Heredity and Traits

MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

SEP's: Developing models -- If you read the NGSS clarification statement in regards to this standard it makes a point of emphasis that these models are in the form of punnett squares, diagrams, and simulations.  When I think of the standard itself I think model making in the form of punnett squares and the idea of consecutive generations makes for a real interesting process for students.

DCI's: For this standard there is 3 DCI's (Growth and Development of Organisms, Inheritance of Traits, and Variation of Traits). Which I think makes perfect since when you look at the big picture of this standard.  First you have to understand that all living things need to reproduce, then once students are able to understand the characteristics of life they can move into the more complex practice of variation of traits.

CC's: Cause and Effect -- Going all the way back to the SEP and model making I think the idea of cause and effect is very similar to an input and output system.  What are the parts that the parent cells are putting in and what is the probability of the genetic traits being passed on to the offspring.  

Do you discuss genotype and phenotype with your students?  Doing Punnett squares and discussing dominant and recessive traits was a great deal of fun.  We did a great genetics project with the students and incorporated mutations.  It took several days, but again my kids were so into the concept, they enjoyed every minute.

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