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A Inheritance and selection Unit guide

M W Where this unit fits in Prior learning

This unit builds on:
p ? ideas introduced in unit 7A Cells, unit 7B Reproduction and unit 7D Variation and classification. This unit provides
To make good progress,
pupils starting this unit
opportunities to revisit and revise topics met in other units in Years 7 and 8. With some pupils, teachers may wish to need to understand:
t u concentrate on some of the new topics, extending activities, and with others to spend more time on revision of previous work. • that individuals of a
There are opportunities for citizenship, PSHE and sex education to be linked to this unit. The historical impact of scientific species show
^ _ discovery is covered in unit 20 Twentieth-century medicine and unit 21 Scientific discoveries in the history scheme of work. characteristics which
may be environmentally
The concepts in this unit are:
ET ET
determined or inherited
inherited and environmental variation, selective breeding. • that sexual
reproduction involves
TY PC This unit leads onto:
unit D Plants for food, which considers environmental influences on food production. It also leads onto work in key stage
the fusion of a male
and a female cell.
4 on inheritance and genetics.
G K
Framework yearly teaching objectives – Cells
• Explain that the nucleus in a cell contains genes that control all the characteristics of the organism; use this to explain:
– fertilisation, where genes from one parent join with genes from the other to produce a new set of genes;
– how selective breeding, either by nature or by humans, can increase the chance of certain genes passing from parent to offspring.

Expectations from the QCA Scheme of Work

At the end of this unit …

… most pupils will … … some pupils will not have made … some pupils will have
so much progress and will … progressed further and will …

in terms of scientific enquiry NC Programme of Study Sc1 2b, h, i, j, k, m, o

• select and make effective use of secondary sources of information about • select information from secondary • synthesise information about
inheritance and selective breeding sources about inheritance and inheritance and selective
• plan how to collect, store and use data about a large number of selective breeding breeding and identify limitations
individuals • collect, store and use data about a in the data assembled
• use ICT to produce graphs and draw conclusions from these large number of individuals • decide whether the data
• evaluate the strength of evidence in relation to sample size and • use ICT to produce graphs and collected about individuals is
variation within the sample. identify patterns in these. sufficient for firm conclusions.
in terms of life processes and living things NC Programme of Study Sc2 1c, d, 4a, c
• identify some inherited characteristics and describe how some • identify some inherited • describe how selective breeding
characteristics are influenced by environmental conditions characteristics and some influenced can result in offspring with
• describe how sexual reproduction results in genetic information being by environmental conditions particular characteristics
inherited from both parents • describe sexual reproduction as the • recognise that asexual
• identify characteristics in a plant or animal which are desirable in joining of two cells reproduction produces clones.
particular circumstances • identify some characteristics of an
• outline how these characteristics might be passed on animal or plant which are desirable
• suggest some of the issues to be considered in relation to selective breeding. in particular circumstances.

Suggested lesson allocation (see individual lesson planning guides)

Direct route

A1 A2 A3 A4 Booster 1
The way we are Choose your Choice vegetables Happy families – Think Focus on cells –
parents about probability From cells to organs

Extra lessons (not in Pupil book)

A3 Choice vegetables Review and assess
Extra lesson to extend progress (distributed
Activity A3b. appropriately)

Misconceptions
Pupils may think that boys inherit their features from their fathers while girls inherit their features from their mothers; they may think that acquired
characteristics can be inherited.
Some pupils may think that variation arises for either genetic or environmental reasons and need to be helped to see that some are affected by both
and that environmental differences do not alter genes.
Additional information
There will be a need for sensitivity when considering human inheritance and for considering religious views when considering farming and attitudes
to eating meat.
Health and safety (see activity notes to inform risk assessment)
Risk assessments are required for any hazardous activity.

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Lesson planning
A1 The way we are guide

M W Learning objectives
i An organism inherits features controlled by genes from both parents that are passed on during fertilisation.
ii Both genes and environment cause variation between the members of a species.
p ? Scientific enquiry
iii Use secondary sources. (Framework YTO Sc1 8d)
t u iv Consider whether the evidence is sufficient to support a conclusion. (Framework YTO Sc1 9g)

^ _
Suggested alternative starter activities (5–10 minutes)
UG Introduce the unit Share learning Problem solving Brainstorming Capture interest
objectives
Unit map for Inheritance • Explain why some True/false quiz to recap Pupils brainstorm examples Show pupils a family tree
and selection. characteristics are prior knowledge of of inherited and non- and explain how they can
inherited and others are reproduction. inherited characteristics. find out about their own
environmental. ancestry.
• Use secondary sources
effectively. (Sc1)

Suggested alternative main activities

Activity Learning Description Approx. Target group
objectives timing
see above C H E S
Textbook A1 i and ii Teacher-led explanation and questioning OR Pupils work individually, 20 min R/G G R S
in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.
Activity A1a Paper i, ii, iii and Identical twins Pupils analyse a case study of identical twins 20 min ✔
iv brought up in different environments.
Activity A1b Paper i and ii Inherited disease Pupils apply their knowledge of how 15 min ✔
characteristics are inherited to the inheritance of the disease cystic
fibrosis, by studying a simple genetic cross diagram. For exceptional
performance, pupils are expected to apply their knowledge to explain
how characteristics can be inherited by individuals.

Suggested alternative plenary activities (5–10 minutes)

Review learning Sharing responses Group feedback Word game Looking ahead
Pupils are given a quiz on Pupils share ideas from Groups share ideas from Pupils do a true/false quiz Pupils brainstorm the
inherited and environmental Activity A1a. Activity A1b. based on the lesson. features that parents of the
characteristics. future might want to have
in their children.

Learning outcomes

Most pupils will ... Some pupils, making less progress Some pupils, making more progress
will ... will ...
• describe similarities between parents and offspring • describe similarities between parents and • examine a family tree
• identify a range of characteristics in plants and offspring • suggest reasons for environment variation
animals that are inherited and some features that • identify some characteristics in plants and in identical twins.
might be affected by the environment animals that are inherited and one feature
• describe how sexual reproduction results in genetic that might be affected by the environment
information being inherited from both parents • describe fertilisation as the fusing of two cells
• draw annotated diagrams to show how identical • draw diagrams to show how identical and non-
and non-identical twins are formed. identical twins are formed.

Key words Out-of-lesson learning

genes Homework A1
Textbook A1 end-of-spread questions
Activity A1b
Internet search for information about the human genome project

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Lesson planning
A2 Choose your parents guide

M W Learning objectives
i Desirable features are ones you want to pass on.
ii Selective breeding is selecting parents with desirable features to produce new varieties of animals.
p ?

t u
Suggested alternative starter activities (5–10 minutes)
^ _ Recap last lesson Share learning objectives Brainstorming (1) Brainstorming (2) Capture interest

UG Wordsearch on inherited • Identify a feature in an Pupils brainstorm what Pupils brainstorm what Quick debate on the
and environmental animal that might be desirable features we look make a racehorse a winner. question: Can athletes keep
variation. desirable. for in food, such as meat, breaking world records or is
• Explain how selective milk, eggs and cheese. there a limit?
breeding in animals results in
offspring with desirable
features.

Suggested alternative main activities

Activity Learning Description Approx. Target group
objectives timing
see above C H E S
Textbook A2 i and ii Teacher-led explanation and questioning OR Pupils work individually, 20 min R/G G R S
in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.
Activity A2a i and ii Breed a racehorse Pupils use data cards about horses to devise a 30 min ✔
Paper/Discussion breeding programme to produce a fast racehorse.
Activity A2b Discussion i and ii Choose the parents Pupils play the game ‘Rummy’ in order to collect 10 min ✔
egg genes and produce a chicken that lays the largest or most eggs.
Activity A2c i and ii Video of farmer who runs a rare breeds farm. Discuss why he/she does 10 min ✔ ✔ ✔
Catalyst Interactive it and how it conserves genes that could be lost due to extinction.
Presentations 3

Suggested alternative plenary activities (5–10 minutes)

Review learning Sharing responses Group feedback Word game Looking ahead
Revisit the debate in Starter Pupils share their ideas Groups share their ideas Pupils play ‘Taboo’. Ask pupils to suggest what
A1 Capture interest, to see from Activity A2a. from Activity A2b. characteristics they would
if this lesson has made select if they were breeding
them change their mind or a new variety of potato.
reinforced their original
ideas.

Learning outcomes

Most pupils will ... Some pupils, making less progress will ... Some pupils, making more progress will ...
• identify characteristics in animals that • identify a characteristic in an animal that • describe how selective breeding in cattle results
might be desirable might be desirable in offspring with particular characteristics
• outline how these characteristics might be • outline how these characteristics might be • analyse data and draw conclusions about
passed on passed on selective breeding in cattle.
• suggest some of the issues in relation to • describe the problem of extinction as a
selective breeding. consequence of selective breeding.

Key words Out-of-lesson learning

milk yield, desirable features, selective breeding, artificial insemination, Homework A2
extinct Textbook A2 end-of-spread questions
Visit a farm, rare breeds centre, or cattle breeding centre such as
Avoncroft

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Lesson planning
A3 Choice vegetables guide

M W Learning objectives
i Desirable features are ones you want to pass on.
ii Selective breeding is selecting parents with desirable features to produce new varieties of plants.
p ? iii Genetic engineering is taking genes out of one species and putting them in another. (red only)
iv Clones are genetically identical organisms. (red only)
t u Scientific enquiry
v Consider whether the evidence is sufficient to support a conclusion. (Framework YTO Sc1 9g)
^ _ vi Describe some positive and negative effects of cloning and GM. (Framework YTO Sc1 9a)

UG
Suggested alternative starter activities (5–10 minutes)
Recap last lesson Share learning objectives Problem solving Brainstorming Capture interest
Pupils play pictionary • Identify features in a plant Pupils discuss ways in Pupils discuss what features Quiz for pupils using Red
game to identify animals which are desirable. which pollen can get from they would like to have in a book on clones.
and plants that have • Decide if the data collected the male part of the flower new variety of lettuce.
been bred selectively. is sufficient for a firm to the female part of the
conclusion. (Sc1) flower.

Suggested alternative main activities

Activity Learning Description Approx. Target group
objectives timing
see above C H E S
Textbook A3 i, ii, iii and Teacher-led explanation and questioning OR Pupils work individually, 20 min R/G G R S
iv in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.
Activity A3a i, ii and v Tomato variation Pupils investigate some of the features of different 30 min ✔ ✔ ✔
Practical varieties of tomato. They consider which might be desirable for
selective breeding.
Activity A3b i, ii and vi Tomato genes Pupils debate cloning and/or genetically modified 15 min ✔
Paper/Discussion food.

Suggested alternative plenary activities (5–10 minutes)

Review learning Sharing responses Group feedback Word game Looking back
Pupils write a flowchart to Pupils share ideas from Groups share ideas from Pupils play a loop game to Pupils revise and
show the processes involved Activity A3a. Activity A3b. recap and check progress consolidate knowledge from
in selective breeding. over lessons A1 to A3. the unit.

Learning outcomes

Most pupils will ... Some pupils, making less progress will ... Some pupils, making more progress will ...
• identify characteristics in plants that • identify a characteristic in an animal that might • reflect upon how genetic engineering might
might be desirable be desirable replace selective breeding
• outline how these characteristics might • outline how these characteristics might be • recognise that asexual reproduction produces
be passed on passed on. clones
• describe how selective breeding might • debate the ethical issues relating to cloning.
help to feed the world.

Key words Out-of-lesson learning

red only: genetic engineering, genetically modified (GM) food, clone, Homework A3
asexual reproduction Textbook A3 end-of-spread questions
Activity A3b
Read news reports/watch TV programmes on cloning
Search the Internet for information on cloning
Invite a scientist in to talk about genetic engineering

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Lesson planning
A4 Happy families – Think about guide
probability
M W

p ? Learning objectives
i All the information for variation in gender is inherited through the sperm and ovum.
ii The probability of having a boy or a girl baby is 50:50 each time.
t u The structure of this lesson is based around the CASE approach. The starter activities give concrete preparation. The main activities move away from the
concrete towards a challenging situation, where pupils need to think. The extended plenary gives pupils time to discuss what they have learnt, to
^ _ negotiate a method to commit to paper and express their ideas verbally to the rest of the class.
Scientific enquiry
UG iii Application of probability in a scientific context.
iv Use a spreadsheet to analyse results. (Framework YTO Sc1 8d)

Suggested alternative starter activities (5–10 minutes)

Bridging to the unit Setting the context Concrete preparation (1) Concrete preparation (2)
Discuss whether parents should be If we inherit a mixture of Pupils look at probability by Introduction to sex X and Y factors.
able to choose the sex of their characteristics from our parents, tossing coins.
children. then why are we male or female
and not half and half?

Suggested alternative main activities

Activity Learning Description Approx. Target group
objectives timing
see above C H E S
Textbook A4 i, ii and iii Teacher-led explanation and questioning OR Pupils work individually, 30 min R/G G R S
in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.
Activity A4a ICT i, ii, iii and Boy or girl? Pupils use cards with X or Y on them to represent sperm 15 min ✔
iv and eggs. They sample the cards in pairs to represent fertilisation, to
investigate the probability of gender inheritance. Use a spreadsheet.
Activity A4b Video clip of chromosomes dividing by meiosis. 10 min ✔
Catalyst Interactive
Presentations 3

Suggested alternative plenary activities (5–10 minutes)

Group feedback Bridging to other topics
Pupils share ideas from Activity A4a about what makes male or female. Pupils look at probabilities for other biological phenomena.

