Biology Unit 4:  Genomics

Why are some people diagnosed with diseases while others are not?

About

Unit 4 Contents

A. Unit Resources
B. Unit Information
C. Standards & Practices
D. Task Sets

4.1 - Cancer & Diabetes
4.2 - Pedigree Project
4.3 - Genetic Variation
4.4 - Inheritance Patterns
4.5 - DNA & Race
4.6 - Epigenetics
4.7 - Food Sovereignty
4.8 - Genomic Project
4.9 - Gene Editing
4.10 - Assessment

E. Summative Assessment Summary
F. Science & Engineering Look-fors
G. Other Unit Resources
H. Biodiversity Lab Notes & Suggestion

Unit Outcome

Explain how genes and the environment interact to determine traits in populations

Anchoring Phenomenon

There are disparities in who acquires, gets diagnosed with, receives treatment for, and survives diabetes and cancer.

Essential Question

Why are some people diagnosed with diseases while others are not?

Unit 4 Planner
Unit 4 Planner with links to Spanish Resources

The Unit 4 Planner Google Doc can be accessed using the link above or you can scroll down to see the entire Unit Plan by scrolling down.

How is the Unit Structured?

Unit 4 contains 9 task sets which will take approximately 18 90-minute class periods to complete. Essential Questions and Phenomenon for the nine learning tasks of this unit are found in the Unit 4 Overview.

An Oregon High School Science Tribal History/ Shared History lesson can be found in this unit. 

Unit Resources

Open Access Unit 4

  • This Google folder (English) - houses all documents for this unit that have been updated.

  • This Google folder (Spanish) - houses all documents for this unit that have been updated.

Student Interactive Notebook

Career Connected Learning

Vocabulary List

Note: This glossary provides pronunciations and easy-to-understand definitions for terms commonly used in basic biomedical research. To search the glossary, enter the word​ or term you’re looking for and the terms and definitions containing the word(s) will appear below. Search results are refined with each letter entered.​ ​You can also use your browser’s “find” feature.

Rubric

Note: This is a restricted document. You must request access. Restricted-access materials are for teachers only. To request access to the restricted folder, please visit the Restricted Access page and fill out the Google form

Tests, Quizzes and Keys (English)
Test, Quizzes and Keys (Spanish)

These are restricted documents. Restricted-access materials are for teachers only. You must request access. To request access to the restricted folder, please fill out this linked Google form

Unit Information

  • The following are example options to extend parts of the unit to deepen students’ understanding of science ideas:

    Task Set 2

    Task Set 3

    Task Set 4

    Task Set 6

    Task Set 8

    Extension Project: Research Paper Guidelines and Rubrics

  • Task Set 1

    • Students generate questions from maps then share comparison statements and generate questions.

    • From Animated Genome Video: students share ideas and questions

    Task Set 2

    • Students generate a family health pedigree and reflect on the process, generating written statements about why a health history is relevant to their lives and health (summative).

    Task Set 3

    • Students describe the significance of independent assortment as the mechanism for creating unique sperm/egg cells and thus genetic diversity of offspring from fertilized eggs.)

    Task Set 4

    • Students demonstrate understanding with simple inheritance patterns, predicting outcomes of single gene crosses.

    • Polygenic inheritance: students determine multiple allele combinations and account for the full range of phenotypes.

    • **Can summatively assess using the AST4.4 section of the Unit Test after this task set.

    Task Set 5

    • Summary paragraphs about the roles of (1) embryonic and (2) adult stem cells in the development and repair of human bodies. (found at the end of the Understanding Stem Cells document)

    • **Can summatively assess using the AST4.5 section of the Unit Test after this task set.

    Task Set 6

    • Students produce a slide on the shared slideshow that demonstrates their section of the article.

    Task Set 7

    • N/A

    Task Set 8

    • Genomics Community Education Project

    Task Set 9

    • Students debate one on one the pros & cons of gene editing technology. Students turn in the anticipatory guide as a summative assessment.

