Unit Plan - Genetics and Natural Selection

Year Level Topic Sub-strand

10 Science Biology

School Context

Demographic Government, Preschool - Year 12

ICSEA Data School value = 995 (34% bottom, 60% middle, 6% top) - rated a Category 5 on the Index of Disadvantage

Enrollments 1699 (49% Male, 51% Female, 3% ATSI, 6% EALD)

Staff 120 teaching, 62 non-teaching

Class Context

Demographics 21 Students (33% [7] female, 66% [14] male, 9% [2] EALD)

Sc Grades 2020 25% A-band, 30% B-band, 40% C-band, 5% D-band - See figures in appendix

PAT-R/M Data See figures in appendix

Letter(s) to teacher Letter 1 (Term 1)

Students primarily identified that they like to learn through practical activities and prefer to work in groups where possible. There
was a wide variety of preferred ways of receiving instruction/content delivery - so a learning menu (or similar) might be best for
non-hands on tasks. Eg. should have a range of videos, readings, interactives etc that they can access to learn topic content
outside of activities. (Figures 3 and 4)

Letter 2 (Term 2)
A number of students talked about not liking tests and essays - two tasks that were not mentioned in the first round of letters.
This is potentially because those were the major assessment tasks for the term. Many of them stated that they had enjoyed the
hands-on, active parts lessons the most. A number also identified that the things they liked best were getting good grades or
being rewarded with food in class (lollies etc). Extrinsic motivation seems to be common as the driving factor for these students -
very few stated any intrinsic reasons for wanting to learn. (Figures 5 and 6)
Content Descriptors

Science Understanding
Transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184)
The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence (ACSSU185)

Science as a Human Endeavour

Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE191)
People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including
generating new career opportunities (ACSHE194)

Science Inquiry Skills

Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language,
conventions and representations (ACSIS208)

Essential Questions

What makes individuals different from each other?

How do organisms adapt to change?

Knowledge Understanding Skills

DNA is composed of two strands of complementary Understand that inheritance is complicated and that Identify heritable traits in an individual and apply these
base pairs that form a double helix. different genes are inherited via different processes. traits to make judgements in different scenarios.

DNA is packaged into chromosomes. Understand that inheritance of a trait can be beneficial, Use tools (pedigrees and punnett squares) to make
detrimental, or have no effect. predictions about successive generations of offspring
Genes are sections of DNA that code for traits. and the effects that genes/alleles will have on their
Understand that dominant traits are not always the traits.
Alleles are variant forms of a gene. traits that are seen most often and that they don’t “beat
out” the recessive traits in a gene pool. Compare different lines of evidence and determine the
Genotypes (and individual’s genes) code for validity of arguments about evolution.
phenotypes (an individual’s observable traits) Understand that the chances of a species survival are
directly proportional to how well adapted they are to an
Natural selection can only operate on traits that are environment.
already in the population.
Understand that the characteristics of a “well adapted”
Selection pressures are environmental pressures that species will vary across space and time.
impact an individual's ability to survive or reproduce.
Understand that our ideas about evolution have
Mutations in DNA happen randomly, can be changed over time and rely on scientific evidence.
detrimental, and do not occur “in response” to
selection pressures.
Differentiation - High band learners Differentiation - Interest and learning profile

Challenge activities/resources provided for each content lesson Student choice built into lessons

Menti allows sharing of ideas without the pressure of having a “right answer” “Letter to teacher” used to guide lesson planning

Pre-assessments used throughout unit Pre-assessments used throughout unit

Open-ended problem solving tasks provided (natural selection) Differentiation by interest (future scenarios)

Opportunities to work individually/self paced through the content Flexible grouping of students (pairs, tables, individual)

Test questions allow for application/stretch Rotation stations to build in movement

General Capabilities Cross Curricular Links Cross Curriculum Priorities

Literacy Geography Sustainability

● Word Knowledge (vocabulary) ● Human-induced environmental changes ● The biosphere is a dynamic system
● Grammar knowledge that challenge sustainability (ACHGK070 providing conditions that sustain life on
● Comprehending texts through listening, Earth.
reading and viewing English ● All life forms, including human life, are
● Composing texts through speaking, writing ● Understand conventions for citing others, connected through ecosystems on which
and creating and how to reference these in different they depend for their wellbeing and
ways (ACELA1568) survival.
Critical and Creative Thinking ● Review, edit and refine students’ own and ● Sustainable patterns of living rely on the
● Inquiring – identifying, exploring and others’ texts for control of content, interdependence of healthy social,
organising information and ideas organisation, sentence structure, economic and ecological systems.
● Analysing, synthesising and evaluating vocabulary, and/or visual features to
reasoning and procedures achieve particular purposes and effects
(ACELY1757)
Numeracy ● Use a range of software, including word
● Recognising and using patterns and processing programs, confidently, flexibly
relationships and imaginatively to create, edit and
● Using fractions, decimals, percentages, publish texts, considering the identified
ratios and rates purpose and the characteristics of the user
● Interpreting statistical information (ACELY1776)
Pedagogical strategy - Understanding by Design Components