Learning outcomes

Most pupils will ... Some pupils, making less progress will ... Some pupils, making more progress will ...
• recognise that all the information for • discuss how gender is inherited • resolve cognitive conflict arising from all male
deciding whether a baby is male or female • with help, analyse the results of a modelling or female children in a family
is carried inside the sperm and egg activity to investigate the probability of a baby • discuss the issues of choosing the sex of your
• discuss the probability of a baby being being a boy or a girl and the number of males child and family planning in China.
male or female and females in a population.
• analyse the results of a modelling activity
to investigate the probability of a baby
being a boy or a girl and the number of
males and females in a population.

Key words Out-of-lesson learning

probability Textbook A4 end-of-spread questions

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A Inheritance and selection Unit map

p ?

t u
Inherited and environmental variation
^ _
UG

Variation

Selective breeding
Probability

Copy the unit map and use these words to help you complete it.
You may add words of your own too.

chance identical
clone R male
desirable non-identical
egg parents
extinct sex
feature skin colour
female species
genes sperm
genetic engineering R twins
hair colour X factor
hair length Y factor

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A1 The way we are Starters

M Suggested alternative starter activities (5–10 minutes)

p ? Introduce the unit Share learning
objectives
Problem solving Brainstorming Capture interest

Unit map for Inheritance • Explain why some True/false quiz to recap Pupils brainstorm examples Show pupils a family tree
t u and selection. characteristics are prior knowledge of of inherited and non- and explain how they can
inherited and others reproduction. inherited characteristics. find out about their own
^ _ are environmental. ancestry.
• Use secondary sources
UG LP effectively. (Sc1)

Introduce the unit

● Either draw the outline of the unit map on the board ➔ Unit map
then ask pupils to give you words to add, saying where to
add them. Suggest some words yourself when necessary
to keep pupils on the right track.
● Or give out the unit map and ask pupils to work in
groups deciding how to add the listed words to the
diagram. Then go through it on the board as each group
gives suggestions.

Share learning objectives

● Ask pupils to write a list of FAQs they would put
on a website telling people about inherited and
environmental characteristics. Collect suggestions as a
whole-class activity, steering pupils towards those related
to the objectives. Conclude by highlighting the questions
you want them to be able to answer at the end of the
lesson.

Problem solving
● Pupils do the true/false quiz to show what prior ➔ Pupil sheet
knowledge they have of reproduction.
Answers
1 true; 2 false; 3 false; 4 true; 5 true;
6 true; 7 false; 8 true; 9 true; 10 false
Brainstorming
● In groups, pupils brainstorm inherited and Examples
non-inherited characteristics. Inherited characteristics include: hair
colour and eye colour.
● Then ask them to share their ideas with the whole class
and make lists on the board. Non-inherited characteristics include:
length of hair, scars and tattoos.
A mixture include: intelligence, skin
colour, height and weight.
Capture interest
● Show pupils the Royal family tree as an OHT and explain ➔ Teacher sheet
how it is constructed, and what it shows.
● Ask pupils to draw their own family tree, as much as they
know of it.
● Encourage pupils to find out more about their own
family for homework.

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A1
XX The way we are Starters

M Problem solving
p ? Decide if the following statements are true or false.
t u1 A new life starts when a sperm fertilises an egg. [True/False]
^ _ 2 Some animals, like fish and frogs, produce large numbers of
offspring to provide food for other animals. [True/False]
UG LP 3 The following reproductive structures are found in males;
TN testis, sperm duct, ovary. [True/False]
4 Identical twins contain the same inherited information. [True/False]
5 Fertilisation is when a sperm and an egg join together. [True/False]
6 Sperm are adapted to swimming by having a long tail. [True/False]
7 In mammals, eggs are fertilised externally. [True/False]
8 Animals that develop their young internally give the young
greater protection. [True/False]
9 The egg cell has a protective layer so that only one sperm can
get through. [True/False]
10 The sperm contains two thirds of the inherited information. [True/False]
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Sheet 1 of 1

A1 The way we are Starters

Problem solving
Decide if the following statements are true or false.

1 A new life starts when a sperm fertilises an egg. [True/False]

2 Some animals, like fish and frogs, produce large numbers of
offspring to provide food for other animals. [True/False]
3 The following reproductive structures are found in males;
testis, sperm duct, ovary. [True/False]
4 Identical twins contain the same inherited information. [True/False]
5 Fertilisation is when a sperm and an egg join together. [True/False]
6 Sperm are adapted to swimming by having a long tail. [True/False]
7 In mammals, eggs are fertilised externally. [True/False]
8 Animals that develop their young internally give the young
greater protection. [True/False]
9 The egg cell has a protective layer so that only one sperm can
get through. [True/False]
10 The sperm contains two thirds of the inherited information. [True/False]
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 M

t
p

TN
?

^ _
UG LP
A1
A-Starters.qxd

The Royal Family Tree

GEORGE V
1865-1936
m. Princess Mary, dau. of Duke of Teck (1867-1953)
01-Apr-04

Teacher sheet
Print current page (1 page)

Capture interest
DUKE OF WINDSOR GEORGE VI Mary Henry George Prince John
1894-1972 1895-1952 Princess Royal Duke of Gloucester Duke of Kent 1905-19
EDWARD VIII m. Lady Elizabeth Bowes-Lyon 1897-1965 1900-74 1902-42
10:51 AM

(abdicated 1936) dau. of Earl of Strathmore m. Earl of Harwood m. Lady Alice Montagu Princess Marina of Greece
m. Wallis Simpson and Kinghorne Douglas Scott
dau. of Teackle Wallis (QUEEN ELIZABETH

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Warfield (1896-1986) The Queen Mother)
Page 3

George Gerald Lascelles

The way we are

Earl of Lascelles b. 1924

b. 1923 Edward, Princess Alexandra Prince Michael
Duke of Kent b. 1936 b. 1942
b. 1935 m. Hon. Angus Ogilvy m. Baroness
m. Katharine Worsley Marie Christine
QUEEN ELIZABETH II Princess Margaret von Reibnitz
b. 1926 1930-2002
m. Philip m. Antony Earl of Snowdon Richard, Duke of Gloucester
DUKE OF EDINBURGH (divorced 1978) b. 1944
son of Prince Andrew m. Birgitte van Deurs

This worksheet may have been altered from the original on the CD-ROM.
of Greece
David Lady Sarah
Viscount Linley Armstrong-Jones
b. 1961 b. 1964
m. Serena Stanhope m. Daniel Chatto

Charles, Anne, Andrew, Edward,

6

Prince of Wales Princess Royal Duke of York Earl of Wessex

b. 1948 b. 1950 b. 1960 b. 1964
m. Lady Diana Spencer m. Captain Mark Phillips m. Sarah Ferguson m. Sophie
dau. of Earl Spencer (divorced 1992) (divorced 1996) Rhys-Jones
(divorced 1996)
(d. 1997)
Peter Zara
Phillips Phillips
b. 1977 b. 1981
m. Commander
Timothy Laurence
Starters

Prince William Prince Henry Princess Beatrice Princess Eugenie Key:

of Wales of Wales of York of York b. = born
b. 1982 b. 1984 b. 1988 b. 1990 m. = married

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A2 Choose your parents Starters

M Suggested alternative starter activities (5–10 minutes)

p ? Recap last lesson Share learning
objectives
Brainstorming (1) Brainstorming (2) Capture interest

Wordsearch on inherited • Identify a feature in an Pupils brainstorm what Pupils brainstorm what Quick debate on the
t u and environmental animal that might be desirable features we look make a racehorse a winner. question: Can athletes keep
variation. desirable. for in food, such as meat, breaking world records or is
^ _ • Explain how selective milk, eggs and cheese. there a limit?
breeding in animals results
UG LP in offspring with desirable
features.

Recap last lesson

● Pupils complete a wordsearch on the pupil sheet. ➔ Pupil sheet
● Ring the words on a copy of the pupil sheet and show it
as an OHT for them to check their answers. Use the
words on it to introduce the lesson.
● Some words are new words so these should be
highlighted: selective, clone, extinct.

Share learning objectives

● Ask pupils to write a list of FAQs they would put on a
website telling people about selective breeding in
animals. Collect suggestions as a whole-class activity,
steering pupils towards those related to the objectives.
Conclude by highlighting the questions you want them
to be able to answer at the end of the lesson.

Brainstorming (1)
● Pupils brainstorm what desirable features we look for in
food, such as meat, milk, eggs and cheese. Ideas might
include: leanness in meat, high protein in milk, yellow
large yolks in eggs and different flavours in cheese.

Brainstorming (2)
● Pupils brainstorm what makes a racehorse a winner. Ideas
Include muscle strength, light, strong,
● Write the ideas on the board to summarise the
good power to weight ratio, stamina,
discussion.
good character.

Capture interest
● Have a quick debate on the question opposite. Question
Can athletes keep breaking world records
● Pupils submit their ideas about getting quicker due to
or is there a limit?
training, better diet, evolution, or whether there is a
finite speed that that athletes can run or swim at.
● Take a straw poll using a show of hands. It is not
intended to provide absolute answers to this question.

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A2 Choose your parents Starters

M Recap last lesson

p ? All these words are connected with the last lesson ‘The way we are’.
See how many of them you can find in the wordsearch.
t u

^ _
inherit selective boy girl sex
UG LP
TN
clone twin
extinct genetic parent

character identical gene

O I D E N T I C A L B E J

R Q N I W T Y F V G M I A

E E P H N X V B L R I G U

T S E L E C T I V E E D L

C N I S K R H G U N X Z H

A H M A G W I C E L T Q C

R I P A R E N T T K I D R

A D B X W J I F Y E N E G

H O S C F C L O N E C K E

C Z L S A Y B R J X T P T

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A3 Choice vegetables Starters

M Suggested alternative starter activities (5–10 minutes)

p ? Recap last lesson Share learning objectives Problem solving Brainstorming Capture interest
Pupils play pictionary game • Identify features in a plant which Pupils discuss ways in Pupils discuss what Quiz for pupils using
t u to identify animals and are desirable. which pollen can get from features they would like Red book on clones.
plants that have been bred • Be able to decide if the data the male part of the flower to have in a new
selectively. collected is sufficient for a firm to the female part of the variety of lettuce.
^ _ conclusion. (Sc1) flower.

UG LP
Recap last lesson
● Pupils work in threes to play selective breeding pictionary. One ➔ Pupil sheet
pupil takes a card and tries to describe the plant or animal
pictured on the card without using its name. One of the other
pupils tries to guess the name, while the third pupil times for
1 minute.

Share learning objectives

● Ask pupils to write a list of FAQs they would put on a website
telling people about selective breeding in plants. Collect
suggestions as a whole-class activity, steering pupils towards
those related to the objectives. Conclude by highlighting the
questions you want them to be able to answer at the end of the
lesson.

Problem solving
● Show pupils the picture of a flower on an OHT. It has the male ➔ Teacher sheet
and female parts identified. Ask them to suggest how the male
pollen gets to the female stigma. (Ideas could include falling
from male to female, being knocked or buffeted by the wind or
transferred when an insect enters the flower.)
● Tell pupils that in some flowers the male pollen matures before
the female part is ready, so pollen has to travel from one flower
to another. This sometimes involves the pollen having to travel
large distances. Then ask them to brainstorm how the pollen
travels large distances from one flower to another. (Ideas
include wind and insects.)
● Ask pupils why plants make pollen that travels these distances
in such a haphazard way when the pollen could fertilise the
female part in the same flower. (Answers should include the
idea of producing offspring with variation.)

Brainstorming Ideas
Include: Needs less water so easier to
● Pupils discuss the features they would like to see in a new grow; can grow in colder climates so
variety of lettuce. has a longer growing period
producing a larger crop; less
susceptible to rotting so longer shelf
life; better taste; more resistant to slug
attack; contains more vitamins and
nutrients. Allow daft ideas such as
‘glow in the dark to allow 24 hour
harvesting’.
Capture interest
● Pupils using the Red book do a quiz to identify which of the ➔ Teacher sheet
examples given are clones.
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A3 Choice vegetables Starters

M Recap last lesson

p ?

t u

^ _
UG LP
TN

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A3 Choice vegetables Starters

M Problem solving
Teacher sheet
p ?

t u

^ _
UG LP
TN

male anther that produces

pollen

female stigma where pollen

lands

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A3 Choice vegetables Starters

M Capture interest
p ? Teacher sheet

t u Ask pupils to identify which of the following are clones.

The idea is to show pupils that clones exist far more frequently than they
^ _ might think.

UG LP 1 Non-identical twins ✗
2 Golden delicious apples ✓
TN 3 Dalmation ‘spotty’ dogs ✗
4 Leylandi conifers used to make hedges ✓
5 Identical twins ✓
6 Iceberg lettuces ✓
7 A flock of sparrows ✗
8 Strawberries in a punnet ✓
9 Potatoes in a sack ✓
10 Sheep in a field ✗

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A4 Happy families – Think about Starters

M Suggested alternative starter activities (5–10 minutes)

p ? Bridging to the unit Setting the context Concrete preparation (1) Concrete preparation (2)
Discuss whether parents should If we inherit a mixture of Pupils look at probability by tossing Introduction to sex X and Y
t u be able to choose the sex of characteristics from our parents, coins. factors.
their children. then why are we male or female
and not half and half?
^ _
UG LP Bridging to the unit
● Pupils share their ideas and discuss whether parents should be able to
choose the sex of their next child.
● The class could then vote on the issue.

Setting the context

● Pupils brainstorm ideas as to why we are either male or female and not
half and half, when for most other characteristics we inherit a mixture of
characteristics from both parents.

Concrete preparation (1)

● Pupils work in pairs and toss a coin 10 times. They record the number of ➔ Teacher sheet
heads and tails. They then compare their results with other pupils by
collecting the data and displaying it on the board.
● Pupils should realise that the numbers of heads and tails should be
approximately the same and that the probability of this increases with the
number of tosses of the coin.
● Some pupils may also realise that each toss is independent of the previous
ones, i.e. that if they toss nine heads, the odds of the tenth toss being
heads is still 50:50.

