Todd County Middle School · OSEU 2&7 · Science

Inquiry Design Model (IDM) Blueprint™ “Lesson Title” | OSEU 2: Identity & Resiliency “Lesson Title” | OSEU 7: Way of Life & Development Unit Compelling Question: What does it mean to be human? Compelling Lesson Compelling Question: Where do I go from here? Question OSEU: Identity and Resiliency OSEU: Way of Life and Development 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. 7.2 Examine and describe actions taken by Oceti Sakowin individuals and communities to bring about social change. Standards and Practices MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. 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. We cannot control our genetic make-up but we can control our behaviors. How do environmental Staging the factors affect DNA? What control do we have in our daily lives to ensure that we become the Question healthiest physically, emotionally, socially, and spiritually? Supporting Question 1 Supporting Question 2 Supporting Question 3 How is DNA affected by environmental What choices do I make that affect How can I be the best me? factors? my wellness? Formative Performance Task Formative Performance Task Formative Performance Task How can environmental factors change Each student will write a plan of action Case studies of sun exposure DNA? highlighting positive behaviors and damage, X rays pesticides, asbestos, choices that will help to limit potential Provide examples of how and food additives affecting DNA. harmful affects from environmental environmental factors can affect DNA Discuss how activities such as factors. What are agents called that damage smoking and unhealthy eating Wellness Wheel goals will be included DNA? habits can also alter the ways genes with follow-up conferences to check on are expressed, which changes a Have students fill out a graphic the status of their goals person’s traits. organizer that lists different kinds of Discuss movements within the environmental factors and events and Reiterate how environmental community with the purpose of describes the changes they cause. factors affect DNA improving health for Oceti Sakowin. Students should reflect on the roles in their lives, how they learned them, and how those roles can be used to the good of the community. Featured Sources Featured Sources Featured Sources http://www.wolakotaproject.org/oseu- https://www.pearsonrealize.com/c two-janelle-williams-this-is-who-we- ommunity/program/bf73cedf-0847- http://www.wolakotaproject.org/oseu- are/ 39d6-b148- seven-role-community-ricky-gray- https://www.youtube.com/watch?v=z 6f7b92117c87/8/resources grass/ wibgNGe4aY eText video on environmental DNA basics factors affecting DNA Students will create a DNA model to demonstrate the structure and sequence of DNA material. (pg 197 Focus on Mastery) How do the pipe cleaners and beads relate Argument to the structure of DNA? How do the pipe cleaners and beads relate to the function Summative of DNA? Have students label the model parts. Performance Task Students will demonstrate DNA replication through the processes of transcription and translation with a sketch. This is a very complex process for middle school Extension students to grasp so online simulations and videos from the curriculum will be used as supplemental, supportive material. Community health professionals including counseling, diabetes prevention, and elders among others Taking Informed could be invited into the classroom to discuss services available. Students could also interview Action professionals from within their families or the community to discuss traditional roles as well as the evolution of roles with the passing of time.