Todd County Middle School · OSEU 2 · Science

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: Where do I come from? 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. Find pictures online of famous families of actors, musicians or athletes. Have students sort the pictures based on the characteristics and traits of family members. Due to variation in Staging the Question traits there should be some outliers. Ask why do some family members look similar while others look different? Supporting Question 1 Supporting Question 2 Supporting Question 3 How do offspring receive traits from their Where did my genetic material How am I unique? parents? come from? Formative Performance Task Formative Performance Task Formative Performance Task Begin with kickoff video “What does it Think, Pair, Share: mean to be human?” Let student know that this unit question will guide the What race, nationality or cultural Prior to the demonstration lab group do you identify with? What following unit. summative assessment, students makes that group unique from other Have students define the following terms will complete an online interactive groups? Have you even been using the vocab app connected to their from their science curriculum generalized into a group that you online curriculum. Following this modeling how traits are passed from did not feel a part of? How did it definition, have students compare and parents to offspring via a set of feel? What makes you, you? contrast the paired vocab: chromosomes. Class discussion: 1. Trait Students will answer the three questions in the journal portion on How can labels divide us? 2. Characteristic their interactive. How can labels bring us together? 1. Inheritance Create a collage highlighting groups 2. Hereditary or characteristics that students feel 1. Dominate Alleles connected to or that describe them. 2. Recessive Alleles 1. Heterozygous 2. Homozygous Question to consider through a journal response: How would I identify who I am as a person? Featured Sources Featured Sources Featured Sources http://www.wolakotaproject.org/oseu- https://www.youtube.com/watch?v two/oseu-two-interview-with-stephanie- =Mehz7tCxjSE charging-eagle/ Mendel’s Peas: TedED Lakota Identity http://www.wolakotaproject.org/os http://www.glencoe.com/sites/com https://www.youtube.com/watch?v=2FP eu-two-lowell-amiotte-were-not-all- mon_assets/science/virtual_labs/E0 pwxHtXLU the-same/ 9/E09.html John Green: What does it mean to be Online trait interactive human? Students will complete Punnett Squares demonstrating the probability of inheriting alleles. Students will calculate the probability of different genes Argument being expressed based on the parent crosses. Students will predict the F1 Summative generation of a variety of homozygous and heterozygous crosses. Performance Task Students will be given the offspring and will work backward to identify the Extension genotype and phenotype of their parent crosses. Students can use the Quest Kickoff to investigate genetic technologies used to manipulate Taking Informed Action fruits available in the supermarket. Students will propose newly engineered fruits identifying desirable traits and characteristics they will breed into their new fruit.