MS-LS4-5

SCUSD NGSS Curriculum Guide ====**MS-LS4-5: Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. ** [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.] ====

Science Background for the Teacher:
[overview of relevant science background for teacher]

Make sure that the students are researching current, relevant and accurate technologies.

Be able to differentiate between a reliable and unreliable source.

Key Vocabulary:

 * perspective || technology || GMO || reliable resources ||
 * inheritance || traits ||  ||   ||

Possible Assessments (formative and/or summative):
[Description of assessment task]

Things to assess:

Did the student use reliable resources? Did the student relate the technology to inheritance of traits

Key Student Activities:
[Description of student activity. Include necessary materials, if known.] Student will gather and synthesize information about one of the technologies (possible technologies: GMO, Stem Cells, Antibiotic resistance, artificial selection, Monsanto, Recombinant DNA) and do a project which could be: -Comic strips -Essay -Movie -Poster presentation -Powerpoint presentation -Debate -Research and Teach

Project could be either informational or persuasive and should explain how it is influencing the inheritance of traits in organisms.

Key Teacher Demos/Activities:
[Description of teacher demo or activity. Include necessary materials, if known.]

-Teacher should model and show what a reliable website looks like and sounds like and give examples. -Show unreliable sources and why they are unreliable - biased, religious, political, etc. -Explain that each page will have a specific perspective and that they need to judge the perspective before using it as a resource.

Common Student Misconceptions:
[Descriptions of common student mistakes or misconceptions related to this topic.]

Things to Avoid/Correct:
[Descriptions of imprecise language or other mistakes related to this topic that might have to be corrected at a higher grade band.]

-Careful not to show a bias for or against any of the technologies listed

====Other Resources (text, video, simulations, activities, models, etc..): ==== [Descriptions or links to other resources that would support student understanding of this topic or mastery of these performance expectations.]

Union of Concerned Scientists - UCS - ucsusa.org - Good science activist organization, good resource for background information for students and teachers

http://www.nature.com/scitable