Concrete preparation (2)

● Pupils are told that sex is determined by two factors, X and Y, which are ➔ Pupil sheet
inherited from their parents.
● However, they do not know which combination of factors produces male
and female.
● They are asked to produce the possible combinations of Xs and Ys.
● They discover that the three possible combinations are XX, XY and YY.
● They know that there are only two sexes, male and female. In the main
activity, they discover which two of the three possible combinations make
male and female babies, i.e. XX female and XY male.

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A4 Happy families Starters

M Concrete preparation (1)

Teacher sheet
p ?

t u Pupil pair number Heads Tails

^ _ 1

UG LP 2

3
TN
4

10

11

12

13

14

15

16

Total

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A4 Happy families Starters

M Concrete preparation (2)

p ?
1 The sex of a baby is decided by the female X factor and the
t u male Y factor.

^ _ 2 We inherit one sex factor from our mother and one sex factor
from our father.
UG LP
3 In each of the boxes below, draw two sex factors. You must
TN
choose from either X or Y . You must make the combination
of sex factors in each box different.

1 How many different combinations of pairs of sex factors can

you draw?
2 How many different kinds of sexes do human beings have?
3 Are the number of combinations of sex factors the same as the
number of different sexes?

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Teacher
A1a Identical twins activity notes

M Type Purpose Differentiation

p ? Paper Pupils analyse a case study of identical twins brought up in different environments. Core

t u Running the activity

Pupils should work individually or in pairs. They read an extract from a study
^ _ made in 1937 into sets of twins brought up in different environments, then
answer questions about the study.
UG LP
Other relevant material
The extract used for this activity is taken from Newman, Freeman and
Holzinger, Twins: A Study of Heredity and Environment, University of Chicago
Press, 1937.
Skill sheet 4: Web searches

Expected outcomes
Pupils will use the information to draw and explain conclusions about the
inherited and environmental causes of variation in intelligence. They will
consider whether one case study is a large enough sample to support a general
conclusion.

ICT opportunities
Pupils could search the Internet for more information on identical twins.

Answers
1 Helen
2 The twins were identical and so had the same genes for intelligence. Any
differences must be caused by the different environments they were
brought up in.
3 No
4 More pairs of identical twins brought up in different environments. A check
on the reliability of the Stanford-Binet intelligence test. Check on whether
pairs of identical twins brought up in the same environment have similar
intelligence.

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Activity
A1a Identical twins Core

M W Identical twins have come from the same sperm and egg, so
they have the same genes. They are always almost impossible
p ?
to tell apart. In 1937, scientists tested the idea that
t u intelligence is a feature that is affected by the environment.
They studied sets of twins that had been brought up in
^ _
different environments. You are going to read about one set
UG LP of twins they studied.
TN 1 Read the following extract about one set of twins that they
studied.
2 Highlight the facts about Gladys with a pen of one colour.
3 Highlight the facts about Helen with a pen of a different
colour.
4 If you do not have highlighters, underline the facts with
different coloured pens.

id not
e o f 18 m o nths. They d
ag
arated at the
la dys an d H elen were sep ar s o ld .
G e 28 ye
ntil they wer living in
meet again u in to a farm family e
orp h an ag e years of colleg
en w as ad o pted out of an ig h sc h o o l she did four a sch ool
Hel ugh h employed as
er going thro She was then
Michigan. Aft or’s deg re e.
k a bachel
work and too
teacher. er, a railway
m il y. H er foster fath adian
te d in to a Canadia n fa
ea lth m ove d to the Can
p h
Gladys was ad
o e interests of Gladys was
ec am e ill, and in th was just at the time when
cond uct o r, b This home, and
fo r a tw o year period. w as av ai la b le at her new
Rockie s hoo l formal
e th ird grade. No sc d id n ot resume her ns.
ready fo r th
returned to O
ntari o sh e ral occupatio
th e fa m ily s o n sh e w orked at seve
when f 17 year
om the age o d in a
education. Fr in ed , sh e was employe
ere ex am Helen
m e sh e an d her sister w te st for IQ (intelligence),
At the ti anford-Binet
se. On the St
printing hou
d Gladys 92.
scored 116 an

1 Which twin was the most intelligent?

2 Do you think the difference in intelligence between the two
twins was affected by the environment in which the twins
were brought up? Explain your answer.
3 Explain whether this case study provides enough evidence for
you to reach a conclusion.
4 Describe what other information you would need.

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Teacher
A1b Inherited disease activity notes

M Type Purpose Differentiation

p ? Paper Pupils apply their knowledge of how characteristics are inherited to the inheritance of
the disease cystic fibrosis, by studying a simple genetic cross diagram.
Extension

t u For exceptional performance, pupils are expected to apply their knowledge to explain
how characteristics can be inherited by individuals.

^ _
Running the activity
UG LP Pupils work individually to answer the questions on the sheet, but some
discussion in pairs would be helpful for question 5, where they are prompted to
consider the benefits and drawbacks of scientific development in the field of
hereditary diseases.
Skill sheet 4: Web searches

ICT opportunities
Pupils could search the Internet for information about other inherited diseases.

Answers
1 ff
2 Both parents carry the f gene, but do not have cystic fibrosis themselves
because they are Ff.
3 FF, Ff or ff.
4 Answer to include: They have a 1 in 4 chance of their child having cystic
fibrosis, and a 1 in 2 chance of their child not having cystic fibrosis but
carrying the f gene.
5 Advantages could include: If in the future they plan to start a family and
know that they and their partner are both carriers, then they may decide
not to have children because of the risk of having a child with cystic
fibrosis. Pupils might mention fewer pregnancy terminations.
Disadvantages could include: Couples who might have been able to have a
normal child end up not having children at all; insurance companies may
demand higher premiums.

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Activity
A1b Inherited disease Extension

M W In this activity you are going to look at how an inherited

disease can be passed on through the genes of parents to
p ?
their children.
t u
1 Read the information about an inherited disease called cystic
^ _ fibrosis and then answer the questions that follow.
UG LP
Cystic fibrosis is an example of an inherited disease. Children who
TN suffer from it have difficulty breathing. This is because the cell
membranes lining the lungs and other parts of the body become
covered with a build-up of mucus. The children also have
problems digesting their food.
Key
The diagram shows a family who A B
male – normal
have a child with cystic fibrosis.
female – normal
Cystic fibrosis is caused by a faulty
gene ‘f‘. We call the normal version ? male – cystic fibrosis
of the gene ‘F‘. X Y female – cystic fibrosis

We all get either an F gene or an f gene from each of our parents.

So, it is possible for someone to have either FF, or Ff, or ff. Only
people with two faulty genes, ff, will have the disease cystic
fibrosis.

1 Child X has cystic fibrosis. Which genes does he have?

2 Explain how it is possible for child X to inherit ff genes and get
cystic fibrosis when neither of his parents have the disease.
3 What combinations of genes could child Y have?

Parents A and B are thinking of having another child. They decide

to visit a genetic counsellor. She discusses how the cystic fibrosis
gene is inherited and their chances of having a normal child and
one with cystic fibrosis.

4 Write a dialogue of how the interview might go.

5 It has been suggested that all 16 year olds could have a
simple saliva test to see if they are carriers of the cystic fibrosis
gene. Make a list of the advantages and disadvantages of
doing this.

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Teacher
A2a Breed a racehorse activity notes

M Type Purpose Differentiation

p ? Paper
Discussion
Pupils use data cards about horses, to devise a breeding programme to produce a fast
racehorse.
Core
Resource

t u
Running the activity
^ _ Give pupils the Resource sheet that contains data cards about eight different
horses. They work in pairs and read the cards to decide which characteristics
UG LP they would like to select when breeding a racehorse. They choose two horses to
start the process, one male and one female. They then draw their own card for
the foal, name it, and select two characteristics from the father and two from
the mother and write them onto their new card. They assume that the foal has
grown and repeat the selective breeding with their foal and another horse of
their choice, until they are satisfied that they have bred a winner.

Other relevant material

A2a Resource
Skill sheet 4: Web searches

Expected outcomes
Pupils will find several different ways of reaching the desired outcome. There is
no correct pedigree. However, they will need to identify the desired
characteristics and ignore the red herrings such as ‘always healthy’ and
‘intelligent’ and select only those characteristics that will make the racehorse
fast. These include ‘stamina, fast sprinter, big heart and strong powerful
muscles’.

Pitfalls
Pupils need to be aware of the fact that they are carrying out selective breeding
and selecting those characteristics that will produce a fast racehorse.

ICT opportunities
Pupils could search the Internet for other examples of selective breeding.

Answers
1 No – there are many ways of breeding the horses.
2 Minimum of three.
3 No – horses will breed randomly with no selection.
4 Random breeding will ensure that the genes stay mixed up in lots of
different horses within the breeding population.

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Activity
A2a Breed a racehorse Core

M W Imagine you are a breeder of racehorses. You are going to devise

a breeding programme to produce a very fast racehorse.
p ?
1 Work in pairs and carefully cut out the cards for each of the racehorses.
t u
2 Read each of the cards. They give information about horses for breeding.
^ _ Some of the characteristics would be useful in a fast racehorse.
UG LP The picture shows those characteristics which need to be present in a fast racehorse.
TN
not too heavy intelligent
flexible back

powerful muscles long neck to keep its

balance when running

large, strong heart

good
temperament

strong legs
stamina
healthy

3 Choose two of the horses that you are going to breed from, one male
and one female.
4 Make your own card to describe the offspring (foal). You must choose four
characteristics for your card, two from the mother and two from the father.
5 Think up a name for the new horse and decide whether it is a male or a female.
6 Imagine the foal has now grown. Breed it with another horse of your choice
from the cards.
7 Repeat the process until you have a foal that you think possesses all the
characteristics of a fast racehorse.
8 Draw a family tree to show the stages in the breeding programme of
your racehorse.
9 Compare your breeding programme with other members of the class.
1 Do all members of the class end up with the same breeding programme?
2 How many times did breeding take place before you ended up with your
fast racehorse?
3 Explain whether breeding like this will occur naturally in the wild.
4 Suggest why in the wild, a population of horses will have a mixture of all
the characteristics.
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Activity
A2a Breed a racehorse Resource

M W

p ?
Lucky Boy Moonlight
t u Male Female
^ _ Heavy and stocky build Strong legs
UG LP Dark black coat Weak muscles
TN Strong and powerful muscles Brown and white coat
Prone to infection Temperamental

Terminator Rose Red

Male Female
White and black coat White coat
Lacks stamina over long distances Intelligent and learns quickly
Short neck Straight back
Fast sprinter over short distances Small, weak heart

Sound as a Pound Skittles

Male Female
Always healthy Lacks speed
Brown and black coat Temperamental
Leg muscles not very strong Long neck
Lacks stamina Not a quick learner

King of Diamonds Topsy Turvy

Male Female
Good stamina; stays the distance Grey coat
Temperamental Big strong heart
Brown coat Not very healthy
Not a fast sprinter Heavy body

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Teacher
A2b Choose the parents activity notes

M Type Purpose Differentiation

p ? Discussion Pupils play the card game ‘Rummy’ in order to collect egg genes and produce a chicken
that lays the largest or most eggs.
Core
Resource

t u
Running the activity
^ _ Pupils play the card game ‘Rummy’ in pairs. They have to collect cards, which
have either the ‘large egg’ gene on them, or the ‘small eggs’ gene. They must
UG LP agree beforehand who is going to collect what. When they have collected three
‘large egg’ genes, or three ‘small eggs’ genes, they have won the game. The deck
of cards represents the gene pool of the breeding population. Playing the game,
represents the process of selective breeding, where certain genes are selected or
chosen, rather then being dealt out randomly as in normal sexual
reproduction. The game is to get across the idea that genes can be selected.
Have sets of cards cut out beforehand and laminated to protect them and to
save time.

Expected outcomes
It is important that at the end of the activity pupils realise the following points.
1 There is often more than one gene that controls a specific characteristic such
as egg size.
2 Selective breeding involves trying to get the maximum number of those
desired genes into one individual.
3 The process cannot go on forever, producing bigger and bigger eggs. Once
the maximum number of ‘large egg’ genes have been selected, that’s as big
as an egg can become.

Pitfalls
Pupils need to understand the rules of the game before they start. They also
need to realise the reason for the game and not just play the game for its own
enjoyment.

Answers
1 Genes for small eggs.
2 The breeder cannot select more than a certain number of large egg genes.
Once they have been selected, that’s as big as the egg can get.

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Activity
A2b Choose the parents Core

M W A chicken farmer may use selective breeding to breed chickens

that lay larger eggs. Egg size in chickens is controlled by
p ?
several ‘large egg’ genes. He tries to breed a chicken with all
t u the ‘large egg’ genes and none of the ‘smaller egg’ genes. You
are going to play a game of cards to model this process.
^ _
UG LP 1 Work with a partner. Carefully cut your cards out from the
sheet.
TN 2 Shuffle the cards until they are well mixed.
3 You must now decide which of you is going to collect ‘large
eggs’ cards and which of you is going to collect ‘small eggs’
cards.
4 Deal out three cards each. Do not show your cards to your
partner.
5 Place the remaining cards, face down on the table.
6 Taking turns, pick up the top card from the pile. Do not show
it to your partner. You may either keep the card, or return it to
the bottom of the pile. If you keep the card, you must discard
one of your other three cards. (You must never hold more than
three cards in your hand.)
7 Keep taking turns until one of you has collected all three of the
cards of your choice. That person is the winner.

1 Each different card represents a different gene. What do you

think the ‘small eggs’ card represents?
2 The pack of cards represents all the genes in the farmer’s
breeding population of chickens. There are only four ‘large
eggs’ cards in the pack. Suggest why the chicken farmer
cannot breed chickens that lay larger and larger eggs.

