6th Grade - Unit 4: Reproduction and Heredity

Subunit 1: Flowering Plants and Pollinators
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🟧 5E Lesson Sequence

Subunit 1: Assessment Opportunities

Subunit 1 Assessment Opportunities

 


View and download (by making a copy)- Subunit 1 Assessments

What should my students know and be able to do?
What should I prioritize?

Instructional Sequence

Assessment Types at
This Stage

Assessment Description

Learning Target

Engage

Observations: Accesses students’ background knowledge about how plants reproduce and the nature of the interactions between plants and pollinators.

Students watch a video of an interaction between a bee and a plant with the sound off. Students make predictions about what might be happening and why each organism participates.

Do not introduce the word pollination if students do not use the word. At this point, all explanations for why the bee interacts with the plant are acceptable.

Explore

Explanation: Students explain the nature of the interactions between plants and pollinators.

 

Making Predictions: Students make predictions based on evidence.


 

Students use structure and trait information on pollinators and plants to revisit their initial ideas about the nature of the interactions between bees and plants. Students also predict which animals pollinate certain plants and why.

Students should be able to 

  • State that certain traits or structures in plants attract pollinators.
  • Make connections between animal behaviors and pollination.

Explain

Pair Discussion and Written Responses: Students explain their understanding of plant reproduction.

Students read the article “How Do Plants Reproduce?” Students summarize the ways in which plants reproduce with and without the help of pollinators.

Students should be able to

  • Explain how certain plant traits and structures can lead to an increased chance of pollination.

Elaborate

Analyzing Data and Making Connections: Students apply their understanding of pollination to the Culminating Project.

Students consider how the structures of the strawberry flower and pollinators support pollination. Students discuss what would happen if there were no pollinators and the usefulness of having multiple pollinators for a given plant.

Students should be able to 

  • Identify structures that, in general, help increase plants’ chances of pollination (e.g., bright flowers, heavy, sticky pollen).
  • Explain what would happen if certain pollinators were not available for plants.

Evaluate

Discussion and Critique:

Students evaluate their understanding by critiquing an imaginary student’s statement.

 

Students revisit their Know, Wonder, Learned charts and the Driving Question Board.

Students read an imaginary student’s explanation of pollination and apply their understanding to critique, correct, and clarify the statement.

 

Students record what they have learned and identify the questions they have answered from the Driving Question Board.

See Explain and Elaborate.


View and download (by making a copy)- Subunit 1 Assessments

Subunit 1: 5E Lesson Sequence

Subunit Description

 


📂 Download ALL lessons at one time for Unit 4: Subunit 1 from this folder. 📂

The Engage lesson begins with students considering their background knowledge about flowering plants’ interactions with animals. Students watch a video (with the sound off) showing an interaction between a bee and a plant and then make predictions about the nature of these interactions. In the Explore lesson, students use a brief reading to examine the structure and function of relationships between plants and pollinators and explain the interactions between bees and plants. Next, students begin a lesson sequence on pollination and make connections between the traits of plants and pollinators. In the Explain lesson, students read an article about pollination and construct models of the different methods of pollination. In the Elaborate lesson, students apply their understanding to the Culminating Project. Students learn about the structure of the strawberry flower and how the heavy and sticky nature of strawberry pollen increases the chance of pollination through bees. In the Evaluate lesson, students use what they have learned to understand the relationship between aa native California plant and its pollinator. Next, students critique, correct, and clarify an imaginary student’s statement about the nature of plants’ traits and animals’ roles in supporting plant pollination. Lastly, students revisit their Know, Wonder, Learned charts and the Driving Question Board.

The Big Conceptual Goals for this subunit are

  • Although there are other ways for pollination to occur, pollinators play an important role in supporting flowering plant pollination.
  • Pollinators and plants have a mutually beneficial relationship.
  • The structures in plants and animals support the mutually beneficial relationship between plants and pollinators, including pollination.

