whiteboard) Mind-map, Journal
inform teacher practice and 1 summative
assessment to measure student learning
are presented in the unit plan. The Summative - Lab report, Model, CER,
assessments are appropriate for the MCQ, FRQ
content and developmental age of the
students, and are in alignment with the
unit standards, big ideas and goals

Lesson Objectives
 Lesson objectives for the unit include
a connection to the performance
expectations listed earlier, the context,
challenge, problem, or background
scenario, and include a tasks that
leads to students asking questions.

Acceptable Evidence

For 5 lessons, ideas for formative and/or
summative assessment are included.
Assessments target the lesson objectives
and provide evidence that progress
toward meeting the objectives is
occurring
Formative - Kahoot, Exit Card, CER,
Model, (Whiteboard) Mind-map, Journal,
Lab
Summative - Lab report, Model, CER,
MCQ, FRQ

Digital Unit Plan – Goals, Objectives and Assessments

Unit Title: Genetics: Inheritance and Variation Name: Lini, Nate, Lil Nicki

Content Area: Biology Grade Level: 9

Next Generation Science Standards/Performance Expectations

Concept 1: Structure and Function of DNA

HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins
which carry out the essential functions of life through systems of specialized cells. Genetic information can be found in all
cells in the form of DNA Structure and function of DNA (CCC) Nucleotides are basic structural units of DNA, regions of
DNA called genes code for proteins. Proteins carry out essential life functions through systems of specialized cells (tissues) -
Structure, Function, Regulation

Concept 2: DNA codes for Proteins and the resulting traits observed in the organism
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for
characteristic traits passed from parents to offspring.

Concept 3: Expression
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for
characteristic traits passed from parents to offspring.

Concept 4: Genetic variation is the result of meiosis, replication errors, and mutation
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic
combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental
factors.
Concept 5: Genetic and environmental effects influence the distribution of traits in a population
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a
population.

Anchoring Activity

Blue People of Kentucky

You're a doctor that's been flown into a remote village in the countryside of Kentucky to examine a group of people with a
unique condition. A high percentage of people in the area have blue skin. This condition occurs in other places around the
world, but it is extremely rare. You have been tasked with figuring out why so many people in this area of Kentucky have blue
skin. Create a model to illustrate the cause of the condition and why a large amount of people in this area have it.

Driving Question of the Unit

Why are some members of the family blue and some not?

Unit Goals---Describe what you want students to be able to do. For example, I wanted my students to be able to know
when to use the epistemic practices when I gave them verbal or visual cues. Students will need to be able to recognize
science even if it is not in the verbal form. See the article “Outside the Pipeline: Reimagining Science Education for
Nonscientists. A summary of the article is in the appendix of this unit plan template.

How to use and engage in epistemic practices - argumentation, modeling, expository text. How to illustrate and revise a
model. How to design and initiate an inquiry based lab - constructing a question and hypothesis, planning an
investigation, identifying variables and limitations, gathering and interpreting data, analyzing evidence, etc.
Collaboration, communication. Research. Self-assessment, self-direction.

Lesson 1 – DNA - Structure and Function

Student Learning Objective: Acceptable Evidence – Formative and/or Summative Assessment:

Students will be able to map out the Formative - Initial model of DNA structure and function. This model will be
structure and function of DNA revised after the lesson on protein synthesis. *change

Students will be able to construct an

explanation on how DNA stores genetic
information and identify the structure and
function of a DNA image.
 Formative - CER, using image (not model)

Lesson 2 – Protein - Synthesis

Student Learning Objective: Acceptable Evidence – Formative and/or Summative Assessment:

Students will be able to model the process The DNA model from lesson 1 will be extended to include protein synthesis.
of protein synthesis.
Students will be able to utilize online tools
to identify a specific protein from amino
acid sequence.

Lesson 3 – Expression and Inheritance - Genotype, Phenotype, and Mendelian

Student Learning Objective: Acceptable Evidence – Formative and/or Summative Assessment:

Students will use mathematical thinking to Exit Card Reflection - Use CER to further examine the mode of inheritance of
make connections between Mendel’ Laws disease or trait.
and inheritance patterns. Digital Lab - Online activity where students can experiment with breeding mice
Students will make use of statistical with varying phenotypes and genotypes.
analysis and probability measures to
determine the occurrence of traits within a
family.

Lesson 4 - Variance - Mitosis (Mutations, replication errors) and Meiosis

Student Learning Objective: Acceptable Evidence – Formative and/or Summative Assessment:

Students will be able to defend a claim Mind Map - causes of genetic variation
based on evidence that inheritable variation POGIL
results from mutations, replication errors, Model Revision - Gallery Walk
and meiosis.