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Activity
A2b Choose the parents Resource

M W

p ?

t u

^ _
UG LP
TN

Large eggs Large eggs Large eggs Large eggs

Small eggs Small eggs Small eggs Small eggs

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Teacher
A3a Tomato variation activity notes

M Type Purpose Differentiation

p ? Practical Pupils investigate some of the features of different varieties of tomato. They consider
which might be desirable features for selective breeding.
Core, Help, Extension

t u
Running the activity
^ _ Pupils should work in groups of three or four.

UG LP Core: Pupils carry out their investigation into different varieties of tomato. They are prompted to
analyse their results, draw conclusions and evaluate the usefulness of selective breeding in tomatoes.
TC Help: This provides pupils with a table to record their results, and a cloze passage for the conclusion.
Extension: Pupils are provided with data which they analyse, identify limitations in and decide
whether the data collected is sufficient for a firm conclusion.

Expected outcomes
Core and Help: Pupils identify features of different varieties of tomato that scientists might want to
breed for selectively.
Extension: Pupils discover that data collected cannot always be used to produce a firm conclusion
and that further investigation and data collection are sometimes required.

Pitfalls
Pupils should be encouraged to cut vertically through the widest part of the tomato in order to get
consistent and reliable results.

Safety notes
Pupils should be warned to take care when using sharp knives, and not to eat the tomatoes. Note that while
the fruits of the tomato plant are edible, the rest of the plant is poisonous, so avoid ‘fruits on the vine’.

ICT opportunities
It would be possible to set up a spreadsheet for the results and subsequent calculations.
Pupils could search the Internet for information about GM food.

Answers
Core:
1 Answers will vary depending upon varieties chosen.
2 Answers will vary depending upon varieties chosen.
3 Features showing variation include size, colour, texture, taste, shape, density, and number of seeds.
4 a More seedlings can be grown from tomatoes that produce a lot of seeds.
b Some people prefer to eat tomatoes with fewer seeds.
5 Old varieties might be lost.
Help:
1 Colour, shape, size, texture, number of seeds, variation, selectively, parent, desirable.
Extension:
1 A: cherry, B: cherry, C: unknown (plum or cherry?), D: plum.
2 No – the tomato that is 30 mm wide could be either a cherry or a plum tomato.
3 Collect the seeds and plant them. Collect and measure the width of all the fruit and plot
a graph of results. Compare this graph with the graph produced from data in the table.
4 Use a plum tomato. Collect the seeds and plant them. Select those plants that produce
the biggest tomatoes to cross-pollinate for the next generation. Repeat the process, selecting
for larger and larger tomatoes.
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Technician
A3a Tomato variation activity notes

M Type Purpose Differentiation

p ? Practical Pupils investigate some of the features of different varieties of tomato. They consider
which might be desirable features for selective breeding
Core, Help, Extension

t u
Equipment
^ _ For each group:

UG LP ● tile
● knife
TN ● ruler
● hand lens
● two tomatoes of different varieties

For your information

Running the activity
Pupils should work in groups of three or four.
Core: Pupils carry out their investigation into different varieties of tomato. They
are prompted to analyse their results, draw conclusions and evaluate the
usefulness of selective breeding in tomatoes.
Help: This sheet provides pupils with a table to record their results, and a cloze
passage for the conclusion.
Extension: Pupils are provided with data, which they analyse, identify
limitations in the data and decide whether the data collected is sufficient for a
firm conclusion.

Expected outcomes
Core and Help: Pupils identify features of different varieties of tomato that
scientists might want to breed for selectively.
Extension: Pupils discover that data collected cannot always be used to produce
a firm conclusion and that further investigation and data collection are
sometimes required.

Pitfalls
Pupils should be encouraged to cut vertically through the widest part of the
tomato in order to get consistent and reliable results.

Safety notes
Pupils should be warned to take care when using sharp knives, and not to eat
the tomatoes. Note that while the fruits of the tomato plant are edible, the rest
of the plant is poisonous, so avoid ‘fruits on the vine’.

ICT opportunities
It would be possible to set up a spreadsheet for the results and subsequent
calculations.
Pupils could search the Internet for information about GM food.

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Activity
A3a Tomato variation Core

M W Scientists have used selective breeding to produce many Take care

varieties of tomatoes. You are going to investigate some when using a
p ? sharp knife.
of the features of two different varieties of tomato.
Do not taste the
t u tomatoes.
Equipment
^ _
● tile ● hand lens
UG LP ● knife ● two tomatoes of different varieties
TN TC ● ruler

beef tomatoes organic gardener's choice

cherry tomatoes plum tomatoes economy

Obtaining evidence
1 Carefully examine each tomato.
2 Observe the colour, texture and shape.
3 Cut each tomato vertically in half, on the tile.
4 Measure the diameter of each tomato.
5 Remove the seeds from each tomato and count them.

Presenting the results

6 Record your observations and measurements in a suitable table or chart.

Considering the evidence

1 Describe the features that both tomato varieties have in common.
2 Describe the variation between both varieties of tomato.
3 What features do you think may have been selected in the breeding of tomatoes?

Evaluating
4 Why would it be desirable to produce tomatoes with:
a lots of seeds b few seeds?
5 What are the disadvantages of selectively breeding tomatoes?

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Activity
A3a Tomato variation Help

M W Scientists have used selective breeding to produce many Take care

varieties of tomatoes. You are going to investigate some of when using a
p ? sharp knife.
the features of two different varieties of tomato.
Do not taste the
t u tomatoes.
Equipment
^ _ ● tile ● hand lens
UG LP ● knife ● two tomatoes of different varieties
● ruler
TN TC
Obtaining evidence
1 Look at the names of the two varieties of tomato. Write the names beef tomatoes
of each variety in the results table below.

Feature Tomato variety 1 Tomato variety 2

organic
colour
texture
shape
diameter in mm gardener's choice
number of seeds

2 Carefully examine each tomato.

3 Observe the colour, texture and shape. plum tomatoes
4 Cut each tomato vertically in half, on the tile.
5 Measure the diameter of each tomato.
6 Remove the seeds from each tomato and count them. cherry tomatoes

Presenting the results

7 Record your observations and measurements in the table.

Considering the evidence economy

1 Complete the sentences using the words/phrases below.

desirable colour number of seeds parent shape

size selectively texture variation

The , , , ,
and , were all features that showed
. Scientists could breed for any of these by
choosing both plants with the feature.

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Activity
A3a Tomato variation Extension

M W You are going to analyse some data about variation in tomatoes

and decide if there is sufficient evidence to make a conclusion.
p ?

t u Considering the evidence

^ _ 1 The following data was collected about two different varieties of
tomatoes. Plot a graph to show the results.
UG LP
TN TC Width of tomato Number of plum Number of cherry
(mm) tomatoes tomatoes

20 0 3

22 0 4

24 0 10

26 0 15

28 3 9

30 5 5
32 8 2

34 16 0

36 10 0
38 6 0

40 4 0

2 Look at the pictures of the tomatoes. Measure the width of each.

A B C D

1 Record whether each tomato, A, B, C and D, is either a plum tomato or a cherry tomato.
2 Using the data from the table, can you correctly identify each of the tomatoes? If not,
why not?
3 Explain how you could investigate and determine the variety of the unknown tomato.
4 Some people prefer large tomatoes. Say whether you would use plum or cherry
tomatoes to selectively breed a larger variety of tomato. Describe how you would
carry out the process.

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Teacher
A3b Tomato genes activity notes

M Type Purpose Differentiation

p ? Paper
Discussion
Pupils debate cloning and/or genetically modified food. Extension
Resource

t u
Running the activity
^ _ Give pupils the Resource sheet with basic information on the two issues.
Encourage them to do their own research into the arguments for and against
UG LP one of the issues. The activity timing doesn’t actually include carrying out a
debate, but if you decide to extend the activity, then ask for volunteers for
two speakers from each group plus a secretary to take notes. Allow groups
15–20 minutes to prepare their case. Follow standard debate format. A vote
should then be taken.

Other relevant material

A3b Resource
Skill sheet 4: Web searches

Expected outcomes
There are no right or wrong answers for this activity, only differences of
opinion. Do not give your own opinion or influence the outcome of the
debate.

Pitfalls
Pupils should be discouraged from interrupting the debate and should wait
their turn to speak.

ICT opportunities
Pupils could search the Internet for information concerning the arguments for
and against cloning and GM food.

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Activity
A3b Tomato genes Extension

M W Genetically modifying food and cloning are two examples of

ways in which scientists can change the way that genetic
p ?
information is inherited.
t u
You are going to prepare an argument either in favour of, or
^ _ against, one of these issues.
UG LP 1 Read the two articles on the Resource sheet.
TN 2 Highlight in green any way that the articles illustrate the
advantages of GM food or cloning.
3 Highlight in red any way that the articles illustrate the
disadvantages of GM food or cloning.
4 Choose either the GM food or the cloning issue.
5 Prepare your argument. You may need to search the Internet
for additional information.

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Sheet 1 of 1

Activity
A3b Tomato genes Extension

Genetically modifying food and cloning are two examples of

ways in which scientists can change the way that genetic
information is inherited.

You are going to prepare an argument either in favour of, or

against, one of these issues.

1 Read the two articles on the Resource sheet.

2 Highlight in green any way that the articles illustrate the
advantages of GM food or cloning.
3 Highlight in red any way that the articles illustrate the
disadvantages of GM food or cloning.
4 Choose either the GM food or the cloning issue.
5 Prepare your argument. You may need to search the Internet
for additional information.

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Activity
A3b Tomato genes Resource

M W

p ?
Modification
t u or meddling?
^ _
UG LP S cientists have discovered the gene that turns
tomatoes soft as they ripen. They have also
found out how to switch this gene off. This means
TN that the tomatoes can be left on the plant to develop
their flavour and colour but stay firm. Fewer of the
tomatoes are wasted. Tomato purée made from these
tomatoes is cheaper.

In genetically modified (GM) food individual rats suffered damage to their immune systems after
genes are inserted from one species into another. eating GM potatoes.
Genes have been put into crops such as corn and
soya beans to make them resistant to weedkillers or In the USA, the Monarch butterfly caterpillars
able to make their own pesticides. Farmers are have been killed by the pollen from corn that has
afraid that ‘Frankenstein GM’ crops might pass on been made pest-resistant by adding bacterial genes.
their characteristics to weeds and create The opposition claims that the butterflies would
‘superweeds’. Scientists have denied this and claim have been killed by the insecticides that were
that less herbicide will be used. avoided.

Genetically modified corn and soya find their Another advantage of GM food is that we will be
way into many of our processed food products and able to grow more food to feed people in countries
animal food. Many scientists argue that GM foods where it is hard to grow food, for example because
are safe while others are concerned about their there is little water. In fact, we could all benefit from
safety. In Aberdeen it was claimed that laboratory better quality and cheaper food that lasts longer.

To clone, or not to clone?

That is one of the big ethical
producing high milk yields could
questions today. scientists believe that this would
reduce our shopping bills and
be a good thing as it would help
the cloning of disease-resistant
C lones are organisms with
identical genes. For example,
Dolly the sheep is a man-made
farm animals could help to solve
world food shortages.
them eliminate genetic disorders
that cause much suffering to
people who inherit them.
copy of another sheep. Dolly the
Rare and endangered species Others are concerned that
cloned sheep was created by
could be cloned and saved from any human cloning experiments
destroying the nucleus of a
the threat of extinction. would be unethical because they
sheep’s egg cell and replacing it
with a nucleus from a cell of a consider each embryo to be a
Less obvious are the medical new
sheep with desirable features. human life, and so using
applications. Scientists have thes
This is a difficult process – 276 e embryos would be
inserted human genes into des
attempts were needed to create troying human life. Protesters
calves and sheep so that they fear
Dolly! The new egg grew into it would lead to attempts to
can make medicines to treat crea
Dolly inside a new mother. te ‘super humans’ and
human genetic diseases such as ‘des
igner babies’ with looks to
cystic fibrosis. order.
Some of the advantages of
cloning farm animals are The technology is available to
obvious. Herds of identical cows clone human embryos. Some

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Teacher
A4a Boy or girl? activity notes

M Type Purpose Differentiation

p ? ICT Pupils use cards with X or Y on them to represent sperm and eggs. They sample the
cards in pairs to represent fertilisation, to investigate the probability of gender
Core
Resource
inheritance. Use a spreadsheet.
t u

^ _ Running the activity

Pupils should work in pairs. Photocopy and cut out 20 sperm cards and 20 egg
UG LP cards for each pair, and put them in separate envelopes. Pupils draw one card
from each envelope at random, to sample 30 fertilisations. They record their
results in a table. Cards can be cut out beforehand to save lesson time.
This PC-based activity uses an Excel spreadsheet available on the CD-ROM that
accompanies this pack, so pupils can record their results, collect the class results
for the activity and analyse them.

Other relevant material

A4a Resource
Skill sheet 25: What is a spreadsheet?

Expected outcomes
Pupils determine that boys are XY and girls XX.
Pupils will see that the chances of having a boy or a girl are 50:50 each time. It
is possible to have a run of boys or girls, but from analysis of the class results
they should see that when the sample becomes large enough the ratio of boys
to girls approaches 50:50.

Answers
1 50:50 or equal chance.
2 Answers will vary but should be nearly equal.
3 a As the sample gets larger, the ratio of boys to girls approaches 50:50.
b Both sexes are needed to continue the species.
4 a Reasons could include: People in some countries consider it more
important to have a son; parents might already have a child and want
another of the opposite sex.
b Answers will vary.