 

Lesson Lesson Name Teacher Document Student Handout
1 Engage

6.4 SU1 1Engage Teacher

6.4 SU1 1Engage Student

2 Explore

6.4 SU1 2Explore Teacher 

6.4 SU1 2Explore Student

3 Explain

6.4 SU1 3Explain Teacher

6.4 SU1 3Explain Student

4 Elaborate

6.4 SU1 4Elaborate Teacher

6.4 SU1 4Elaborate Student

5 Evaluate

6.4 SU1 5Evaluate Teacher

6.4 SU1 5Evaluate Student

📂 Download ALL lessons at one time for Unit 4: Subunit 1 from this folder. 📂

Subunit 2: Traits of Organisms
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🟧 5E Lesson Sequence

Subunit 2: Assessment Opportunities

Subunit 2 Assessment Opportunities

 


View and download (by making a copy)- Subunit 2 Assessments

What should my students know and be able to do?
What should I prioritize?

Instructional Sequence

Assessment Types at
This Stage

Assessment Description

Learning Target

Engage

Observations: Assesses students’ background knowledge about traits, sexual reproduction, and asexual reproduction.

Students look at pictures of  humans and bacteria. Students are asked to note any patterns in the similarities and differences between parents and offspring.

At this point, students should notice that some offspring look identical to their biological parents and some look similar to, but also different from, their biological parents. Students should begin to make predictions about why this is the case, but they do not have to be able to fully understand.

Explore

Making Connections: Students use diagrams, videos, and text to make connections between the type of reproduction and trait variation in offspring. 

Students observe several examples of asexual reproduction and compare that with human reproduction in terms of parent number and trait variation. 

Students should be able to

  • Notice that some organisms reproduce with one biological parent and some reproduce with two biological parents. Some students might start to make connections between the type of reproduction and trait variation, but they do not need to build a full explanation at this point.

Explain

Pair Discussion and Written Responses, Creating Models:

Students demonstrate their understanding through the discussion.

Part 1: Students engage in the Protocol to Support Close Reading and answer questions using the Listening Triads protocol for the article “Asexual and Sexual Reproduction.”

 

Part 2: Students use Punnett squares to model the passing of traits from parents to offspring. 

Students should be able to 

  • State that asexual reproduction results in offspring that are identical to their parents in terms of genes and traits.
  • Understand that sexual reproduction results in offspring that share half of the genetic information of each biological parent. 
  • Explain that due to the fact that genes determine traits, sexual reproduction results in more variation than asexual reproduction.

Elaborate

Making Predictions and Connecting to New Contexts: Students apply their understanding of sexual and asexual reproduction to a historical event.

Students read an article about the benefits and tradeoffs of sexual reproduction versus asexual reproduction and construct a comparison table.

Students should be able to 

  • Identify examples of asexual and sexual reproduction.
  • Think about environmental scenarios that would favor sexual reproduction over asexual reproduction and vice versa.

Evaluate

Discussion and Written Responses: Students assess their understanding by considering strawberry reproduction and traits.

Students answer questions about strawberry reproduction and traits and consider how this understanding will impact their garden design. 

Students should be able to 

  • Explain why variation is important for the ability to withstand change in the environment.

Subunit 2: 5E Lesson Sequence

Subunit Description

 


📂 Download ALL lessons at one time for Unit 4: Subunit 2 from this folder. 📂

In this subunit, students consider the causes behind the appearance of organisms and how this is related to reproduction. In the Engage lesson, students begin by observing two families, human and bacteria, and noting similarities and differences between individuals. Next, in the Explore lesson, students observe reproduction in several species and make connections between the type of reproduction and the traits of offspring. In the Explain lesson, students read an article that explains how sexual and asexual reproduction result in differences in genetic and trait variation. Students also learn how to use a Punnett square to predict specific traits in the offspring that two individuals can produce. In the Elaborate lesson, students explore the benefits and tradeoffs of sexual and asexual reproduction. In the Evaluate lesson, students apply their understanding of heredity to the Culminating Project.