This unit was planned using the understanding-by-design method. By starting with the learning outcomes 1: Essential questions
(the know, understand, and do) in mind - teachers are able to map out a learning sequence that is
deliberate and focussed on student growth. The know/understand/do framework was used in the planning 2: Knowledge
of this unit - to ensure that there were clear learning objectives to guide the students’ development. This
framework allowed the teacher to check their students' growth throughout the unit of work, by assessing 3: Understanding
that they had moved beyond the “knowing” level and were able to apply and extend their learning by what
they could “do” and “understand”. 4: Skills/Application

Daily and weekly aims outline what students are expected to know, understand, or do in relation to the
content covered by each lesson. These aims link back to the essential questions and understandings
identified for the whole unit. Each week was structured around a series of inquiry questions - rather than
broken into set daily lessons - which allowed for flexibility in the pace of moving through the content each
week. Students were given the opportunity to apply their skills in a series of summative assessment tasks
- as well as in smaller, formative tasks throughout the unit.

Pedagogical Strategy - TfEL Framework Domains

The Teaching for Effective Learning [TfEL] framework has been used to guide the creation of lessons in 2: Create safe conditions for rigorous learning
this unit. Aspects of domains two, three, and four in particular (identified right) have been used in the ● 2.3 - Negotiate learning
planning of this unit. ● 2.4 - Support and challenge students

Domain two focuses on the creation of safe learning environments, where all students can access 3: Develop expert learners
learning. Student choice has been built into lessons - allowing students to select the mode they are most ● 3.2 - Foster deep understanding
comfortable working in, choose which practicals they would find most engaging, and elect whether or not ● 3.4 - Promote dialogue
to participate in “brain break” activities. Menti used to allow students to share ideas without the risk of
having a “wrong” answer - students get to see and build on each other's ideas. 4: Personalise and connect learning
● 4.1 - Build on learner’s
Domain three focuses on developing expert learners, equipping students with the skills they need to learn understandings
both collaboratively and on their own. Nasturtium plants are used as a model for reflection and ● 4.4 - Communicate in multiple modes
application. Students' questions and/or ideas are used to focus new content - e.g. using the genetics of
eye colour to introduce non-mendelian inheritance. Expectation of listening and respect when students
are sharing answers, students are encouraged to build on each other's ideas in class discussions.

Domain four focuses on personalising the learning environment, and making sure that students' learning
is connected to their real world contexts. Verbal, visual, and written instructions are provided for the
different learning activities. Resources provided for student learning include readings, videos, simulations,
problem solving, and questions. Pre-assessment is used throughout to check for prior knowledge and
misconceptions - subsequent lessons are then modified to reflect and build on existing understanding.
Assessment - Achievement Standards

By the end of Year 10:

1. Students evaluate the evidence for scientific theories that explain the diversity of life on Earth.
2. Students explain the processes that underpin heredity and evolution.
3. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.
4. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the
methodology and the evidence cited.
5. Students construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific
purposes.

Formative Assessment Tasks Summative Assessment Tasks

1. Nasturtium questions (pre-assessment) 1. Genetic Disease Report

Student answers used to guide how future lessons are presented - used as Students write a report about a genetic disease of their choice (list provided)
hooks to introduce new content. summarising it’s characteristics, inheritance, and treatments. They are also
asked to apply their understanding of the disease, and inheritance in
2. Genes and punnett squares question sheet general, to a scenario response that asks them to give advice as a genetic
Students practice exam style questions about dominant/recessive genes counsellor.
and punnett squares. Formative check of concept understanding.
2. Genetics Test
3. Pedigree puzzles Students complete a test composed of 10 multiple choice, and 3 stepped
Students use a flowchart to solve inheritance patterns of pedigrees. short answer responses - relating to the genetics content covered
throughout the first half of the unit. Stepped short answer questions provide
4. One pager opportunities for application in new contexts - A/B level stretch.
Students use the one-pager as a technique for summarising their learning
for the unit into a single page of notes that they are allowed to use for the 3. Evidence for Evolution Essay
summative genetics test. Students write an essay comparing two lines of evidence for evolution - they
should compare the reliability and validity of both lines of evidence and state
5. Wolves to chihuahuas PBL what they think the most influential piece of evidence for evolution is.
Students are tasked with taking a population of wolves, and turning them
into a population of chihuahuas - using only artificial selection. This task is a
checkpoint to assess what misconceptions students have about natural
selection. Students will be provided with feedback on their solution.
Teaching sequence
Learner activity Resources Assessment