  • 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. [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]

    • Unit 4 Genomics Test Version A

    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. [Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.] [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]

    • Unit 4 Genomics Test Version A

    HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. [Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.] [Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.]

    • Unit 4 Genomics Test Version A

Standards & Practices

  • This unit builds toward the following NGSS performance Expectations (PE’s). Links to evidence statements are provided:

    • 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. [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]

    • 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. [Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.] [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]

    • HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. [Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.] [Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.]

  • This unit contains these Life Science Grade 9-12 DCI elements.

    • LS1.A: Structure and Function

      • All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins. (secondary) (Note: This Disciplinary Core Idea is also addressed by HS-LS1-1.)

    • LS3.A: Inheritance of Traits

      • Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.

    • LS3.B: Variation of Traits

      • In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation.

      • Environmental factors can also cause mutations in genes, and viable mutations are inherited. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors.

      • Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus, the variation and distribution of traits observed depends on both genetic and environmental factors.

  • This unit focuses on these Science and Engineering Practices

    • Asking Questions and Defining Problems Asking questions and defining problems in 9-12 builds on K-8 experiences and progresses to formulating, refining and evaluating empirically testable questions and design problems using models and simulations.

      • Ask questions that arise from examining models or a theory to clarify relationships.

    • Engaging in Argument from Evidence Engaging in argument from evidence in 9-12 builds on K-8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.

      • Make and defend a claim based on evidence about the natural world that reflects scientific knowledge and student-generated evidence.

    • Analyzing and Interpreting Data Analyzing data in 9-12 builds on K-8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.

      • Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.

  • This unit contains these Crosscutting Concepts

    • Cause and Effect

      • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

    • Scale, Proportion, and Quantity

      • Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth).

  • This unit contains this connection to the Nature of Science

    • Science is a Human Endeavor

      • Technological advances have influenced the progress of science and science has influenced advances in technology.

      • Science and engineering are influenced by society and society is influenced by science and engineering.

Engage

4.1 - Cancer & Diabetes - 120 Minutes

Task Sets

4.1 - Cancer & Diabetes
4.2 - Pedigree Project
4.3 - Genetic Variation
4.4 - Inheritance Patterns
4.5 - DNA & Race
4.6 - Epigenetics
4.7 - Food Sovereignty
4.8 - Genomic Project
4.9 - Gene Editing
4.10 - Assessment

  • 4.1 Teacher Notes - N/A

    EQ: Do diseases occur at similar rates in all people at all locations?

    Phenomenon: Incidence rates of cancer and diabetes are highly variable throughout the USA and the world, across geography, race and ethnicity.

    • Introduce unit essential question with slideshow. Students use this student template (also in the INB) to interact with each map/graph and record their observations and questions.

      • At the end of the slideshow, students share their questions with the whole class to create a Driving Question Board. Possible discussion topics that might come up: nutrition, health care access, lifestyle, culture, genetic risk factors (75 min.)

    • Watch the “Genome: Unlocking Life’s Code Video”

      • Students pair share 1 thing from the video they already knew and 1 thing that was new and interesting to them. (10 min.)

    • Fill out 4.1 Unit Tracker boxes in INB

    • SEP: Asking Questions and defining Problems

    • CCC: Scale Proportion and Quantity

    • DCI: Variation of Traits

    • Students generate questions from maps then share comparison statements and generate questions.

    • From Animated Genome Video: students share ideas and questions

Explore and Explain

4.2 - Pedigree Project - 180 minutes

Task Sets

4.1 - Cancer & Diabetes
4.2 - Pedigree Project
4.3 - Genetic Variation
4.4 - Inheritance Patterns
4.5 - DNA & Race
4.6 - Epigenetics
4.7 - Food Sovereignty
4.8 - Genomic Project
4.9 - Gene Editing
4.10 - Assessment

  • **This project is valuable and allows students to learn about personalized health and their family history. If short on time, this project can be skipped because the ideas are covered again in the Genomics Education Project**

    4.2 Teacher Notes - N/A

    EQ: How are traits passed through generations?