The Big Conceptual Goals for this subunit are

  • Sexual reproduction involves two parents and generates genetic variation.
  • Asexual reproduction involves a single parent and does not generate genetic variation.
  • An organism’s traits are influenced by the expression of one or more genes.
  • An individual gene may come in two or more alternative forms called alleles.
  • A population of organisms with greater genetic variation has a better chance of adapting to a changing environment as compared with a population with less genetic variation.
Lesson Lesson Name Teacher Document Student Handout
1 Engage

6.4 SU2 1Engage Teacher

6.4 SU2 1Engage Student

2 Explore

6.4 SU2 2Explore Teacher 

6.4 SU2 2Explore Student

3 Explain

6.4 SU2 3Explain Teacher

6.4 SU2 3Explain Teacher Ant. Guide

6.4 SU2 3Explain Student

6.4 SU2 3Explain Ant. Guide HO

4 Elaborate

6.4 SU2 4Elaborate Teacher

6.4 SU2 4Elaborate Student

5 Evaluate

6.4 SU2 5Evaluate Teacher

6.4 SU2 5Evaluate Student

📂 Download ALL lessons at one time for Unit 4: Subunit 2 from this folder. 📂

Subunit 3: Organism Growth
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Subunit 3: Assessment Opportunities

Subunit 3 Assessment Opportunities

 


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What should my students know and be able to do?
What should I prioritize?

Instructional Sequence

Assessment Types at
This Stage

Assessment Description

Learning Target

Engage

Data Analysis and Predictions 

Students analyze rain data for San Francisco and think about how this factor might affect the growth of flowering plants in the city.

At this point, all ideas are acceptable. Some students might think there is no connection between plants and rainfall and some might make connections to photosynthesis or watering plants in their home.

Explore

Drawing Conclusions from Data Analysis: Students use their experimental data and the case study information provided to create explanations.

Part 1: Students analyze data from their experiments and think about whether environmental factors affected the growth of the plant.

 

Part 2: Students analyze case study data and determine how an environmental factor affected plant or animal growth.

Students should be able 

to 

  • Cite evidence for why they think a particular environmental factor affects plant or animal growth.


 

Explain

Writing a Lab Report Conclusion Paragraph


 

Students consider how the case studies might relate to their garden plans. Students use their data and evidence from an article to write a conclusion that explains the effect an environmental factor had on plant growth.

Students should be able to 

  • Cite evidence to explain how environmental factors affect organism growth.

Elaborate

Apply Understanding to a New Context: Students apply their understanding of organism growth to the Culminating Project.

Students review their conclusions and make recommendations based on findings from their experiments.

Students should be able to 

  • Explain how several environmental factors affect the growth of organisms.

Evaluate

Writing Explanations
 

Students evaluate their understanding by explaining the effect of several environmental changes on an organism’s growth.

Students should be able to 

  • Use evidence to predict how strawberries will be similar to and different from their parents or offspring depending on the type of reproduction.
  • Use evidence to predict how heredity and the environment will affect the growth of the strawberries. 

Subunit 3: 5E Lesson Sequence

Subunit Description

 


📂 Download ALL lessons at one time for Unit 4: Subunit 3 from this folder. 📂

Students begin the Engage lesson by discussing the parts that make up an organism’s environment. Students then analyze rain data for San Francisco and consider how these environmental factors affect the growth of flowering plants in the city. In the Explore lesson, students collect and analyze data from the experiments they set up in Subunit 1. In the Explain lesson, students read an article that provides evidence about the environmental factors that affect the growth of flowering plants. In the Elaborate lesson, students apply this understanding to the Culminating Project. In the Evaluate lesson, students evaluate their understanding by completing the Group and Individual Culminating Project.

Lesson Lesson Name Teacher Document Student Handout
1 Engage

6.4 SU3 1Engage Teacher

6.4 SU3 1Engage Student

2 Explore

6.4 SU3 2Explore Teacher 

6.4 SU3 2Explore Student

3 Explain

6.4 SU3 3Explain Teacher

6.4 SU3 3Explain Student

4 Elaborate

6.4 SU3 4Elaborate Teacher

6.4 SU3 4Elaborate Student

5 Evaluate

6.4 SU3 5Evaluate Teacher

6.4 SU3 5Evaluate Student

6.4 SU3 5Evaluate Peer Feedback Form


📂 Download ALL lessons at one time for Unit 4: Subunit 3 from this folder. 📂

Unit 4 Documents
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Below you will view and download: Unit Plan, Standards, Culminating Project Assessments and Rubrics, Common Misconceptions, Materials, Unit 0: Lift-Off Lessons and Resources.