Tuesday (single) Menti presentation - code Pre-assessment: Nasturtium Questions - analysed for misconceptions
Aim: Know that a phenotype describes an organism’s observable provided to students in and prior knowledge about heredity and natural selection.
traits and a genotype describes its genetic make-up. Understand class
that the observation of an organism's phenotype is not enough to Misconceptions:
determine the underlying genotype. Nasturtium seedling 1. Individuals can evolve
2. Colour change/time (chemical)
Photographs 3. Dominant genes “beat” recessive genes/are more commonly
Today you will: (nasturtiums) - on SEQTA observed
1. Go to www.menti.com to participate in a presentation. 4. Gene dominance changes over time/within individuals
2. Write an answer to the following questions:
a. What happened to the pale yellow flowers? Prior Knowledge:
b. Why do you think the pale yellow flowers 1. Yellow flowers didn’t drop seeds and/or weren’t pollinated
disappeared? 2. Different plants = different alleles
3. Send your answers to Miss B by the end of the lesson. 3. Recessive genes will reappear in successive generations

Wednesday (double) Genetics worksheet - on Formative: Genetics and punnett squares question sheet.
Aim: Know the difference between genes and alleles, and that SEQTA
alleles have dominant and recessive forms. Questions completed by students individually - with or without
Tiered videos and scaffolding (student choice). Sheets were not collected but check-ins
Today you will: with students throughout the lesson used to check if they are on track
readings - entry level,
or if there were any areas that needed further work.
1. Choose to work with the teacher or self-paced intermediate, challenge -
2. Access a series of resources about alleles/dominance on SEQTA Punnett squares ID’d as a concept for check-in next lesson -
3. Complete a series of questions about alleles/dominance formatting of Word Doc made them tricky to complete.

Friday (double) Video: Formative check-in: Pop quiz given to students at the start of the
Aim: Know that punnett squares can be used to map out the https://www.youtube.com/ lesson to check their understanding of punnett squares. List of
likelihood of an allele being inherited by an offspring. Apply this watch?v=qIGXTJLrLf8&lis genotype crosses on the board - students asked to complete punnett
understanding by creating punnett squares for a real population of t=PLwL0Myd7Dk1Hj8WC squares. Most of class on track, small group ID’d as needing further
plants. help paired taken out of class for intervention. One student required
DlDVBlkqT-ZVdj7Js
stretch, provided with dihybrid crosses to complete.
Today you will: Nasturtium seeds Formative assessment: Students asked to write predictive punnett
1. Watch a video about dihybrid crosses (2 phenotypes) squares for a number of seed crosses - then check these predictions
2. Create punnett square for seed type in nasturtiums against actual phenotype ratios.
3. Calculate the genotypic and phenotypic ratios Blank paper for punnetts
4. Check the phenotypic ratio against actual nasturtium End of class question: More students now understand that a
seeds recessive gene is not gone from the gene pool and are able to explain
5. Write a short reflection: that the yellow flowers should reappear in later generations if caused
by recessive genes.
 a. Do you think that dominant and recessive alleles
are a good explanation for the disappearance of
the pale yellow flowers? Why?

