This resource is explicitly designed to build towards this performance expectation.
Comments about Including the Performance Expectation
This resource can be used as supplemental activities after teaching a genetics unit. Students will need prior knowledge on the central dogma (flow of genetic information among gene, proteins, and traits), complementary base-pairing rules, basic genetic terminology, inheritance patterns, and mutations. The student resource includes a good explanation of pedigree symbols but teachers need to provide additional instruction on pedigree analysis. The teacher’s guide suggests showing the film “Got Lactase? The Co-evolution of Genes and Culture “before teaching the lesson. Prior to showing the film, teachers can engage students by asking if they know someone who is lactose intolerant and asking them to make a claim about the mode of inheritance of the lactose intolerant trait. Teachers can use the accompanying film guide (http://www.hhmi.org/biointeractive/film-guides-got-lactase-co-evolution-genes-and-culture) that requires students to focus more on the content of film. After the film, teachers can lead students in a whole-class discussion on their claims about the mode of inheritance. To collect additional evidence to support their claims, students will analyze three family pedigrees and complete the questions on the student handout. At this point, teachers can lead another whole-class discussion about new data and evidence to support their claims. Part 2 of the student pages, asks students to analyze variations in DNA sequences and make a claim about which mutations are associated with specific traits. After completing Parts 1 and 2, teachers can assign students to groups to create a whiteboard argument presentation. Teachers can use the whiteboard presentation to evaluate students’ understanding of the content. If additional teaching is required, teachers can use one of the supporting materials or the “click-and-learn” resources.