    Phenomenon: Some diseases appear across generations, some do not. Diseases that can be passed on aren’t always passed on.

    • Use slides to introduce the concept of a pedigree. This should be a simple explanation about how traits can be seen across generations. You do not need to talk about dominant and recessive traits here.

    • “Your Family Health History Pedigree” activity with rubric. This activity should be worked on mostly at home and will take students 10 days to finish. Aim to give students .5 - 1 in-class work days to ask questions and get feedback.

    • Have students reflect on why it is important to know family health history and how it might help them in the future.

    • Fill out 4.2 Unit Tracker boxes in INB

  • Read career profile of genetic counselor.

  • SEP: Constructing Explanations

    CCC: Scale, proportion and quantity

    DCI: Inheritance of traits

  • Students can describe why a health history is relevant to their lives and health (summative).

4.3 - Genetic Variation - 90 minutes

Task Sets

4.1 - Cancer & Diabetes
4.2 - Pedigree Project
4.3 - Genetic Variation
4.4 - Inheritance Patterns
4.5 - DNA & Race
4.6 - Epigenetics
4.7 - Food Sovereignty
4.8 - Genomic Project
4.9 - Gene Editing
4.10 - Assessment

  • 4.3 Teacher Notes - N/A

    EQ: How does genetic variation arise?

    Phenomenon: Offspring of sexually reproducing organisms are not identical to their parents, nor to their siblings.

    • Introduce sexual reproduction and genetic variation with Amoeba Sisters Video

    • Engage in Genetic Variation Activity including a meiosis card sort- (needs to be printed in advance)

    • Pedagogical idea: When students are modeling meiosis at the end of Part 3, have each student complete one model from top to bottom, then have them draw it on an individual whiteboard. Then they could trade whiteboards with another student at their table group to see a different possible scenario, which they would then copy into their activity document in Scenario 2

    • In the INB, Before finishing the Wrapping It Up questions, class discussion on how meiosis relates to family health history (connection to the pedigree project they are working on) - Slides for class discussion - consider doing this even if your class is not doing the pedigree project.

    • Fill out 4.3 Unit Tracker boxes in INB

  • SEP: Constructing Explanations

    CCC: Cause and Effect

    DCI: Variation of Traits

    • Students describe the significance of independent assortment as the mechanism for creating unique sperm/egg cells and thus genetic diversity of offspring from fertilized eggs.

    • **Can summatively assess using the AST4.4 section of the Unit Test after this task set

4.4 - Inheritance Patterns - 180 Minutes

Task Sets

4.1 - Cancer & Diabetes
4.2 - Pedigree Project
4.3 - Genetic Variation
4.4 - Inheritance Patterns
4.5 - DNA & Race
4.6 - Epigenetics
4.7 - Food Sovereignty
4.8 - Genomic Project
4.9 - Gene Editing
4.10 - Assessment

  • 4.4 Teacher Notes - N/A

    EQ: How can we model simple inheritance patterns?

    Phenomenon: Simple inheritance models break down when it comes to more complex traits, such as skin color. We modify these models to account for traits that are controlled by multiple genes, and consider that these models have other limits.

    • Investigate classic inheritance patterns and Punnett Squares through the Patterns in Inheritance Activity

    • If 4.2 (Pedigree Project) has been skipped, this is the time to add in a lesson on pedigrees.

    • Apply the concepts learned about patterns in inheritance by completing the Pedigree Problems (intro slides are at the beginning of the 4.2 slideshow - slides with individual problems are in development)

    • Fill out 4.4 Unit Tracker boxes in INB

  • SEP: Using models

    CCC: Patterns

    DCI: Inheritance of traits

    • Students demonstrate understanding with simple inheritance patterns, predicting outcomes of single gene crosses.