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Activity
A4a Boy or girl? Core

M W In this activity, you will use cards to investigate the

probability of a baby being a boy or a girl.
p ?
Y
t u Considering the evidence
^ _ ● The long, thin cards represent the sperm. Half of the
cards have the letter Y, and half have the letter X.
X
UG LP
● The circle cards represent the eggs. They all have the
TN letter X.
● A pair of XX cards will be a girl. X
● A pair of XY cards will be a boy.

You have one envelope containing 20 sperm cards and another envelope
containing 20 ovum cards.

1 Make a results table like the one shown. You will need 30 rows.

XX or XY? Boy or girl?

1
2

29

30

2 Ask your partner to pick out one sperm card and one egg card without looking.
3 Write the result in the table and put the cards back in the envelope.
4 Shake the envelope.
5 Repeat steps 2 to 4 another 29 times.

Evaluating
1 What is the probability of each baby being a boy or a girl?
2 How many babies were boys and how many were girls in your ‘family’
of 30 children?
3 If you look at the human population, the numbers of males and females
is roughly equal.
a Why do you think this is?
b Why do you think it is important for this balance to be kept?
4 Some parents would like to be able to choose the sex of their children.
a Suggest reasons why they might want to do this.
b Do you think this is a good idea?
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Activity
A4a Boy or girl? Resource

M W Sperm cards Egg cards

p ?

t u X
^ _ X X
UG LP
TN
Y

X
X X
Y

X
X X
Y

X
X X
Y

X
X X
Y

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A1 The way we are Plenaries

M Suggested alternative plenary activities (5–10 minutes)

p ? Review learning Sharing responses Group feedback Word game Looking ahead
Pupils are given a quiz on Pupils share ideas from Groups share ideas from Pupils do a True/False quiz Pupils brainstorm the
t u inherited and environmental Activity A1a. Activity A1b. based on the lesson. features that parents of the
characteristics. future might want to have
in their children.
^ _
UG LP Review learning
● Write up the different characteristics opposite and ask Characteristics
pupils to identify whether they are inherited, caused by 1 Hair length environmental
the environment, or a mixture of both. The pupil with 2 Sun tan environmental
the most correct answers is the winner. 3 Eye colour inherited
4 Weight mixture of both
5 Intelligence mixture of both
6 Presence of ear lobe inherited
7 Blood group inherited
8 Tattoo environmental
9 Height mixture of both
10 Speed at running mixture of both

Sharing responses
● Pupils share their answers to questions in Activity A1a,
about identical twins being brought up in different
environments.

Group feedback
● Pupils share their answers to questions in Activity A1b,
about how cystic fibrosis is inherited from their parents.

Word game
● Pupils do a True/False quiz based on the lesson. ➔ Teacher sheet

Looking ahead
● Pupils brainstorm the features that parents of the future
might want to have in their children.
● Feedback of ideas and discussion could introduce the idea
of desirable features.

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A1 The way we are Plenaries

M Word game
Teacher sheet
p ?
Read out the statements below and ask the pupils to answer true or false.
t u
1 Identical twins have different genes. [F]
^ _ 2 Identical twins look different as they get older because of
effects from the environment. [T]
UG LP 3 Non-identical twins have different genes. [T]
4 If one identical twin has an inherited disease, so will the other twin. [T]
TN 5 It is possible to have identical twins of different sexes. [F]
6 Naturally curly hair is caused by our genes. [T]
7 The style of our hair is influenced by the environment. [T]
8 Getting a sun tan is caused by our genes. [F]
9 Cystic fibrosis is never caused by the environment. [T]
10 More boys get cystic fibrosis than girls. [F]

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A2 Choose your parents Plenaries

M Suggested alternative plenary activities (5–10 minutes)

p ? Review learning Sharing responses Group feedback Word game Looking ahead
Revisit the debate in Starter Pupils share their ideas Groups share their ideas Pupils play Taboo. Ask pupils to suggest what
t u A1 Capture interest, to see from Activity A2a. from Activity A2b. characteristics they would
if this lesson has made select if they were breeding
them change their mind or a new variety of potato.
^ _ reinforced their original
ideas.
UG LP
Review learning
● Revisit the idea that over time athletes will continue to
get faster/quicker. Discuss with pupils whether their ideas
have changed or not. They should realise that there is a
limit to how fast humans can run but it will take many
years to reach that limit, and that the time period
between records being broken will get longer and longer.

Sharing responses
● Pupils share their recommendations for a breeding
programme for racehorses. They should realise that there
is more than one correct way of getting the answer.

Group feedback
● Pupils share their ideas from the card game. They should
realise that once they have collected three of the ‘big egg’
cards they cannot collect any more as there is a limit.
They should then relate this idea to selective breeding
where genes are selected for, rather than playing and
selecting cards.

Word game
● Pupils use cards cut out from the pupil sheet. ➔ Pupil sheet
● Give one pupil a card with a mystery word on it. The
pupil offers clues to the class to allow them to identify
the mystery word, but is not allowed to use the given
‘taboo’ words in their clues.
● You can adjust the level of challenge by banning the use
of just the first, or first and second words in the taboo
list, and then increase the number later.

Looking ahead
● Ask pupils to suggest what characteristics they would
select if they were going to breed a new variety of potato.
Ideas could include: good taste, long shelf life, resistant
to disease, contains vitamins, does not disintegrate when
boiling, easy to peel, etc.

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A2 Choose your parents Plenaries

M Word game
p ?

t u
Selective Genes
^ _
● breeding ● genetic
Taboo Taboo
UG LP
● choose ● inherited
TN ● mate ● DNA

Breeding Extinct
● breed ● dead
Taboo ●

●
mate
cross
Taboo ●

●
alive
gone

Variation Environment
● different ● genetic
Taboo ●

●
not the same
environmental
Taboo ●

●
surroundings
variation

Inherit Twins
● genetic ● identical
T a b o o ● genes
T a b o o ● brother
● parents ● sister

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A3 Choice vegetables Plenaries

M Suggested alternative plenary activities (5–10 minutes)

p ? Review learning Sharing responses Group feedback Word game Looking back
Pupils write a flowchart to Pupils share ideas from Groups share ideas from Pupils play a loop game to Pupils revise and
t u show the processes involved Activity A3a. Activity A3b. recap and check progress consolidate knowledge
in selective breeding. over lessons A1 to A3. from the unit.

^ _
Review learning
UG LP ● Ask the pupils to imagine that they are a wheat farmer.
Their crop is not producing sufficient yield. The pupils must
produce a flowchart to show how they would selectively
breed wheat plants that produced a higher wheat yield.
● Answers could include:
1 Select a plant that produces the highest yield.
2 Cross the plant with another plant that has a high yield.
3 Select seeds from the plant, grow them and select the
plants that produce the highest yield.
4 Repeat steps 2 and 3 above.

Sharing responses
● Pupils share ideas about variation in tomatoes. They should
realise that even though characteristics are inherited, there
is still variation between individuals due to the effects of
the environment.

Group feedback
● Individual pupils are provided with the opportunity to share
their own arguments about cloning and the use of GM food.

Word game
● Pupils revise and consolidate knowledge from the unit by ➔ Pupil sheet
playing a loop game to recap and check progress over
lessons A1–A3.
● Give each pupil a card containing a question and an
answer. Ask one pupil to stand up and read out just the
question on their card, then sit down. The pupil who has
an appropriate answer to this question stands up, reads out
their answer, then asks the question on their card and sits
down, and so on.
● The game is complete when the pupil who started the
game stands up for the second time to read out the answer
on their card. The loop is complete.
● If there are not enough question/answer cards for the whole
class, you may need to make extra copies. Some pupils will
have the same question/answer card – the first one to stand
up gets to read their answer and ask their question.

Looking back
● Pupils revise and consolidate knowledge from the unit. ➔ Unit map
They can use the Unit map, Pupil checklist or the Test
yourself questions. ➔ Pupil checklist
➔ Test yourself
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A3 Choice vegetables Plenaries

M Word game
p ?
Q A Q A
t u
Who does a baby Artificial Apart from our genes, Variation
^ _ inherit its features insemination what else can affect
from? variation?
UG LP
TN

Q A Q A
What are the Mother and Give an example Environment
instructions for father or of genetic variation.
inheritance called? parents

Q A Q A
Name the cells that Genes Give an example of Eye colour
contain information environmental variation.
about inheritance and
fertilise each other.

Q A Q A
What part of the flower Sperm and egg What kinds of twins can Degree of sun
carries the genes from be used to study tan
the male of one flower environmental variation?
to the female of another
flower?

Q A Q A
What word describes Pollen grain What kind of breeding Identical twins
differences between can be used to produce
individuals? a cow that gives more
milk?

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A3 Choice vegetables (continued) Plenaries

p ? Q A Q A
t u What do we call a breed Selective Name a non-inherited Cystic fibrosis
of animal or plant that is disease.
^ _ in danger of extinction?
UG LP
TN

Q A Q A
Which of the following Rare breed In selective breeding to Both
might be selected for in produce a cow with a
a new variety of wheat? higher milk yield, what
Brown colour, small two words describe the
grains, resistant to placing of sperm in the
disease. female cow?

Q A Q A
Name an inherited Resistant to What kind of twins have Genetic
disease. disease different genes? counsellor

Q A Q A
What word describes a Flu or cold Is intelligence inherited, Non-identical
species that no longer a result of the twins
exists? environment, or both?

Q A Q A
What do we call the Extinct Name the job of a Family tree
history of the rela- person who gives advice
tionships between about the inheritance of
members of the same genetic diseases.
family over several
generations?

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A4 Happy families – Think about Plenaries

M Suggested alternative plenary activities (5–10 minutes)

p ? Group feedback Bridging to other topics
Pupils share ideas from Activity A4a about Pupils look at probabilities for other
t u what makes male or female. biological phenomena.

^ _ Group feedback
● Pupils share ideas about what makes male or female.
UG LP
They should understand that the sex chromosome pairs
XX make a girl and XY make a boy.

Bridging to other topics

● Pupils look at the probabilities for other biological
phenomena.
● This should be introduced by revisiting the idea that the
probability of being born male or female is 50:50.
● Pupils revisit the Royal Family tree and the one they ➔ Pupil sheet
produced of their own family, and are asked the
probability of inheriting genes from their grandparents.
They should be able to see that the probability of
inheriting a gene from their parents is 50:50, therefore
the probability of inheriting a gene from their
grandparents is 1:4.
● The process of probabilities could be taken back to great
grandparents with more able pupils.

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 M

t
p

TN
?

^ _
UG LP
A4
The Royal Family Tree
A-Plenaries.qxd

GEORGE V
1865-1936
m. Princess Mary, dau. of Duke of Teck (1867-1953)
01-Apr-04

Print current page (1 page)

DUKE OF WINDSOR GEORGE VI Mary Henry George Prince John

1894-1972 1895-1952 Princess Royal Duke of Gloucester Duke of Kent 1905-19
EDWARD VIII m. Lady Elizabeth Bowes-Lyon 1897-1965 1900-74 1902-42
(abdicated 1936) dau. of Earl of Strathmore m. Earl of Harwood m. Lady Alice Montagu Princess Marina of Greece
10:48 AM

m. Wallis Simpson and Kinghorne Douglas Scott

dau. of Teackle Wallis (QUEEN ELIZABETH

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Warfield (1896-1986) The Queen Mother)
George Gerald Lascelles
Bridging to other topics
Happy families
Page 9

Earl of Lascelles b. 1924

b. 1923 Edward, Princess Alexandra Prince Michael
Duke of Kent b. 1936 b. 1942
b. 1935 m. Hon. Angus Ogilvy m. Baroness
m. Katharine Worsley Marie Christine
QUEEN ELIZABETH II Princess Margaret von Reibnitz
b. 1926 1930-2002
m. Philip m. Antony Earl of Snowdon Richard, Duke of Gloucester
DUKE OF EDINBURGH (divorced 1978) b. 1944
son of Prince Andrew m. Birgitte van Deurs
of Greece

This worksheet may have been altered from the original on the CD-ROM.
David Lady Sarah
Viscount Linley Armstrong-Jones
b. 1961 b. 1964
m. Serena Stanhope m. Daniel Chatto

Charles, Anne, Andrew, Edward,

Prince of Wales Princess Royal Duke of York Earl of Wessex
6

b. 1948 b. 1950 b. 1960 b. 1964

m. Lady Diana Spencer m. Captain Mark Phillips m. Sarah Ferguson m. Sophie
dau. of Earl Spencer (divorced 1992) (divorced 1996) Rhys-Jones
(divorced 1996)
(d. 1997)
Peter Zara
Phillips Phillips
b. 1977 b. 1981
m. Commander
Timothy Laurence
Plenaries

Prince William Prince Henry Princess Beatrice Princess Eugenie Key:

of Wales of Wales of York of York b. = born
b. 1982 b. 1984 b. 1988 b. 1990 m. = married

Sheet 1 of 1
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A1 The way we are Specials

M W 1 Use some of these words to fill in the gaps.

p ?

t u identical nucleus
parents sperm non-ident
ical
^ _
UG LP surroundin inherited choices
gs genes egg
A

I have features from my parents. The

instructions for these features come from

, which are inside the

of the sperm and egg. When the from

my father joined with the from my

mother the genes were mixed to make me.

Some of my features come from my .

Others come from the I make.

Twins that are formed from the same sperm and egg

are called .

Twins that are formed when two sperm fertilise two

eggs are called .

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A1 The way we are (continued) Specials

M W 2 This is Julie. Look at her features.

p ?
natural
t u hair colour
^ _ hair style
natural
UG LP eye colour
A size of ear lobes
tongue rolling

language spoken
boy or girl

height

sense of
humour

behaviour

shy or confident
fitness

skin colour left or right

handed

a Which features did Julie inherit from her parents?

