Todd County Middle School · OSEU 2 · Science1

Inquiry Design Model (IDM) Blueprint™ “Lesson Title” | OSEU 2: Identity & Resiliency Unit Compelling Question: What does it mean to be human? Compelling Question Lesson Compelling Question: What makes me, me? OSEU: Identity and Resiliency 2.1 Demonstrate knowledge of the Oceti Sakowin people’s understanding of the interrelationship of spiritual, social, and emotional health. 2.3 Recognize that there is a continuum of tribal identity, ranging from assimilated to traditional lifestyle, that includes each unique or individual member within the Oceti Sakowin. Standards and Practices MS-LS3-2 Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information while sexual reproduction results in offspring with genetic variation. MS-LS4-4 Construct an explanation based on evidence that describes how genetic variation of traits in a population increases some individuals’ probability of survival and reproduction. Why am I different for everyone else? Why might I not look like my parents or my siblings? Staging the Question Students will be reminded of the opening photo activity and it will be revealed that this variation is because of sexual reproduction. Supporting Question 1 Supporting Question 2 Supporting Question 3 Aside from genetic material, what else How is genetic material passed How did traits get passed down in makes me, me? (Physical, emotional, down through sexual reproduction? my family? social, and spiritual components to our individual identities) Formative Performance Task Formative Performance Task Formative Performance Task Investigate case studies of identical twins who have the same genetic make-up but remain very different people. Students will demonstrate crossing Using sample pedigrees, students How do family, culture, environment, over in meiosis with a hands-on lab. will determine the genotype and place, and history affect the people we Students will use pipe cleaners and phenotype of various family are? How do family, culture, play-doh to show the arrangement members. Upon mastery, students environment, place, and history affect and placement of chromosomes in will fill in the missing genotypes and the people we become? the various stages of cell division. phenotypes of certain individuals. What is a continuum? What are some examples of how tribal identity is a continuum? Why is this important to individuals’ unique identities? Featured Sources Featured Sources Featured Sources https://www.cusd80.com/cms/lib/A http://www.wolakotaproject.org/oseu- https://www.youtube.com/watch?v Z01001175/Centricity/Domain/2192 two-no-generic-indian-lydia-whirlwind- =Wuk0W10EveU /Pedigree%20Worksheet.pdf soldier/ Pedigree Basics Pedigree Worksheets Students will select a trait and demonstrate how it is passed down through Argument generations. Students will create a pedigree charting how traits are passed Summative down through generations. Performance Task Students can create pedigrees for their families. Often families do not follow Extension a basic structure so a discussion of how pedigrees can branch to include all family even if they are not genetically related. Students will research a disease or condition that is passed done genetically that is Taking Informed Action affecting their community. Students will make a plan of action for behaviors that can decrease their chances of the disease affecting their lives or their family members.