High School Curriculum
High school is a very different world for students and for educators. Teachers must find a path that bridges the material that was taught in middle school with what their students will need to know for life beyond high school. More Info
Science and Global Issues: Biology, Second Edition
SGI Biology, Second Edition Genetics Unit
29-42 (6-9 weeks)
For thousands of years, people have selected crops and animals with desirable traits and have bred them to produce ever more desirable offspring. This selective breeding has produced modern varieties of organisms, such as sweet corn, dairy cows, and domestic pets. It was not until the mid-19th century that scientists began to understand that inherited traits pass from parents to offspring through genes. Modern scientists study genetics to learn more about how genes work and to solve such practical problems as enhancing crop productivity, curing diseases, and producing new fuels. One dynamic, and sometimes controversial, technology that has emerged from genetics is genetic modification. After learning to manipulate the genes of various species, scientists now can place genes from one species into another to give the target species a specific, desirable trait, such as pest resistance. However, many people and some scientists are concerned that this may lead to unintended consequences for the environment and/or human health. In this unit, you will investigate how genes and patterns of inheritance function in organisms and generations of organisms. You will also learn about the procedures and results of genetic modification and about some of the benefits and trade-offs of producing specific genetically modified organisms.
The Genetics Unit Equipment Package does not include electrophoresis chambers, which are needed for Activity 18. The electrophoresis chambers are available separately and 4 are needed for a class of 32 students.
Content in SGI Biology, Second Edition Genetics Unit is organized into activities, as follows:
| Activity Title | Activity Overview | |
|---|---|---|
| 1. | A Genetically Modified Solution? | Should your country allow farmers to grow genetically modified corn? |
| 2. | Creating Genetically Modified Bacteria | How do scientists genetically modify an organism? |
| 3. | Mitosis and Asexual Reproduction | If a genetically modified cell undergoes mitosis, how likely is it that the daughter cells will contain the inserted gene? |
| 4. | Breeding Corn | How can information about the genetic makeup of plants help farmers breed plants for desirable traits? |
| 5. | Genes and Traits | What can we infer about genes and traits based on heredity patterns? |
| 6. | Breeding Corn for Two Traits | How do scientists predict the results of crossing corn for two kernel characteristics: color and texture? |
| 7. | Breeding Better Rice | What trade-offs are involved in selectively breeding a desirable strain of rice? |
| 8. | Interpreting Pedigrees | What information can geneticists obtain by analyzing a pedigree? |
| 9. | DNA Isolation | How is DNA isolated from an organism? |
| 10. | Modeling DNA Structure | What is the molecular structure of DNA? |
| 11. | Genomics | How has genomics contributed to our understanding of heredity? |
| 12. | DNA Replication | How does DNA replicate? |
| 13. | Meiosis and Sexual Reproduction | How do chromosomes divide during the formation of egg and sperm cells? |
| 14. | Genes and Chromosomes | How do genes and chromosomes behave during meiosis and sexual reproduction? |
| 15. | Evaluating Genetically Modified Organisms | What are the benefits and trade-offs of using genetically modified organisms? |
| 16. | Protein Synthesis: Transcription and Translation | How does a cell make proteins with the information from DNA? |
| 17. | Cell Differentiation and Gene Expression | How does the same set of genes direct the activities of 220 human cell types? |
| 18. | Which Corn is Genetically Modified? | Which samples contain genetically modified corn? |
| 19. | Biopharming Edible Vaccines | What are the benefits and trade-offs of genetically modifying crops to contain edible vaccines? |
| 20. | Are GMOs the Solution? | Should the government Panel on Genetic Modification approve the planting of genetically modified soybeans? |
Student Book
The student book uses a variety of approaches to make science accessible for all students. Each activity in the student book is designed to support concept and skill development. The various types of activities include: Laboratories, Investigations, Modeling, Readings, Talk It Over, and Projects. Through inquiry-based, hands-on experiences students connect basic biological concepts with relevant, real-world sustainability issues. Woven throughout the student book are integrated literacy strategies that help students process new science content, develop their analytical skills, make connections, and express their knowledge orally and in writing.
The embedded assessment system helps teachers identify students’ strengths and weaknesses throughout the course. This provides valuable information about when lessons might need to be adjusted so that all students get the best chance to build their knowledge and appreciation of science. The student book is richly illustrated with relevant photographs and diagrams. A comprehensive appendix provides additional student resources
The LAB-AIDS Science Lab Notebook
The use of a science journal or notebook is strongly recommended for all science classes. A journal not only models the way scientists work but it helps to develop and reinforce students’ science learning and literacy skills.
The LAB-AIDS Science Lab Notebook was designed with “Best Practices” in mind. Each of the 160 LABLOG pages, has a 2-column design with GraphAnywhere, which allows data tables and graphs to be drawn in a fraction of the usual time, and plenty of room to record data, notes, and responses to questions. It is also three-hole punched to allow students to store the entire notebook, or individual completed pages, in their binder.
Materials Base Package
The course specific materials packages provide a vast array of unique and signature items designed specifically for the program. Course Essential packages are available which allows you to buy only the unique items designed for the course. You could also purchase materials by unit if you are teaching only section of the program, or you can purchase items individually for those teachers that have well–equipped lab facilities. Our goal is to provide the necessary material without duplicating what you already have in your classroom, thus maximizing your budget.
The Genetics Unit Materials Base Package does not include materials for Activity 2 on genetically modified organisms nor does it include electrophoresis chambers, which are needed for Activity 18. These materials are available separately or as part of an enhanced materials package.
Teacher Edition
The SEPUP wraparound teacher’s edition provides detailed information to support teachers in conducting each activity in the student book and explains how scientific concepts are developed within the big picture of the units and the course. The information provided includes practical tips such as equipment set-up and how to conduct the activities, as well as suggestions on how to enhance students’ learning experiences and how to tailor the activities to individual students and classrooms.
Additional support for all of the embedded assessments, literacy strategies, and other information can be found on the accompanying Teacher Resources DVD. Together the Teacher Edition and Teacher Resources DVD provide comprehensive support for differentiated instruction, valuable background information on scientific content and teaching strategies, lists of objectives, answers to student analysis questions, and student exemplars that address the assessment scoring guides. The DVD also includes unit overviews, and all transparencies, student sheets and blackline masters.
Student and Teacher Portals
Individual, classroom or district licenses can be purchased for access to our student books on-line. It features editable Word documents for each set of Activity Assessment Questions which allows students to e-mail their finished work back to the teacher. Microsoft Word Tools provide strong support for diverse learners. The Spelling and Grammar Checker uses red and green underline squiggles representing spelling (red) and grammar (green) errors alerting students to potential errors. The thesaurus helps to refine writing as well as expose students to new vocabulary words. Students with poor spelling skills often have difficulty using a dictionary. This feature provides an instant definition for a highlighted word, eliminating the task of dictionary lookup. Students can also use the Thesaurus to find the synonyms of words. All pages were created using Adobe Acrobat Reader. A great feature of the Adobe program is “The Read Aloud Function”. The program audibly reads the text, allowing the student to follow the reading on the page. You can speed up or slow down the program based on the student’s ability. This helps all students increase their vocabulary.
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