    • Polygenic inheritance: students determine multiple allele combinations and account for the full range of phenotypes.

    • **Can summatively assess using the AST4.5 section of the Unit Test after this task set.

4.5 - DNA & Race - 90 Minutes

Task Sets

4.1 - Cancer & Diabetes
4.2 - Pedigree Project
4.3 - Genetic Variation
4.4 - Inheritance Patterns
4.5 - DNA & Race
4.6 - Epigenetics
4.7 - Food Sovereignty
4.8 - Genomic Project
4.9 - Gene Editing
4.10 - Assessment

  • 4.5 Teacher Notes - N/A

    • Teachers, consider reading this article about talking about race before conducting this discussion.

    EQ: How have scientists historically exploited BIPOC and marginalized communities?

    Phenomenon: In the past, racist ideas have been presented by scientists and identified as fact. These ideas have been disproven by modern scientists, but inaccurate stereotypes still remain.

    • Students do the DNA and Race assignment to learn about and dispel racist misconceptions about race and genetics. Consider having students answer the introduction questions on these Jamboard slides. This should be followed up with a class discussion to interrupt misconceptions and help students debrief this topic.

    • Fill out 4.5 Unit Tracker boxes in INB

  • Video of Tillamook employee talking about yogurt

  • SEP: Arguing from Evidence

    CCC: Cause & Effect

    DCI: Variation of Traits

  • Students describe what the impacts of racism are on the health of BIPOC communities.

4.6 - Epigenetics - 270 Minutes

Task Sets

4.1 - Cancer & Diabetes
4.2 - Pedigree Project
4.3 - Genetic Variation
4.4 - Inheritance Patterns
4.5 - DNA & Race
4.6 - Epigenetics
4.7 - Food Sovereignty
4.8 - Genomic Project
4.9 - Gene Editing
4.10 - Assessment

  • 4.6 Teacher Notes -N/A

    EQ: How are genes “turned on and turned off”, and why does that matter?

    Phenomenon: Rat pups that are nurtured by their mothers tend to be calm as adults and rats that are not as nurtured grow up to be more anxious.

  • SEP: Constructing Explanations

    CCC: Cause and Effect

    DCI: Variation of Traits & Structure and Function

  • Students produce a slide on the shared slideshow that demonstrates their section of the article.

4.7 - Food Sovereignty- 90 Minutes

Task Sets

4.1 - Cancer & Diabetes
4.2 - Pedigree Project
4.3 - Genetic Variation
4.4 - Inheritance Patterns
4.5 - DNA & Race
4.6 - Epigenetics
4.7 - Food Sovereignty
4.8 - Genomic Project
4.9 - Gene Editing
4.10 - Assessment

  • 4.7 Teacher Notes - N/A

    Note: This lesson comes from a collaboration between Oregon’s 9 Confederated Tribes and ODE, and is meant to support implementation of Senate Bill 13: Tribal History/Shared History. Find more information at the ODE SB13 website , which contains the original lesson plan. Also, it would be helpful to read the these two documents to prepare to teach this lesson:

    1. Approaches in Indigenous Education

    2. Essential Understandings of Native Americans in Oregon

      *While the above lesson is technically a “10th grade” lesson, ODE has granted schools/districts the permission to place each lesson in the appropriate HS subject/grade level aligned to the lesson’s content.

    EQ: How did the traditional food systems of Native Americans in Oregon differ from the food systems introduced by non-indigenous settlers? What can we learn from the tribes’ food sovereignty efforts to improve environmental conditions and prevent diseases like diabetes?

    Phenomenon: Oregon’s food availability should be plentiful and rich, but we are one of the most food insecure states in the nation.

  • SEP: Design, evaluate and refine a solution

    CCC: Cause and Effect

    DCI: Impact of human activities on the environment and biodiversity.