Colour these clouds red.
b Which features depend on Julie’s surroundings and
the choices she has made? Colour these clouds blue.
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A1 The way we are (continued) Specials

M W 3 Look at this list of features of plants and animals.

p ?

t u

^ _
UG LP
A
hair colour

weight length of neck

number of
freckles peas in a pod

height

language spoken

shapes of leaves
scar on face

colour of flowers length of grass length of nails

Circle the features that have been inherited from the parents.

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A2 Choose your parents Specials

M W 1 Use some of these words to fill in the gaps.

p ?
selective features
numbers desirable variation
t u breeding
^ _
UG LP a lets us produce plants and animals with
A the features we want.

b Parent animals or plants are chosen that have the

wanted in the offspring. These are called features.
2 Look at this list of cats.
A B C D

white, fluffy fur, black, fluffy fur, black, fluffy fur, black, short fur,
long tail long tail short tail long tail

a Which cats would you breed together to get a cat with

white, fluffy fur and a short tail? and

b Which cats would you breed together to get a cat with

black, short fur and a short tail? and
3 Write true or false for each sentence.
a A desirable feature is a cow with a low milk yield.

b Artificial insemination is when semen is put into a cow

from a tube.

c For selective breeding, you choose parents with the

features you want.

d A desirable feature in a race horse is the ability to run fast.

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A3 Choice vegetables Specials

M W 1 Draw lines from the features of wheat plants to why they are desirable.
p ?
healthier
t u more seeds plants
^ _
UG LP short stalks more flour can be made
A

disease
they are not blown
resistance
over in the wind
2 Look at this list of wheat plants.
W X Y Z

lots of
grains, few grains, few grains, few grains,
long stem, long stem, short stem, long stem,
big leaves big leaves big leaves small leaves

a Which plants would you breed together to get a plant

with lots of grains, a short stem and big leaves?
and

b Which plants would you breed together to get a plant with

lots of grains, a long stem and small leaves?
and
3 Look at this list of reasons for selectively breeding plants.

bright colour can grow with little water nice taste

can grow in poor, stony soil arket shelf

keep fresh on a superm
have a hig
h yield
pretty shape unusual colour

Which of these results of selective breeding have helped feed people

in countries where droughts are common? Colour these green.
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A4 Happy families Specials

M W 1 Use these words to fill in the gaps.

p ?
egg sperm variation nucleus different
t u

^ _
UG LP a The male sex cell is called a .
A b The female sex cell is called an .

c The in each sex cell contains half the

information needed to make a new human being.

d The information is in each egg and sperm.

e No sex cell contains exactly the same information as

any other, so there is some between members of
the same family.
2 Complete this table using either X or Y to fill in the gaps.

Sex of baby Sperm contains Egg contains

Girl (XX) factor factor
Boy (XY) factor factor

3 Write true or false for each sentence.

a The sperm can contain a male Y factor or a female X factor.

b The egg contains only a male Y factor.

c When an X factor sperm joins with an X factor egg to

give XX, the baby will be a girl.

d When a Y factor sperm joins with an X factor egg to

give XY, the baby will be a girl.

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A Inheritance and selection Specials answers

M A1 The way we are A3 Choice vegetables

1 inherited, genes, nucleus, sperm, egg, parents, 1 more seeds – More flour can be made.
p ? choices, identical, non-identical. short stalks – They are not blown over in
2 a Coloured red – hair colour, eye colour, the wind.
t u tongue rolling, boy or girl, left or right disease resistance – Healthier plants.
handed, skin colour, height, size of ear lobes. 2 a W and Y
^ _ b Coloured blue – sense of humour, shy or b W and Z
confident, fitness, behaviour, language 3 Coloured green – can grow with little water, can
UG spoken, hair style. grow in poor stony soil, have a high yield.
3 Circled – hair colour, length of neck, freckles,
height, shapes of leaves, colour of flowers. A4 Happy families
1 a sperm
A2 Choose your parents b egg
c nucleus
1 a Selective breeding
d different
b features, desirable
e variation
2 a A and C
2
b C and D Sex of Sperm Egg
3 a false baby contains contains
b true
Girl (XX) X factor X factor
c true
d true Boy (XY) Y factor X factor

3 a true
b false
c true
d false

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A1 The way we are Homework

M W HELP

p ? 1 Match the beginning of each sentence with the correct ending.

Write out each complete sentence.
t u

^ _ Beginning Ending
UG LP A Eye colour is 1 an environmental variation.
A B Jim being heavier than his 2 something we can learn.
identical twin, from eating lots
of cakes, is

C Non-identical twins are 3 an inherited variation.

D The features we inherit from our 4 produced from different fertilised

parents are eggs.

E Being able to speak Chinese is 5 carried in the genes from both

parents.

2 List the letters in the right order to show how sexual reproduction
passes on inherited characteristics.

A The sperm enters the B Genes from the sperm

egg during fertilisation. nucleus join with those
already in the egg nucleus.

C The mix of genes from

D Genes from the
each parent decides which
mother and father go into
inherited characteristics the
their egg and sperm.
baby will have.

CORE
3
Sickle cell anaemia is a disease father. Someone who has only
that makes the red blood cells one of the genes does not
change their shape. Then they actually suffer from the
cannot carry oxygen very well disease. Moshe has sickle cell
and sufferers can get ulcers, anaemia. His father’s grandad
massive bruises and feel very had the disease and so did his
unwell. A sufferer must have mother’s mother. Neither
the gene for sickle cell anaemia Moshe’s mother nor his father
from both the mother and the suffers from sickle cell anaemia.

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A1 The way we are (continued) Homework

M W a Write two or three sentences to explain how Moshe can have

the disease when his parents do not.
p ?
b What is important about the genes in all of Moshe’s cells
t u
except his sperm cells?
^ _
c Susy and Polly are identical twins. Suzy suffers from sickle cell
UG LP anaemia. Explain whether Polly also has sickle cell anaemia or
A not and why.

4 Look carefully at these diagrams,

fertilization
which show the formation of twins. cell division
Say whether the twins born will be identical
or non-identical and explain why.

EXTENSION
5 Seth was filling in an information form for his new doctor.
These are some of the things he wrote:

Gender Male
Age 23
Weight 67 kg
Height 1.7 m
Eye colour Blue
Distinguishing features Appendix operation scar.
Pierced right ear lobe.

a Choose two things from the list that are environmental

factors only.

b Choose two things from the list that are inherited factors
only.

c Choose two things from the list that are both inherited and
environmental factors.

d i Seth has an identical twin brother. Which features are

likely to be the same for both brothers?

ii Which of the features is the most likely one to be different

in the brothers?
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A2 Choose your parents Homework

M W HELP

p ? 1 The list shows some possible characteristics of sheep.

t u
do not s weak li
urvive co
^ _ thick wool ld well tasty meat mbs
UG LP
A f food types
produce healt
hy lambs
eat a range o

a Make a table to show which characteristics sheep farmers

might think are desirable and which are not.

b Selective breeding for excellent wool has produced sheep that

produce weak lambs.

i What might this do, eventually, to this type of sheep?

ii Why is this usually thought to be a bad thing?

CORE
2 King Charles spaniels are ‘pure-bred’ dogs. To breed a pure King
Charles means that a female King Charles must only be mated
with a male King Charles. The genes that are passed on are only
from this breed of dog. King Charles spaniels that win shows
have a special colouring to their coat, very long, fluffy ears and
long, silky hair. It seems that long, fluffy ears tend to cause ear
infections, as bacteria cannot be easily cleaned away. Over the
years, King Charles spaniels have also developed a tendency to
have weak hearts. Around 70% of all these spaniels are born with
a heart problem. As a result, their life expectancy is usually only
from 7 to 9 years. Those without the heart problem can live until
they are twelve or thirteen. Many of the characteristics that are
admired in show dogs seem to be linked with the health
problems that large numbers of the dogs suffer.

a Which characteristics of these dogs are sought in shows?

b Which characteristics are undesirable?

c By what process are the best show characteristics obtained?

d Assuming that breeders continue to strive for better and

better show dogs, what is a likely outcome for the King
Charles breed over the next hundred years or so?
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A2 Choose your parents (continued) Homework

M W 3 a Suggest a characteristic that pig breeders might want to

develop in their pigs.
p ?
b Some old breeds of pigs have become extinct. Why have pig
t u
farmers allowed this to happen?
^ _
UG LP
EXTENSION

A 4 North American corn snakes are considered to be an ideal snake for

beginners to look after. Corn snakes come with three main colours,
which are black, red and yellow. There are now many colour variations
to choose from but, when they were first kept in captivity, there were
only those with the normal colouring and some rarer ones (albinos)
with the black pigment missing.
Snake A Snake B
+
Corn snake breeders have been Dark Albino

able to produce a very wide

variety of colourings, as a result Snake C Snake F
Snake G Snake H
Dark Snake D Snake E Dark +
of selective breeding. The snake Pale Pale Albino Albino
+ +
family tree, shown opposite,
Snake I Snake J
gives a few examples of what is Pale Dark Snake K Snake L Snake M

possible. Albino snakes can only

be guaranteed by breeding from Snake O Snake Q Snake S
albino parents but some albinos
Snake N Snake P Snake R
do appear from normal coloured
snakes.

a i Which lettered snakes, whose colours are not given in the family
tree, are definitely albinos?

ii Explain how you know this.

b i If you wanted to produce very dark corn snakes, which pair of

snakes would you use for breeding?

ii From the offspring they produced, what would you do to get an

even darker colour at the next breeding?

c An unusual colour type is the blood red corn snake, which has no
yellow or black at all. It is a delicate variation and very prone to
feeding difficulties, which makes it hard to keep successfully. Explain
how selective breeding for the colour may have also created such a
delicate snake.

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A3 Choice vegetables Homework

M W HELP
TYPE A TYPE B
p ? 1 Look at the two diagrams of grapes on a vine.
t u Pedro owns a vineyard. He wants to grow a new variety
of grape. He will choose from the two types shown in the
^ _
diagrams.
UG LP
a i What is the good feature about grape type A?
A
ii What is the bad feature about grape type A?

b i What is the good feature about grape type B?

ii What is the bad feature about grape type B?

c Pedro likes grape type B but he wishes the grapes were

larger. He wants to produce larger type B grapes.

Put the following steps he might use into the correct order.
Just write down the letters.

A – use it to pollinate flowers on a grape B plant.

B – select pollen from the new plants with the biggest grapes.
C – take some pollen from grape A.
D – grow the seeds made by the grape B plant.
E – use only the new pollen to pollinate the new plants.

CORE
2 Many people are concerned that crops need to be sprayed, whilst
they are growing, to help them resist disease and pests. They say
that the chemicals used are harmful to humans.
It is possible to selectively breed plants that are resistant to disease
and damage by insects.

a Explain how the chemicals could be eaten by humans.

b Why would selectively bred plants be a healthier option than

using chemicals?

c Farmers in poor countries have little money. Why would using selectively
bred plants help them to produce enough food for their families?

d Suggest two crops, other than wheat, tomatoes and broccoli, that
might benefit from improvement by selective breeding and, for each
suggestion, say what feature you would try to improve.

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A3 Choice vegetables (continued) Homework

M W e Why might developing new varieties, by selective breeding,

mean that poorer farmers could not afford to use the new
p ?
plants?
t u
EXTENSION
^ _
3 The birth of Dolly the sheep made scientific history in 1996. She
UG LP
was the first successfully cloned animal in the world. She was
A cloned from a cell taken from another sheep that was already
several years old. Dolly survived for only six years. When she died
she showed all the characteristics of a sheep several years older.

a Suggest a reason why Dolly appeared older than she really

was, when she died.

b i Why might sheep farmers want a flock of cloned sheep?

ii What might be a problem with a cloned flock?

c Explain why cloning is an example of asexual reproduction.

4 a Plants have been cloned for many years by taking cuttings,

rather than selectively breeding plants by fertilisation and
growing the seeds. Describe how a cloned plant can be
grown quickly and easily using this method.

b People do not seem to object to taking cuttings but many do

object to the type of cloning used to create Dolly. Suggest
reasons why people have these different views about the two
types of cloning.