6.4 Reproduction and Heredity: Overview

Overview

Through investigations, students identify several cause and effect relationships related to reproduction, heredity, behavior, and organism growth. In Subunit 1, students explain how flowering plant structures can increase the chance of pollination. In Subunit 2, students explain how sexual reproduction results in more genetic and trait variation in offspring than asexual reproduction. In Subunit 3, students analyze data from self-designed experiments to determine the effect environmental factors have on the growth of organisms.

6.4 Reproduction and Heredity: Unit Plan

Unit 4: Reproduction and Heredity - Unit Plan

 


                                       View and download (by making a copy) Unit 4 Plan

Desired Results

Overview

Through investigations, students identify several cause and effect relationships related to reproduction, heredity, behavior, and organism growth. In Subunit 1, students explain how flowering plant structures can increase the chance of pollination. In Subunit 2, students explain how sexual reproduction results in more genetic and trait variation in offspring than asexual reproduction. In Subunit 3, students analyze data from self-designed experiments to determine the effect environmental factors have on the growth of organisms. 

 

Project Tasks

Connections to Culminating Project Liftoff: Students observe strawberries and design a plant growth experiment.

Connections to Culminating Project Subunit 1: Students are given information about structures of flowering plants and pollinators. Students consider how this could increase the plant’s chance of pollination. Students consider the benefits of multiple methods of pollination.

Connections to Culminating Project Subunit 2: Students consider the connection between genes and strawberry traits as well as the benefits of genetic variation on the survival of strawberries in their garden.

Connections to Culminating Project Subunit 3: Students consider how environmental factors affect the growth of strawberries. Students think about how their experimental data could inform their plans.

 

Estimated length of project: 280 minutes

ESTABLISHED GOALS

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. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.]

MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]

MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.]

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

ESSENTIAL QUESTION

How can we design a garden that supports the growth and reproduction of strawberry plants?

Students will be able to independently use their learning to.

  • Select a plan that ensures the growth and reproduction  of strawberries in a garden.
  • Analyze San Francisco weather data and student-designed experiment data to support their choice. 

Students will know 

  • Sexual reproduction results in offspring with more genetic and trait variation than asexual reproduction.
  • Specialized plant structures and traits increase their chances of pollination.
  • Environmental factors influence the growth of organisms. 

Evidence

Assessment Evidence

PERFORMANCE TASK: Creating an argument presentation to support a choice of design plans for a strawberry garden.

  • Group Culminating Project
    There are two possible design plans that have been suggested for the new strawberry garden.
    Design Plan A recommends that the class clone last year’s plants to make the new garden. Design Plan B recommends that the class plant seeds collected from last year’s plants to make the new garden. Each group must decide which plan to select. Each group must also create an argument presentation that explains the reasons that support choosing one plan over the other. 

In student’s argument presentations, they must choose either Plan A or Plan B and support their choice with evidence. Each presentation will have three parts:  
 