Lesson 5 - Population Genetics

Student Learning Objective: Acceptable Evidence – Formative and/or Summative Assessment:

Students will analyze and interpret Formative: Kahoot
statistical data to further understand the
distribution of traits in a population
Unit Summative Assessment

Options - Summative model. Unit Exam (MCQ, FRQ, CER), Lab Report (Research).

Useful Websites:

Information Websites:

Activity Websites:
Make Proteins: https://learn.genetics.utah.edu/content/basics/transcribe/?fbclid=IwAR22ESVrt-
edRkCVnWXjw558XyHDcJUo3CmJmak3p4V1sDwZ36laJpvjCdM
Mitosis Mover: https://biomanbio.com/HTML5GamesandLabs/Genegames/mitosismoverpage.html
Genetics Lab/Punnett Squares: http://glencoe.mheducation.com/sites/dl/free/0078802849/383934/BL_05.html

Review: Outside the Pipeline: Reimagining Science Education for Nonscientists Science, April 19, 2013.

Summary of the Article:

How People Interact with Science

Individuals have different motivations for using scientific information. Factors that influence the
use of science include social, cultural, and demographic differences. In addition, the type of
science that is useful differs from one problem or issue to another. Science comes in a variety of
forms such as experimentation, observational data or simulations or field research. One goal of
science education is to facilitate student understanding of what forms of science are best suited
for the problems that we are trying to solve. Students will need to understand that science is a
flexible philosophical and methodological human endeavor. The sub-goals of this BIG IDEA are
as follows:
· Students will need to understand the context of a problem to understand what type
of methods are needed
· Students will understand and interpret the scientific principles that “speak” to the
driving questions and anchoring activities presented in the coursework. The principles
will change with subject matter.
· Students will engage in ill-structured problems, defined in personal and practical
terms, to practice using different principles and epistemic practices.

Knowing Science: From Knowing the Textbook to Accessing the Science you need

Science education should prepare more students to access and interpret scientific knowledge at
the time and in the context of need. Students will need to be able to read articles and the text
book, draw on prior knowledge to interpret the text, and be able to cross reference what is read
with other materials. This is not simply the application of science for a particular problem, this is
reconstructing the science in valid ways to construct solutions. When it comes to planning
science for students some sub-goals of this major goal are as follows:
· To confront students with an ill-structured problem or challenge framed in an
anchoring activity to extend their existing knowledge and develop concrete solutions.
· To create a learning environment where students develop the skills to recognize
when and how science is relevant in their daily lives.
· To be able to cite textual based evidence to support or refute a claim (CCSS ELA)
· To be able to convert a phenomena into a mathematical model (CCSS Math)

Thinking Scientifically: From Practicing Science to Judging Scientific Claims

Students will need to engage in the epistemic practices of science in flexible and creative ways.
The procedures that make up the epistemic practices of argumentation, experimentation,
modeling, and the negotiation of expository text are not static but are guided by the cycle of
scientific thinking. Students will rarely need to go through ALL the steps in a given epistemic
procedure in order to engage in scientific problem solving or research design. However, students
will need to make sophisticated judgments about credibility of scientific claims based on cues
like publication venue, institutional affiliation, and potential conflict of interest. In order to plan
lesson that allow students to engage in this big idea teachers will need to set some of the
following goals:
 · To help students understand how scientists evaluate evidence and how research is
packaged for presentation. Engaging student in argumentation and negotiation of
expository text does this. Note: expository text will need to be presented in more ways
then just the textbook.
· To help students engage in peer review when teachers are planning an argument
or negotiation of expository text.
· Students will engage in epistemic practices to examine a science-inflected social
problem, with the goal of uncovering epistemic and ethical nuances at the interface of
science and daily life.
· To help students engage in and interpret scientific text.

Appreciating Science: From Positive Feelings to Deep and Durable Involvement

Teachers will need to create learning environments where students develop an appreciation of
science and recognize how science influences their daily lives. Students will need to connect
with science though interest areas and following their personal curiosities. Therefore, some of the
sub-goals of the work science teachers do will be to:
· Facilitate students pursing their own science related interest, questions, and
personal curiosities through project-based; inquiry-based; and model based learning.
· Facilitate socio-scientific issue discussion in class.
· Help students identify and develop individual interest and expertise in the subject
matter.
· Connect students with science resources in the community such as clubs,
museums, projects, science fair, and business that specialize in science outreach.
· Use science-based games to facilitate student interest and curiosity for science
problem solving. Empowering students to use the epistemic practices in their everyday
lives and to own the practices for life long problem-solving.