    • Students will develop an appreciation for the traditional food systems of Native Americans in Oregon.

    • Students will examine tribal and intertribal initiatives in Oregon aimed at restoring traditional food systems.

    • Students will identify how tribal food sovereignty efforts in Oregon can help support a more sustainable and resilient environment and food system.

Elaborate and Evaluate

4.8 - Genomic Project - 270 Minutes

Task Sets

4.1 - Cancer & Diabetes
4.2 - Pedigree Project
4.3 - Genetic Variation
4.4 - Inheritance Patterns
4.5 - DNA & Race
4.6 - Epigenetics
4.7 - Food Sovereignty
4.8 - Genomic Project
4.9 - Gene Editing
4.10 - Assessment

4.9 - Gene Editing - 180 Minutes

Task Sets

4.1 - Cancer & Diabetes
4.2 - Pedigree Project
4.3 - Genetic Variation
4.4 - Inheritance Patterns
4.5 - DNA & Race
4.6 - Epigenetics
4.7 - Food Sovereignty
4.8 - Genomic Project
4.9 - Gene Editing
4.10 - Assessment

  • 4.9 Teacher Notes - N/A

    EQ: Should we use gene editing technology to edit the genomes of human embryos?

    Phenomenon: CRISPR gene editing technology has rapidly expanded scientists’ ability to precisely edit DNA, having far reaching implications across nearly every biological field of study. With this powerful technology come important ethical, legal, societal, and technological questions.

    • Day 1: Watch one or a few of these videos to prime students to the issues surrounding gene editing.

    • Day 2: Do a Flash Debate (links to additional articles and videos are in the student organizer above): (flash debate takes 30 minutes)

      • Have students choose their initial side regarding the essential question. Students should move to either side of the room, one side “yes” the other side “no”. They then do the various steps of the flash debate (see link above).

      • After students have completed their first round of the debate, have them discuss what could make their argument better. (Guiding them to the answer, more data from varied sources)

      • Fill out Unit Tracker TS9 boxes

  • Accelerated Option:

  • SEP: Engaging in argument from evidence

    CCC: Cause and Effect

    DCI: Variation of Traits & Structure and Function

    • Students debate one on one the pros & cons of gene editing technology. Students turn in the anticipatory guide as a summative assessment.

    • If doing extension: Students write argumentative essay based on their flash debate as a summative assessment.

Science and Engineering Practice Look Fors

Practice & Grades 9-12 Science and Engineering Practice “Look Fors”

    • Ask questions:

      • that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.

      • that arise from examining models or a theory, to clarify and/or seek additional information and relationships.

      • to determine relationships, including quantitative relationships, between independent and dependent variables.

      • to clarify and refine a model, an explanation, or an engineering problem.

    • Evaluate a question to determine if it is testable and relevant.

    • Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory.

    • Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design

    • Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical and/or environmental considerations.

    • Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

    • Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.

    • Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data.

    • Compare and contrast various types of data sets (e.g., self generated, archival) to examine consistency of measurements and observations.

    • Evaluate the impact of new data on a working explanation and/or model of a proposed process or system. Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success.

    • Compare and evaluate competing arguments or design solutions in light of currently accepted explanations, new evidence, limitations, constraints, and ethical issues to determine the merits of arguments.

    • Respectfully provide and/or receive critiques on scientific arguments by probing reasoning and evidence, challenging ideas and conclusions, responding thoughtfully to diverse perspectives, and determining additional information required to resolve contradictions.

    • Construct, use, and/or present oral and written claims and arguments or counter-arguments based on data and evidence about the natural world or effectiveness of a design solution that reflects scientific knowledge and student-generated evidence.

    • Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and/or logical arguments regarding relevant factors (economic, societal, environmental, ethical considerations).

OTHER UNIT RESOURCES

Possible reading resources:

Popular Science: Genetic switch could turn obesity on or off (great article featuring epigenetics...and given the connection between DM Type 2 and obesity, it connects)