  1. Part 1: Modeling Asexual and Sexual Reproduction: First students must explain how traits are inherited from the biological parent plants in each plan. To do this, students must develop models for both asexual and sexual reproduction of strawberry plants. Students should use both diagrams and text in their models. Students models must answer the following questions:
  • Does this process require another plant?
  • Does this process require interactions with other parts of the environment (ex: wind, water, animals)?
  • How does the genetic information of the offspring compare to the genetic information of the biological parents?
  • How do the traits of the offspring compare to the traits of the biological parents?
  • What are the benefits of this method of reproduction?
  • What are the drawbacks of this method of reproduction?
  1. Part 2: Explain The Choice of Design Plan A or Design Plan B: In this section of the presentation, students must explain why they would choose Plan A or Plan B. In this part of the presentation students must address whether their chosen plan will result in more, less, or the same amount of genetic and trait variation in the strawberries than those of the other plan, and how this affects the choice of design plans. Student arguments must be supported by evidence and need to address the following criteria:
  • Criteria 1: How Long the Strawberries Stay Fresh
    • Each design plan has two options for pollination which affects freshness. Students must choose one option and explain the reasons for the choice using evidence. In the explanation, students must describe how the choice can affect the development of the strawberries in the garden. Specifically, students must describe how this choice will affect how long the strawberries will stay fresh.  
  • Criteria 2: Flavor of The Strawberries
    • Students must explain how the choice of Design Plan A or Design Plan B is related to the flavor of the strawberries in the new garden. In the selected plan, students must predict whether all of the new strawberries will taste the same or if  different flavors will be possible. Students must explain how this information affects their choice of plans.
  • Criteria 3: Environmental Factors That Influence Strawberry Plant Growth  
    • What environmental factors influence the growth of strawberry plants?
    • Students must describe the ideal conditions needed for the garden to be the most successful. 
    • Based on the choice of Design Plan A or Design Plan B, students must predict whether all plants in the garden will be affected by environmental changes in the same way. Students are asked what they might add to their  plan to ensure that all plants can grow successfully in a variety of environmental conditions.

Individual Culminating Project
Individually, students must provide feedback to each group for their argument presentation. Your job is to evaluate each argument presentation and provide each group with suggestions for how groups might improve their selected plans. 

Learning Plan

Subunit 1

In this subunit, students focus on structures that increase the chance of pollination in flowering plants.. 

Subunit 2

In this subunit, students explain how the type of reproduction (sexual or asexual) affects the amount of gene and trait variation in offspring. Note that the Performance Expectation does not ask students to understand the mechanism of how genes code for proteins and how proteins determine traits. 

Subunit 3

In this subunit, students use evidence from an experiment and articles to explain how environmental factors affect the growth of organisms

Unit Map

Reproduction and Heredity

Essential Question: How can we design a garden that supports the growth and reproduction of strawberry plants?

Lift-Off and Introduction to the Culminating Project

Subunit 1: Flowering Plants and Pollinators

What characteristics are important for improving the chance of pollination in flowering plants? Why?

Engage • Explore • Explain • Elaborate • Evaluate

Subunit 2: Traits of Organisms

How does reproduction affect the traits of offspring?

Engage • Explore • Explain • Elaborate • Evaluate

Subunit 3: Organism Growth

How do environmental factors affect the growth and reproduction of flowering plants?

Engage • Explore • Explain • Elaborate • Evaluate

Group Culminating Project

Designing a strawberry garden

 

Individual Culminating Project

Individual garden plan

Course Concepts

+ Foundational Crosscutting Concepts: These concepts are foundational to the understanding of middle school science. They are present throughout the course. Students are expected to continue to apply their knowledge of the concepts to subsequent relevant projects. 

 

* Focal Crosscutting Concept: This concept is called out consistently in the Teacher Book and once per subunit in the Student Book. Students will consider the unit project through the lens of this Crosscutting Concept. 

Crosscutting Concept

Unit 1: Energy

Unit 2: Human Impact on Earth’s Climate

Unit 3: Cells and Body Systems

Unit 4: Reproduction and Heredity

Patterns

     

*

Cause and Effect

+

*

+

+

Scale, Proportion, and Quantity

+

 

+

 

Systems and System Models

+

+

*

 

Energy and Matter

*

     

Structure and Function

   

+

 

Stability and Change

 

+

   

Science and Engineering Practices 

+ Foundational Science and Engineering Practices: These practices “carry forward” through the course. Students focus on one of them per unit and are then expected to continue to apply that knowledge to subsequent relevant projects. 

 

* Focal Science and Engineering Practice: This practice is called out consistently in the Teacher Book and once per subunit in the Student Book. Students will use this practice to complete the unit project. 