Tuesday (single) Video:

Aim: Know that there are different kinds of inheritance, and https://www.youtube.com/
understand that the inheritance of some traits is more complicated watch?v=YJHGfbW55l0&t
than simple punnett squares can represent. =3s

Today you will: Rotation stations

1. Watch a video about some of the different types of examples - on SEQTA
non-mendelian inheritance
2. Visit each rotation station to view examples of these forms
of inheritance and write a 1-2 sentence definition for each

Wednesday (double) Videos: Formative assessment: Pedigree puzzles - students used a pedigrees
Aim: Know that sex-linked genes are carried only on the X or Y https://www.youtube.com/ flowchart to “solve” a series of pedigrees by identifying which type of
chromosome, and that this affects which offspring they are passed watch?v=h2xufrHWG3E&t inheritance pattern they represent.
on to. =1s
https://www.youtube.com/
Today you will: watch?v=1SZEXbBcYCc
1. Discuss the following statement (think-pair-share):
"If a man carries the gene for a genetic disorder - all of his Pedigree puzzles sheet -
daughter's will inherit the disease" on SEQTA
2. Go to https://www.menti.com/ to share your answer
3. Watch a video about sex-linked traits Menti presentation
4. Think-pair-repair
5. Watch a video about pedigrees Pedigrees flowchart:
6. Attempt a series of puzzle questions https://drive.google.com/fil
e/d/1bvQcJjnybMXrIfOf1R
mL-JOQtD0KKhcj/view

Friday (double) List of genetic diseases - Formative assessment: Students attempt a jigsaw in small groups
Aim: Know that there are a wide range of genetic diseases that from assignment task that is a scaled down version of their summative assessment - to
can be passed onto offspring, and that the severity of these sheet allow them to become familiar with how/where to research genetic
diseases depends on a range of factors. diseases. This task also acts as a pre-assessment to determine areas
in which students might struggle with the assessment task.
Colour blindness test:
Today you will:
1. Take a colour blindness test https://enchroma.com/pag
2. Jigsaw (tables): choose a genetic disease to research es/color-blind-test
3. Present your answers back to the class (PPT or Slides)
All week Menti presentation - code Summative: Genetic disease report.
Summative Assignment 1 - in class time provided to students in
class Task sheet - on SEQTA

Tuesday (single) Menti presentation - code Formative assessment: one-pager allows students to refresh their
Aim: To know that one-pagers are an effective strategy for provided to students in content understanding, revisit what they have learned throughout the
synthesizing notes on a topic, and to apply this by creating their class unit so far - and make connections between ideas.
own one-pager that summarises the genetics content we have
covered this term. Example one-pagers - on
SEQTA
Today you will:
1. Learn about one-pagers as a note-taking strategy Blank paper
2. Prepare a single sided, A4 page of handwritten notes,
about the genetics content we have covered
3. You will be allowed to use this page of notes in your test
4. Head over to www.menti.com to cast a vote about Friday’s
lesson

Wednesday (double) Practice tests - on science Formative assessment: Students attempt a practice test to
Aim: To know the types of questions that are used on biology tests shared drive self-identify gaps in their understanding - and work towards repairing
and what changes they need to make to their notes page. these gaps by making amendments to their one-pagers.
One-pagers
Today you will:
1. Attempt a series of practice questions
2. Use your one-pager to help answer the questions
3. Go through the answers as a class
4. Identify gaps in your understanding
5. Modify your one-pager as needed

Friday (double) Test paper - in appendix Summative assessment: Students complete a test that covers the
Aim: To know that natural selection affects which individuals genetics content covered in the first half of the unit.
survive, and that this in turn affects which traits are left in the gene Prac materials:
pool. Formative assessment: Students complete a short recipe practical
that models the basic processes of natural selection.
Today you will:
1. Complete a test on the genetics content
2. Participate in a natural selection practical (chosen by vote)

Tuesday (single) Photo of a fish:

Aim: To know the “rules” that limit natural selection/evolution by https://fishkeepingadvice.
natural selection. com/wp-content/uploads/
Mandarinfish.jpg
Today you will:
 1. Complete a drawing challenge (60 second generations) Rotation station examples
2. Rotate between a series of stations about the “rules” of - on SEQTA
natural selection
3. Write a defining statement about natural selection

Wednesday (double) Word wall - in classroom Formative assessment: Students attempt to solve a novel problem
Aim: To know that natural and artificial selection share some of the using only their understanding of artificial/natural selection. This task
same “rules”. To understand that in either case, selection can only Video: is used as a checkpoint to identify what misconceptions students still
occur if these criteria are met. https://www.youtube.com/ have about natural selection.
watch?v=9hzWbTpxME8
Today you will: Misconceptions:
1. Start at the word wall with a new concept “artificial 1.
selection”
2. Watch a video about the difference between natural and
artificial selection
3. In table groups - solve a problem using only artificial
selection - turn a population of wolves into chihuahuas

Friday (double)
PUPIL FREE DAY

Tuesday (single)

Wednesday (double)

Friday (double)

All week
Summative Assignment 3 - in class time