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Homework
A1 The way we are mark scheme

M W HELP
Question Answer Mark
p ?
1 The matches are:
t u A 3; B 1; C 4; D 5; E 2 5
2 The order is D, A, B, C.
^ _
D somewhere before A. 1
UG LP A somewhere before B. 1
HM B somewhere before C. 1
Total for Help 8

CORE
Question Answer Mark
3 a Moshe’s father has one sickle cell gene and 1
so does Moshe’s mother, 1
but neither have two sickle cell genes. 1
Moshe got one gene from each parent 1
so has two sickle cell genes and has the disease. 1
b They are the same. 1
c Polly does have sickle cell anaemia. 1
Polly and Susy are identical twins so both have the same sickle
cell genes. 1
4 Non-identical 1
because two eggs are fertilised by two different sperm cells. 1
Total for Core 10

EXTENSION
Question Answer Mark
5 a Operation scar and pierced right ear lobe. 2
b Gender/male; eye colour/blue eyes. 2
c Weight; height. 2
d i Gender; age; height; eye colour/blue eyes; weight. Three only 1
required for the mark.
ii Operation scar; pierced ear lobe. Both required for the mark. 1
Total for Extension 8

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Homework
A2 Choose your parents mark scheme

M W HELP
Question Answer Mark
p ?
1 a Desirable characteristics are:
t u thick wool; tasty meat; eat a range of food types; produce healthy
lambs. 4
^ _ Poor characteristics are:
do not survive cold well; weak limbs. 2
UG LP b i May become extinct. 1
HM ii The useful genes from the species are lost forever. 1
Total for Help 8

CORE
Question Answer Mark
2 a i Special colouring; long (fluffy) ears; (long) silky hair. 3
ii Ear infections; weak hearts; short life expectancy. 3
iii Selective breeding. 1
iv It could become extinct. 1
3 a Accept any sensible response e.g. tasty bacon/grows quickly/lots
of healthy piglets/resistant to disease etc. 1
b They did not have the characteristics that modern farmers needed. 1
Total for Core 10

EXTENSION
Question Answer Mark
4 a i K, L and M. 2
Deduct 1 mark for each omission.
ii Both parents are albinos. 1
b i Accept any pairing from C, F, J and A. 1
ii Use the darkest of the offspring to breed together. 1
c There may be a weakness that is linked with the red colour. 1
By selectively breeding for red the weakness is also being selected 1
so it becomes more prominent in the very red snakes. 1
Total for Extension 8

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Homework
A3 Choice vegetables mark scheme

M W HELP
Question Answer Mark
p ?
1 a i The grapes are large. 1
t u ii There are not many of them. 1
^ _ b i There are lots of grapes. 1
ii They are small. 1
UG LP
c Correct order is C, A, D, B, E.
HM Award 1 mark for each correct placing as follows:
C somewhere before A; A somewhere before D; D somewhere before B;
B somewhere before E 4
Total for Help 8

CORE
Question Answer Mark
2 a Chemicals stick to/are absorbed by the plant 1
and are not removed during food preparation. 1
b They would not contain any chemicals. 1
c The crops would survive better 1
so they would get a bigger harvest 1
and they would save money by not spraying. 1
d Accept any two sensible suggestions e.g. maize, sugar beet,
carrots, strawberries etc. together with a suggestion that would
improve the named crop. 2
e Developing new varieties takes time and money 1
so the new plants might be more expensive. 1
Total for Core 10

EXTENSION
Question Answer Mark
3 a Her genes were taken from a sheep that was already several years
old. 1
b i Their behaviour/meat production/some other sensible aspect of
their farming would be more predictable. 1
ii If they did develop an inherited problem/disease they would all
suffer from it. 1
c It does not involve the joining of a nucleus from an egg cell and
a sperm cell. 1
4 a A section of stem is cut from the plant 1
and planted in soil (where it grows). 1
b Modern cloning interferes with the genes that should be in a particular cell. 1
Taking cuttings simply reuses genes that are already there. 1
Accept similar arguments.
Total for Extension 8

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A Inheritance and selection Test yourself

M 1 Look at the picture of two boys. On the picture, circle and

label three differences between them.
p ?

t u

^ _
UG
A

2 Write true or false next to each of these sentences.

a Egg cells are large so they can store food.

b Genes control the characteristics of a living thing.

c Members of the same family are less similar to each

other than they are to members of other families.

d Fertilisation happens when the tail falls off the sperm.

e Sisters look different because they inherit a

different combination of genes from each parent.

f Sperm cells have a tail to help them swim.

g Genes are contained in the nucleus of egg and sperm cells.

3 Draw arrows between the boxes to show how identical twins are formed.

egg released from the fertilised egg divides

ovary into two separate cells

two cells divide and fertilisation happens

develop separately
into two embryos

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A Inheritance and selection (continued) Test yourself

M 4 Write down whether these types of variation have been caused

by inheritance, the environment or both.
p ?
a A scratch on the leg is caused by .
t u
b Eye colour is caused by .
^ _
UG c Mass and height are caused by .

A d Blood group is caused by .

e Intelligence is caused by .

f Natural hair colour is caused by .

5 Imagine you want to breed a Dalmatian with lots of spots.

Write numbers next to these phrases to show the order in which
you would carry them out.

Breed them together.

Breed them together.

Choose two Dalmatians with lots of spots.

Choose two Dalmatians with lots of spots.

Look at the offspring.

Look at the offspring.

Repeat the process several times.

6 Tick the desirable features of an edible fruit that may be selected

by plant breeders for selective breeding.

resistance to cold weather

nice taste

poisonous leaves

resistance to rotting

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A Inheritance and selection (continued) Test yourself

M 7 Look at the pictures of horses. Which of the horses would you

breed together if you were involved in:
p ?
a horse-racing (where the horses need to have long legs and
t u
go fast)? and
^ _
b farming (where the horses need to be strong)? and
UG
A
c horse-riding for beginners (where the horses need to be small)?
and

A B C

D E F

8 Complete the flow chart showing the journey of a pollen cell from
a plant being used in a selective breeding programme. Use the
words below it to fill the gaps.

→ paint brush → →

→ →

anther ovary ovule stigma style

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Test yourself
A Inheritance and selection Answers

M 1 Look at the picture of two boys. On the picture, circle and

label three differences between them.
p ?

t u straight hair curly hair

glasses no glasses
^ _
UG
TY

thin fat

2 Write true or false next to each of these sentences.

a Egg cells are large so they can store food. true

b Genes control the characteristics of a living thing. true

c Members of the same family are less similar to each

other than they are to members of other families. false

d Fertilisation happens when the tail falls off the sperm. false

e Sisters look different because they inherit a

different combination of genes from each parent. true

f Sperm cells have a tail to help them swim. true

g Genes are contained in the nucleus of egg and sperm cells. true

3 Draw arrows between the boxes to show how identical twins are formed.

egg released from the fertilised egg divides

ovary into two separate cells

two cells divide and fertilisation happens

develop separately
into two embryos

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Test yourself
A Inheritance and selection (continued) Answers

M 4 Write down whether these types of variation have been caused

by inheritance, the environment or both.
p ?
a A scratch on the leg is caused by the environment .
t u
b Eye colour is caused by inheritance .
^ _
c Mass and height are caused by both .
UG
TY d Blood group is caused by inheritance .

e Intelligence is caused by both .

f Natural hair colour is caused by inheritance .

5 Imagine you want to breed a Dalmatian with lots of spots.

Write numbers next to these phrases to show the order in which
you would carry them out.
5 or 2 Breed them together.
2 or 5 Breed them together.
4 or 1 Choose two Dalmatians with lots of spots.
1 or 4 Choose two Dalmatians with lots of spots.
3 or 6 Look at the offspring.
6 or 3 Look at the offspring
7 Repeat the process several times.

6 Tick the desirable features of an edible fruit that may be selected

by plant breeders for selective breeding.

✓ resistance to cold weather

✓ nice taste

poisonous leaves

✓ resistance to rotting

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Test yourself
A Inheritance and selection (continued) Answers

M 7 Look at the pictures of horses. Which of the horses would you

breed together if you were involved in:
p ?
a horse-racing (where the horses need to have long legs and
t u
go fast)? D and C
^ _
b farming (where the horses need to be strong)? B and F
UG
c horse-riding for beginners (where the horses need to be small)? A
TY
and E

A B C

D E F

8 Complete the flow chart showing the journey of a pollen cell from
a plant being used in a selective breeding programme. Use the
words below it to fill the gaps.
anther → paint brush → stigma →
style → ovary → ovule

anther ovary ovule stigma style

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End of unit test
A Inheritance and selection Green

M 1 a Children often have features that make them look like their parents.
Look at Jade and her mother Ruby. Which feature do Jade and Ruby
p ?
have in common? 1 mark
t u

^ _
UG SS Ruby

MS ET Jade

b Children often try to look different from their parents. What has Jade
done to her hair to make her look different from Ruby? 1 mark

2 Look at the family of rhinos.

Gani

Sana

a Rhinos reproduce by sexual reproduction. Which of these diagrams

show what happened at the very start of Sana’s life? 1 mark

A B C D

b Which of the following features has Sana not inherited from her mother, Gani?
Write the correct letter. 1 mark

A horn length
B tail length
C hairy coat
D eyelash length

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End of unit test
A Inheritance and selection (continued) Green

M c Sana’s features are controlled by genes. Genes contain information that

controls what she looks like. Where does Sana get her genes from?
p ?
Write the correct letter. 1 mark
t u
A only her mother
^ _ B only her father
UG SS C her mother and here father equally
D mostly from her mother but a few from her father
MS ET
3 In selective breeding, organisms with desirable features are selected
for breeding.

a Imagine you are a flower grower supplying flowers on Valentine’s day.

Which of these plants has features that would be most useful to you? 1 mark

A B C D

b Which two of these cows would a farmer breed together if he wanted

a cow that could produce lots of milk and meat? 2 marks

A B

C D

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End of unit test
A Inheritance and selection (continued) Green

M 4 Jack is applying to audition for a music band. He has to fill in a questionnaire

about himself.
p ?

t u
Sex male
Mass 80 kg
^ _
Eye colour blue
UG SS
Height 1.75 m
MS ET
Hair colour bright green
Qualifications 10 GCSEs and 4 A levels (all at grade A)

a Write down one feature that has been affected only by inheritance. 1 mark

b Write down one feature that can be affected by both his

environment and inheritance. 1 mark

c Write down how the environment has affected the feature you
wrote down in b. 1 mark

5 Geraniums usually reproduce sexually to produce seeds. Look at the table

showing the characteristics of some of the geraniums in Zoe’s greenhouse.

Zoe uses a paintbrush to transfer pollen (pollination) between the plants,

according to what type of plants she wants to breed.

Plant Height (cm) Stem width (cm) Flower width (cm) Flower colour
A 31.3 2.0 0.8 yellow
B 31.3 2.0 0.8 white
C 24.0 2.0 3.3 red
D 24.3 1.1 0.9 red
E 24.3 2.0 3.3 white

a If you wanted to produce tall geraniums with big white flowers,

which plant would you use to pollinate plant B? 1 mark

b What method would you use to make sure the pollen was transferred
from and to the right plants? 1 mark

c Which plant would not stand up well in a strong wind? 1 mark

d The instruction that control what a plant looks like are called genes.
Where are the genes stored in the sex cells? 1 mark

e Imagine the two parent plants have 10 000 genes in each of their cells.
How may genes world each offspring inherit from each parent? 1 mark
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End of unit test
A Inheritance and selection (continued) Green

M f When Zoe grows seeds produced by two parents, she always finds
that their offspring are similar, but not identical, to each other.
p ?
Explain why geraniums produced sexually look similar, but not
t u identical, to their brothers or sisters. 2 marks

^ _ g Zoe also has an unusual variety of geranium, which she grows in

UG SS pots around the garden outside the greenhouse. The heights of these
geraniums are shown in the table.
MS ET
Plant Height (cm)

F 40.0

G 41.1
H 48.9

I 43.2

J 49.9

This variety is much larger that the other variety because the plants
in this variety have inherited genes that make them taller. Suggest
one possible environmental reason why there is so much variation
in the height of the plants in this variety. 1 mark

h This variety is a rare breed, which is being conserved in a rare

breed centre for plants. Give one reason why it is a good idea to
conserve rare breeds. 1 mark

6 When carrying out a scientific investigation, there are four important

stages to go through. They are Evaluating, Considering evidence,
Planning, and Obtaining and presenting evidence.

a Put the four stages in the correct order in a list. 1 mark

b In an investigation you have to think about the factors that are

involved. If there are just two factors (Factor 1 and Factor 2),
how should you investigate them? 2 marks

c i What should you plan to do in an investigation to make sure

that your results are reliable? 1 mark
ii Sometimes you can see measurements or observations that
do not fit the main pattern. Suggest a reason why this
sometimes happens. 1 mark

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End of unit test
A Inheritance and selection Red

M 1 Jack is applying to audition for a music band. He has to fill in a questionnaire about
himself.
p ?

t u Sex male
Mass 80 kg
^ _
Eye colour blue
UG SS
Height 1.75 m
MS ET
Hair colour bright green
Qualifications 10 GCSEs and 4 A levels (all at grade A)

a Write down one feature that has been affected only by inheritance. 1 mark

b Write down one feature that can be affected by both his

environment and inheritance. 1 mark

2 Geraniums usually reproduce sexually to produce seeds. Look at the table

showing the characteristics of some of the geraniums in Zoe’s greenhouse.

Plant Height (cm) Stem width (cm) Flower width (cm) Flower colour
A 31.3 2.0 0.8 yellow
B 31.3 2.0 0.8 white
C 24.0 2.0 3.3 red
D 24.3 1.1 0.9 red
E 24.3 2.0 3.3 white

a Imagine you are a plant breeder. If you wanted to produce tall

geraniums with big white flowers, which plant would you use to
pollinate plant B? 1 mark

b What method would you use to make sure the pollen was transferred
from and to the right plants? 1 mark

c You want to produce some tall plants with large, red flowers, which
will stand up in strong winds. Which plant would you use to
pollinate plant A? 1 mark

d The instructions that control what a plant looks like are called genes.
Where are the genes stored in the sex cells? 1 mark

e Imagine the two parent plants have 10 000 genes in each of their cells.
How many genes would each offspring inherit from each parent? 1 mark

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End of unit test
A Inheritance and selection (continued) Red

M f When Zoe grows seeds produced by two parents, she always finds
that their offspring are similar, but not identical, to each other.
p ?
Explain why geraniums produced sexually look similar, but not
t u identical, to their brothers or sisters. 2 marks

^ _ g Zoe also has an unusual variety of geranium, Plant Height (cm)

UG SS which she grows in pots around the garden
outside the greenhouse. The heights of these F 40.0
MS ET geraniums are shown in the table G 41.1
This variety is much larger that the other H 48.9
variety because the plants in this variety have
I 43.2
inherited genes that make them taller.
Suggest three possible environmental reasons J 49.9
why there is so much variation in the height
of the plants in this variety. 3 marks

h This variety is a rare breed, which is being conserved in a rare breed

centre for plants. Give one reason why it is a good idea to conserve
rare breeds. 1 mark

3 Jake keeps ostriches on his farm in Scotland. Ostriches can be very

fierce, which makes farming them quite dangerous. If an ostrich attacks
you, it will usually kick. Ostriches with long legs can kick harder than
those with short legs. Four of his ostriches, two males and two females,
have shorter legs than the rest.

a i Jake would like only ostriches that cannot kick very hard. What
would Jake need to do to produce more ostriches with short legs? 1 mark
ii In order to make sure that in 20 years’ time he has ostriches that
cannot kick hard, what would Jake need to do? 1 mark

b Ostriches eat plants. Jake produces enough plants for them to eat by
taking cuttings. The production of plants by taking cuttings is a form
of asexual reproduction.