Science and Engineering 

Practices

Unit 1: Energy

Unit 2: Human Impact on Earth’s Climate

Unit 3: Cells and Body Systems

Unit 4: Reproduction and Heredity

Asking Questions and Defining Problems 

+

+

   

Developing and Using Models 

*

+

+

+

Planning and Carrying Out Investigations 

+

+

+

 

Analyzing and Interpreting Data

+

*

   

Using Mathematics and Computational Thinking

       

Constructing Explanations and Designing Solutions

+

+

 

*

Engaging in Argument from Evidence

+

 

*

+

Obtaining, Evaluating, and Communicating Information

+

+

+

 

“Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts” are reproduced verbatim from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. DOI: https://doi.org/10.17226/13165. National Research Council; Division of Behavioral and Social Sciences and Education; Board on Science Education; Committee on a Conceptual Framework for New K-12 Science Education Standards. National Academies Press, Washington, DC. This material may be reproduced for noncommercial purposes and used by other parties with this attribution. If the original material is altered in any way, the attribution must state that the material is adapted from the original. All other rights reserved.


                                       View and download (by making a copy) Unit 4 Plan

6.4 Reproduction and Heredity: Standards

Reproduction and Heredity

 


View and download (by making a copy) 6.4 Standards

Next Generation Science Standards Performance Expectations

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. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.]

MS-LS1-4

Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]

MS-LS1-5

Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.]

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

Disciplinary Core Ideas

LS3.A: Inheritance of Traits

  • Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2)

LS3.B: Variation of Traits

  • In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2)

LS1.B: Growth and Development of Organisms 

  • Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary) (MS-LS3-2)
  • Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. (MS-LS1-4)
  • Genetic factors as well as local conditions affect the growth of the adult plant. (MS-LS1-5)

Science and Engineering Practices

Developing and Using Models (MS-LS3-2)

  •     Develop and use a model to describe phenomena.   
  •     Evaluate limitations of a model for a proposed object.

*Constructing Explanations and Designing Solutions (MS-LS1-5) (Focal Practice)

  • Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. 

Engaging in Argument from Evidence (MS-LS1-4)

  • Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. 

Crosscutting Concepts

*Patterns (Focal Crosscutting Concept)

  • Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them. 

Cause and Effect

  • Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. (MS-LS1-4, MS-LS1-5, MS-LS3-2)

“Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts” are reproduced verbatim from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. DOI: https://doi.org/10.17226/13165. National Research Council; Division of Behavioral and Social Sciences and Education; Board on Science Education; Committee on a Conceptual Framework for New K-12 Science Education Standards. National Academies Press, Washington, DC. This material may be reproduced for noncommercial purposes and used by other parties with this attribution. If the original material is altered in any way, the attribution must state that the material is adapted from the original. All other rights reserved.

Connections to Nature of Science 

Scientific Knowledge Is Based on Empirical Evidence

  • Scientists look for patterns and order when making observations about the world.

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

Link to Connect the 6th Grade Reproduction and Heredity Unit with Prior Knowledge doc. 


View and download (by making a copy) 6.4 Standards

6.4 Reproduction and Heredity: Common Misconceptions

Common Misconceptions

 


View and download (by making a copy) 6.4 Common Misconceptions

Subunit 1: Flowering Plants and Pollinators

Misconception 

Accurate Concept

Pollination and fertilization are the same thing. 

Pollination is the transfer of pollen from anther to stigma (except in the case of gymnosperms). Fertilization is the combination of pollen and ovule that occurs in the ovary.

Subunit 2: Traits of Organisms

Misconception 

Accurate Concept

Only animals have genes; plants, mushrooms, and other organisms do not. 

From American Association for the Advancement of Science (AAAS) Misconceptions (http://assessment.aaas.org/misconceptions/RHM048/300)

All organisms have genes, but some pass on all of their genes to their offspring (asexual reproduction) and some only pass on half of their genes to their offspring (sexual reproduction).


 

If the offspring looks more like one parent, it must have gotten more genetic information from that parent. 

 

Related:

Each parent contributes genetic information for certain characteristics and not others (e.g., a child has his father’s nose and his mother’s eyes).

