Inquiry Activity Sequence Adam Sharp Unit question Show five pictures of different fish.

Ask students how these fish are similar and how they are different. Once the idea of heritable variation is established, show students variation between the same species of mollies. If two spotted mollies mated, and produced four offspring, 3 spotted and 1 striped e plain !using "endels laws# why all of the offspring were not spotted like the parents. Unit objective
$%.1d Explain the genetic basis for Mendels laws of segregation and independent assortment. Big Ideas and examples In this unit, students will be asked to reason through simple inheritance in the context of Mendel's laws of independent assortment and segregation. Typically, these laws are hard for students to grasp on their own. Mendel's law of segregation states that traits can appear in one generation, disappear in the next, and reappear in subse uent generations. This idea is somewhat easier for students to understand than its counterpart Mendel's law of independent assortment. This law states that traits are inherited independently of one another. !hat this means is that if under simple inheritance one gene determines fish tail shape and a different gene determines fish tail color that tail shape and tail color will not be inherited together. It is my goal that students think about simple inheritance within the context of these two laws. This is particularly important as it forms the foundation for subse uent units which explain how traits can be inherited by means that do not follow Mendel's laws. These laws will be framed in the context of fish whose traits will be determined by simple inheritance. I am taking an approach that has the students experience Mendel's laws through acti"ity use prior to explaining them. This will enable the students to work towards an understanding of the laws by applying the laws prior to their use. #tudents will be able to obser"e these laws by data collection on fish traits through the following means $. Through %unnett s uare using "arious alleleic combinations and monohybrid crosses across se"eral generations. &. Model independent assortment through allele exchange during crossing o"er in Meiosis. '. #ummari(e laws by creating their own fish.

Stages of Activity Sequences

&urpose of Activity )stablish a problem*+uestions

$rief 'escription of Activity I will begin the unit by showing students five different fish !shark, angler, gold, etc# and ask them what similarities and what differences they show.

(ormative Assessment

Scientific &ractices

I will ask students to "odeling share their answers in a large group and submit -easoning an e planation for their reasoning in the lab notebook to be assessed during a notebook check the following day. ,hese ideas will be written anonymously on an idea board the following day allowing for revisions of understandings. Students will be asked how their understanding of trait inheritance is supported or denied based on the e ample I have showed them. I will follow the same data collection format seen above. -evision of ideas "odeling .ypothesis and reasoning +uestions

(ollow up activity !continuation#* +uestions*intro to evidence

Students will see their ideas on the board as they walk into the classroom. I will bring in two different variants of the same species of molly. I will pose my unit +uestion to students at this point. Additionally, students will model alleles on gene loci. ,his part of the unit includes several activities that incorporate student understandings of alleles and traits through &unnett s+uare use. Students will also be introduced to probability and prediction of genotypes and phenotypes across multiple generations from a &enny flip lab !law of segration# Additionally, students will model alleleic e change during

)vidence from data

At the end of each activity there will be a post lab discussion in which ma/or components of the lab will be discussed. 'uring this time, students will perform revisions of their ideas on the idea board and asked to relate their understanding to new content learned. ,hroughout this process, individual understandings will be assessed through notebook checks on a bi

-evision of ideas on idea board from evidence. 0ustifying ideas from evidence &redicting 1uestioning

meiosis with popsicle sticks and velcro alleles. ,he above activity will help to illustrate the law of independent assortment. Student e planations &rior to a summative assessment, students will model independent assortment and segregation by performing a modified version of the dragon genetics lab where they create their own fish. At this point of the unit I will introduce the formal definitions of "endels laws and "endels work. Student4s will summari5e how their understandings of mendels laws relate to their ideas on the idea board as well as the activities done in class

weekly basis. 2nderstandings of concepts discussed will be assessed through daily bell work +uestions. -evision of models

Scientific ,heories

3ommunication

&racticing e planation

-evising ideas 3onnecting ideas to scientific evidence