Write down two differences between asexual reproduction and

sexual reproduction. 2 marks

c Plants grown from cuttings from one particular plant all have the
same flower colour and leaf shape as their parent plant.

Explain why all plants grown from one parent are identical. 2 marks

d Give one reason why people are worried about cloning plants and
animals. 1 mark

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End of unit test
A Inheritance and selection (continued) Red

M 4 When carrying out a scientific investigation, there are four important

stages to go through. They are Evaluating, Considering evidence,
p ?
Planning, and Obtaining and presenting evidence.
t u
a i What should you plan to do in an investigation to make sure
^ _ that your results are reliable? 1 mark
UG SS ii Sometimes you can see measurements or observations that do
not fit the main pattern. Suggest a reason why this sometimes
MS ET happens. 1 mark
iii You are drawing a graph where there are measurements that
do not fit the main pattern. What should you do when drawing
the graph line? 1 mark

When you have collected your data and displayed your results,
you can evaluate what has happened.

b i What should you base your conclusion on? 1 mark

ii Having drawn your conclusion, what should you consider about
the data you have collected? 1 mark

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End of unit test
A Inheritance and selection mark scheme

M
Green (NC Tier 3–6)
Question Answer Mark Level
p ?
1 a Big ears. 1 3
t u b Cut it short. 1 3

^ _ 2 a C 1 4
b B 1 4
UG SS
c C 1 4
MS ET 3 a Plant A 1 4
b C, A (one mark for each). 2 4
4 a Sex or eye colour. 1 5
b Mass or height or hair colour or qualifications. 1 5
c Answer depends on answer to b – accept anything sensible. 1 5
5 a Plant E 1 5
b Paintbrush 1 5
c Plant D 1 5
d In the nucleus. 1 5
e 5000 1 6
f They each inherit a different set of genes 1 6
from each parent. 1 6
g Accept any environmental condition that would affect plant growth
(e.g. temperature, light, carbon dioxide). 1 6
h To preserve genes which may be useful in the future. 1 6
6 a 1 Planning 1 4
2 Obtaining and presenting evidence.
3 Considering evidence.
4 Evaluating
b Change one factor as the experiment is being carried out. 1 5
Measure or observe the other factor to collect results. 1 5
c i Repeat each measurement. 1 6
ii They are caused by errors in the experiment. 1 6

Scores in the range of: NC Level

4–6 3
7–11 4
12–16 5
17–25 6

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End of unit test
A Inheritance and selection mark scheme

M
Red (NC Tier 5–7*)
Question Answer Mark Level
p ?
1 a Sex or eye colour. 1 5
t u b Mass or height or hair colour or qualifications. 1 5

^ _ 2 a Plant E 1 5
b Paintbrush 1 5
UG SS
c Plant C 1 6
MS ET d In the nucleus. 1 5
e 5000 1 6
f They each inherit a different set of genes 1 6
from each parent. 1 6
g Accept any three environmental conditions that would affect plant growth
(e.g. temperature, light, carbon dioxide). 3 6
h To preserve genes which may be useful in the future. 1 6
3 a i Breed the four ostriches together that have short legs. 1 7
ii Repeat the process of selecting the ostriches with short legs and
breeding them over several generations. 1 7
b Any two from: 2 7
One parent in asexual/two parents in sexual.
Offspring identical in asexual/offspring different in sexual.
Sperm and egg not involved in asexual/sperm and egg involved
in sexual.
No fertilisation in asexual/fertilisation in sexual.
Each mark requires both sides of the comparison.
Accept any other sensible alternatives.
c Because they have identical genes 1 7*
which control their features. 1 7*
d Any one from: 1 7
Not natural.
Against religion.
All individuals made susceptible to the same diseases.
Lack of variation.
4 a i Repeat each measurement. 1 6
ii They are caused by errors in the experiment. 1 6
iii Draw the line that best fits the pattern. 1 6
b i The evidence from your experiment. 1 7
ii Is the data sufficient for the conclusion you have drawn, and are
there any limitations in your data. 1 7

Scores in the range of: NC Level

6–10 5
11–15 6
16–18 7
19–25 7*

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A Inheritance and selection Pupil checklist

M Learning outcomes I can do I can do I need to

p ? this very this quite do more
well well work on this
t u
I can describe similarities between parents
^ _
and offspring.
UG
I can explain how the inherited features
are transferred from parent to offspring
by fertilisation.

I can explain why individuals from the

same parents vary.

I can identify inherited characteristics.

I can identify characteristics caused

by the environment.

I can explain how selective breeding

passes on desirable features in plants
and animals.

I can suggest some desirable features

in plants and animals for selective breeding.

I can describe how selective breeding is

carried out in plants and animals.

I can explain how the information

for males and females is inherited
through the sperm and egg.

I can explain why the probability of

having a boy or a girl is 50:50 each time.

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A Inheritance and selection Glossary

M Word Definition
p ? artificial insemination Instructions that control the way our features develop.
t u Genes are passed on from parents to offspring.
asexual reproduction R
^ _ clones R
Producing milk to feed young after they are born. R
UG The amount of milk a cow produces.
desirable feature
A feature that is useful, that you would choose to pass on
extinct
in selective breeding.
genes
Choosing parents with desirable features to produce new
genetic engineering R varieties of animals or plants that have these desirable
features.
genetically modified
(GM) food R Semen is put into the female’s vagina through a long tube
to make her pregnant without sexual intercourse.
lactation R
A species that becomes extinct dies out completely.
milk yield
When the nucleus of the egg cell in a flower is fertilised by
probability
the nucleus from the male part of the same flower.
selective breeding
Taking a gene out of one species and putting it into
self-pollinated another to give desirable features. R

Food produced from crops or other organisms that have

had their genes changed by genetic engineering. R

Organisms that have exactly the same genes. All their

genes come from one parent. R

Reproduction that does not involve the fusing of nuclei of

two sex cells. R

The chance of an event happening.

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A Inheritance and selection Key words

M artificial insemination genes milk yield

p ? asexual reproduction R genetic engineering R probability

t u clones R genetically modified (GM) selective breeding

food R
^ _ desirable feature self-pollinated
UG lactation R
extinct

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Sheet 1 of 1

A Inheritance and selection Key words

artificial insemination genes milk yield

asexual reproduction R genetic engineering R probability

clones R genetically modified (GM) selective breeding

food R
desirable feature self-pollinated
lactation R
extinct

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A Inheritance and selection Book answers

M A1 The way we are 4

Green
p ? a Genes are the instructions that control the way
our features develop.
t u b A baby inherits genes from both its father and
its mother.
^ _ c i Any one from: long tail, long pointed face,
large round ears, short smooth hair, etc.
UG ii Curly flowers, any other correct feature.
d Identical twins are formed when a single
fertilised egg splits into two embryos. Non-
identical twins are formed when two egg cells
are fertilised by two different sperm cells.
e Individual answers in which inherited features
are listed, such as eye colour and hair
character.
f Individual answers in which features are affected identical twins non-identical twins
by the environment, such as height, vigour, size
of flowers or fruit, etc. 5 Individual answers.
1 Sperm nucleus and egg nucleus ... join during 6 Any two of: difference from: sunlight, moisture,
fertilisation. warmth, nutrients in soil.
We inherit our features ... from our parents.
The information is carried by genes from ... one A2 Choose your parents
generation to the next. Green
The genes are in the nucleus ... of the sperm and a speed
the egg. b High milk yields is more profitable for the farmer.
2 Appropriate diagram similar to that shown in c Collecting semen from a bull and putting it
the text page 3. into the cow’s vagina using a long tube.
3 The variation was caused by differences in the d From the ancient cave paintings of them.
environment of the two plants. 1 We can breed cattle with high milk yield
because it is a feature cows can inherit.
Red We select the bull and the cow for breeding
a Features controlled by the genes can come from because they can both pass on the high milk
either the mother or the father. They do not yield feature.
necessarily come half from the mother and half We use artificial insemination so we can use the
from the father. These features are either one best bulls to father calves all over the country.
thing or another – there is no ‘in-between’ We freeze the semen because it can be kept until
feature. it is needed.
b i Long tail, long pointed face, large round ears, 2 The bull with desired features is selected. It is
short smooth hair, etc. introduced to a frame that looks like a cow. The
ii Curly flowers, any other correct feature. bull tries to have intercourse with the artificial
c Identical twins must be the same sex because cow. A rubber sack is used to collect the semen
they both came from one sperm and one egg. from the bull. The semen is frozen. A cow with
d Mark and Diane. desired features is chosen. The semen is thawed
e They have exactly the same genes so their hair and introduced into the cow’s vagina using a
colour must be identical. long tube.
f Eye colour, shape of hair, ear lobes, height, etc. 3 Search through the existing stock of goldfish for
g Laura may eat more or exercise more than Rose a male and a female which have the desired
does. unusual colour features. Mate these fish. Select
1 Genes are instructions that control the way our from their offspring a male and female which
features develop. Genes are contained in the have the unusual colours and mate them. Follow
sperm from the father and the egg from the this same procedure for several generations.
mother. Each baby inherits half its genes from
its father and half from its mother. Red
2 The genes are contained in the nucleus of the a Goldfinger
cell. b i Goldfinger
3 Either of: intelligence or height. ii Gemidge

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A Inheritance and selection (continued) Book answers

c i Gemidge return to purchase again. Long shelf life will

M
ii Easier to milk; more co-operative in rearing mean that less wastage occurs through
all round. spoilage.
p ?
d i One of their most desired features was their ii Individual answers.
ability to walk long distances to market. iii Cross-pollinate the plants which contain that
t u This feature is not important now as the desired feature.
cattle are transported by road to markets.
^ _ ii It is important to protect them so they do Modern Wild
not become extinct which would cause us to wheat wheat
UG
lose their useful genes.
Seeds more fewer
1 Desired features are those characteristics or
features of an animal that you wish to pass on. Stalks fewer more
An example would be any from: speed in a
Resistance to more less
horse, high milk yield in a cow, striking colour
disease
in fish, etc.
2 Select a cow which has a high milk yield. Select
a bull which has fathered cows which have had 2
high milk yields. Get the semen from the bull
and enter it into the vagina of the cow either by Parent plants are planted
Parents are selected
artificial insemination or by natural mating. for desirable features.
in two rows, one for males
Select the cows produced with high milk yields and one for females.
and continue the process over several
generations.
3 Fat content, protein content in the milk given,
milking speed and temperament. A chemical is sprayed
into the female plants
4 Search through the existing stock of goldfish for
to sterilise the male part
a male and a female which have the desired
of the flower.
unusual colour features. Mate these fish. Select
from their offspring a male and female which
have the unusual colours and mate them.
Follow this same procedure for several The offspring The pollen is carried by
generations. produced will have the wind from the male
desirable features parent plants to the
5 Individual answers.
from both parents. female parent plants.

A3 Choice vegetables 3 To be able to grow in changing environmental

conditions, to be able to grow in different
Green
countries and for protection against new
a Cherry, beefsteak, vine or Moneymaker,
diseases and different insects.
Alicante, Harbinger, etc.
b Larger and more seeds, shorter stalks Red
and healthier plants in the modern a i Bright green colour makes the broccoli appear
wheat. more attractive to customers. Large flower
c The selected wheat flowers are treated with a heads give more edible amounts for each
special chemical which stops it producing plant. Frost resistance will mean less product
pollen. loss during growth and transport. Nice taste is
d i Bright green colour makes the broccoli what pleases the customer to return to
appear more attractive to customers. purchase again. Long shelf life will mean that
Large flower heads give more edible amounts less wastage occurs through spoilage.
for each plant. Frost resistance will mean less ii Individual answers.
product loss during growth and transport. iii Cross-pollinate the plants which contain that
Nice taste is what pleases the customer to desired feature.

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A Inheritance and selection (continued) Book answers

1 A4 Happy families
M
Green
p ? Parents are selected
Parent plants are planted a no
in two rows, one for males
for desirable features. b Individual answers
t u and one for females.
c female
d Yes. A run of five is unusual.
^ _ e 50% or one in two.
A chemical is sprayed f No. Use of cards has no relation to a correct
UG into the female plants prediction.
to sterilise the male part 1 Half of a man’s sperm will have ... the Y factor.
of the flower. All of a woman’s eggs will have ... the X factor.
None of the man’s sperm will have ... both the X
and Y factors.
The offspring The pollen is carried by 2 50% or one in two.
produced will have the wind from the male Red
desirable features parent plants to the a no
from both parents. female parent plants.
b Individual answers.
c female
2 It is important economically to produce the
d Yes. A run of five is unusual.
healthiest and most useful plants by selective
e 50% or one in two.
breeding.
f No. Use of cards has no relation to a correct
3 The selected wheat flowers are treated with a
prediction.
special chemical which stops it producing
g It cannot be predicted. You could not show this
pollen. Another plant is put nearby that has
with cards.
been selected for its desirable features and its
h Individual answers.
pollen pollinates the plant that was treated with
1 a i 150 million
the chemical.
ii 150 million
4 Genetic engineering allow us to take genes out
b All of them.
of one species and put them into another to give
2 a Any number close to 300 to 500.
them desirable features.
b Many sperm die in the long journey to reach
5 Individual answers.
the egg.
3 50% or one in two.
4 Probability never guarantees an exactly equal
distribution.
5 Individual answers.

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