 

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/RHM033/302)

Sexual reproduction involves two biological parents. The cells that make up plants and animals that reproduce sexually contain two versions of each gene called alleles. Before sexual reproduction can happen, each biological parent has to produce sex cells. Sex cells only have one allele for each trait. During fertilization, the female and male sex cells combine (see the fertilization diagram). For each gene, an offspring receives one allele from the female sex cell and another from the male sex cell. Which allele is passed to the offspring is random. The alleles may be the same or different. This means that each offspring receives a unique set of alleles. Sexual reproduction produces offspring with more genetic variation than asexual reproduction. This is why different offspring of the same two biological parents can look different from each other. 



 


Subunit 3: Organism Growth

Misconception 

Accurate Concept

Only genetic factors or only environmental factors affect an organism’s growth.

Genetic factors as well as local conditions affect the growth of organisms.


View and download (by making a copy) 6.4 Common Misconceptions

6.4 Reproduction and Heredity: Materials

Materials

 

 

View and download (by making a copy) Materials

The Unit 4: Reproduction and Heredity Materials table includes all of the items needed to teach five sections of this unit in a classroom of 32 students (eight groups of four). 
A detailed breakdown of how these items are used throughout the unit can be found in your Teacher Background Section at the subunit level and in each individual lesson in your Teacher Guide. 

  • Permanent materials have already been provided to all middle schools in the district and are expected to be reused from year to year.
  • Consumable materials are replenished on an as-needed basis from year to year. 
  • Teacher-provided materials must be supplied by teachers each year. 

Unit 4: Reproduction and Heredity Materials

Permanent

Consumable

Teacher Provided

  • Magnifying lens (8)
  • Soil thermometer (8)
  • Digital moisture meter (8)
  • Water mister (8)
  • Fluorescent light fixture (4)
  • Measuring cups (16)
  • Full-spectrum bulb (8)
  • 5 oz plastic cups, 100 count pack (1)
  • Soil (1 bag)
  • Green bean seeds (48)
  • pH paper (40)



 

  • Piece of chart paper (11)
  • Large 5"x7" sticky notes (144) 
  • Sticky notes (144) 
  • Highlighters (32)
  • Marker (32) 
  • Meter stick (1)
  • Rulers (8)
  • Plant cutting (1)






 


View and download (by making a copy) Materials

6.4 Reproduction and Heredity: Want to know more about this unit?

Want to know more about this unit?

 


View and download (by making a copy) of Resources

Resources

Here are some resources for Unit 6.4 Reproduction and Heredity: 

Reproduction and Heredity 

University of Utah: Learn.Genetics
“Learn.Genetics.” Learn.Genetics. Accessed May 9, 2020. https://learn.genetics.utah.edu/.

Strategic Education Research Partnership: Science Generation 

“Science Generation: SERP Institute.” Science Generation | SERP Institute. Accessed November 4, 2019. https://www.serpinstitute.org/scigen.

Newsela: Life Sciences: Inheritance of Traits
“Life Sciences: Inheritance Of Traits.” Newsela. Accessed November 4, 2019. https://newsela.com/text-sets/35655.

The Secret Lives of Flowers

Exploratorium. “Science of Gardening.” Exploratorium Science of Gardening: The Secret Lives of Flowers. https://www.exploratorium.edu/gardening/bloom/secret_life_of_flowers/index.html

Strawberries

NC State Strawberry Pollination Basics

“Strawberry Pollination Basics.” NC State Extension News. Accessed May 9, 2020. https://entomology.ces.ncsu.edu/small-fruit-insect-biology-management/strawberry-pollination-basics/. Strawberry Flavor

“qFaFAD1: Strawberry γ-Decalactone.” RosBREED. Accessed May 9, 2020. https://www.rosbreed.org/breeding/dna-tests/strawberry/decalactone.

Strawberry Disease Resistance

“New UC Strawberries Have Disease Resistance, Other Traits.” Fruit Growers News. Accessed May 9, 2020. https://fruitgrowersnews.com/news/new-uc-strawberries-have-disease-resistance-other-traits/.

Pollination and Strawberry Traits

Klatt, Björn K, Andrea Holzschuh, Catrin Westphal, Yann Clough, Inga Smit, Elke Pawelzik, and Teja Tscharntke. “Bee Pollination Improves Crop Quality, Shelf Life and Commercial Value.” Proceedings. Biological sciences. The Royal Society, December 4, 2013. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3866401/.
 

Experimental Design

National Center for Education Statistics: Create a Graph
“National Center for Education Statistics (NCES) Kids' Zone Home Page, Part of the U.S. Department of Education.” NCES Kids' Zone Test Your Knowledge. Accessed November 4, 2019. https://nces.ed.gov/nceskids/createagraph/.

Science Buddies: Variables in Your Science Fair Project
Science Buddies. “Variables in Your Science Fair Project.” Science Buddies. Science Buddies, August 28, 2019. https://www.sciencebuddies.org/science-fair-projects/science-fair/variables#whatarevariables.

The Human Spark: Experimenting with Experiments
“Experimenting with Experiments ~ Lesson Activities.” PBS. Public Broadcasting Service, January 19, 2011. http://www.pbs.org/wnet/humanspark/uncategorized/experimenting-with-experiments-lesson-activities/431/

Other Resources Used in 6.4 Reproduction and Heredity 

Buddies, Science. “Squishy Science: Extract DNA from Smashed Strawberries.” Scientific American. Scientific American, January 31, 2013. https://www.scientificamerican.com/article/squishy-science-extract-dna-from-smashed-strawberries/.

Cassidy, Lisa Marie PotterJosh, Lisa Marie Potter, and Josh Cassidy. “This Vibrating Bumblebee Unlocks a Flower's Hidden Treasure.” KQED, September 27, 2016. https://www.kqed.org/science/781757/this-vibrating-bumblebee-unlocks-a-flowers-hidden-treasure.

“Don't Hate on the Trait.” CommonLit. Accessed November 4, 2019. https://www.commonlit.org/texts/don-t-hate-on-the-trait.

“Flowers Seeking Pollinators.” California Academy of Sciences. Accessed November 4, 2019. https://www.calacademy.org/educators/lesson-plans/flowers-seeking-pollinators.

Great Plant Escape - Nonflowering plants. Accessed May 9, 2020. https://web.extension.illinois.edu/gpe/case4/c4facts1c.html.

“How Do I Look?” CommonLit. Accessed November 4, 2019. https://www.commonlit.org/texts/how-do-i-look.

Lynch, Kate. “Genes Are Not Destiny: Environment and Education Still Matter When It Comes to Intelligence.” The Conversation, June 3, 2019. https://theconversation.com/genes-are-not-destiny-environment-and-education-still-matter-when-it-comes-to-intelligence-63775.

National Weather Service Corporate Image Web Team. “NWS San Francisco/Monterey Bay Area.” National Weather Service, October 24, 2005. https://w2.weather.gov/climate/index.php?wfo=mtr.

“Plant Growth Architecture and Production Dynamics.” UVED - Plant Growth Modelling - GreenLab model - Principles - Factors affecting Growth. Accessed November 4, 2019. http://greenlab.cirad.fr/GLUVED/html/P2_GLab/Basis/GLbas_about_005.html.

“Pollinator Health Concerns.” EPA. Environmental Protection Agency, July 19, 2018. https://www.epa.gov/pollinator-protection/pollinator-health-concerns.

Schell, Lawrence M, Mia V Gallo, and Julia Ravenscroft. “Environmental Influences on Human Growth and Development: Historical Review and Case Study of Contemporary Influences.” Annals of human biology. U.S. National Library of Medicine, 2009. https://www.ncbi.nlm.nih.gov/pubmed/19626483.

“Seeing the Invisible: Mutualism and Plant Reproduction.” ReadWorks. Accessed May 9, 2020. https://www.readworks.org/article/Seeing-the-Invisible-Mutualism-and-Plant-Reproduction/2bd59e7d-cbd8-4faa-9214-60533c373d90#!articleTab:content.

Single Cell 3. https://serpmedia.org/beta/single-cell-3.html Accessed October 30, 2019.
Strategic Education Research Partnership (SERP): Zooming in on Yeast 


View and download (by making a copy) of Resources

 

 

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This page was last updated on September 17, 2024