Pearson Science 10 Teaching Program

Pearson science 10 Teaching Program / 3–4 weeks / Chapter 1
DNA and genetics
Overview / In this chapter, students will learn about DNA and be able to describe its role in controlling the characteristics of organisms. They will use models and diagrams to represent relationships between DNA, genes and chromosomes. They will be able to explain the role of meiosis and fertilisation in the passing on of genetic information, describe patterns of inheritance of a simple dominant/recessive characteristic through generations of a family and predict simple ratios of offspring genotypes and phenotypes. They will describe and explain mutations as changes in DNA or chromosome numbers, describe the development of the double helix model and investigate the history and impact of developments of genetic knowledge. They will discuss applications of gene technologies and genetic modification; they will describe the role of genetic testing in decision-making relating to embryo selection and identification of carriers of genetic mutations and the use of this information by companies and medical authorities.
Strand / Content description and elaborations
Science understanding / BIOLOGICAL SCIENCES
The transmission of heritable characteristics from one generation to the next involves DNA and genes
·  describing the role of DNA as the blueprint for controlling the characteristics of organisms
·  using models and diagrams to represent the relationship between DNA, genes and chromosomes
·  recognising that genetic information passed on to offspring is from both parents by meiosis and fertilisation
·  representing patterns of inheritance of a simple dominant/recessive characteristic through generations of a family
·  predicting simple ratios of offspring genotypes and phenotypes in crosses involving dominant/recessive gene pairs or in genes that are sex-linked
·  describing mutations as changes in DNA or chromosomes and outlining the factors that contribute to causing mutations
Science as a human endeavour / NATURE AND DEVELOPMENT OF SCIENCE
Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community
·  investigating the development of the Watson and Crick double helix model for the structure of DNA
·  investigating the history and impact of developments in genetic knowledge
Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries
·  recognising that the development of fast computers has made possible the analysis of DNA sequencing, radio astronomy signals and other data
USE AND INFLUENCE SCIENCE
Advances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities
·  investigating the applications of gene technologies such as gene therapy and genetic engineering
The values and needs of contemporary society can influence the focus of scientific research
·  considering the use of genetic testing for decisions such as genetic counselling, embryo selection, identification of carriers of genetic mutations and the use of this information for personal use or by organisations such as insurance companies
Science inquiry skills / QUESTIONING AND PREDICTING
Formulate questions or hypotheses that can be investigated scientifically
·  evaluating information from secondary sources as part of the research process
·  developing ideas from students’ own or others' investigations and experiences to investigate further
PLANNING AND CONDUCTING
Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods
·  combining research using primary and secondary sources with a student’s own experimental investigation
·  using modelling and simulations, including using digital technology, to investigate situations and events
Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data
·  explaining the choice of variables to be controlled, changed and measured in an investigation
·  ensuring that any investigation involving or impacting on animals is justified, humane and considerate of each animal’s needs
·  learning specific skills for the use of scientific instruments
·  considering the potential hazards of chemicals or biological materials used in experimental investigations
·  describing specific safety precautions required for investigations
PROCESSING AND ANALYSING DATA AND INFORMATION
Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies. Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
·  designing and constructing appropriate graphs to represent data, and analysing graphs for trends and patterns
·  calculating means and ranges from data and considering the distribution of sets of quantitative data
·  using spreadsheets to present data in tables and graphical forms and to carry out mathematical analyses on data
·  comparing conclusions with earlier predictions and reviewing scientific understanding where appropriate
·  suggesting more than one possible explanation of the data presented
EVALUATING
Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems
·  explaining why suggested changes will improve the accuracy of investigations
·  researching the methods used by scientists in studies reported in the media
·  describing how scientific arguments are used to make decisions regarding personal and community issues
COMMUNICATING
Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations
·  presenting results and ideas using formal experimental reports, oral presentations, slide shows, poster presentations and contributing to group discussions
·  using secondary sources as well as a student’s own findings to help explain a scientific concept
Unit 1.1 DNA the molecule
Strand / Content description and elaborations / Suggested teaching and learning strategies / Pearson science 10 resources / Register
Science understanding / BIOLOGICAL SCIENCES
The transmission of heritable characteristics from one generation to the next involves
DNA and genes
·  describing the role of DNA as the blueprint for controlling the characteristics of organisms
·  using models and diagrams to represent the relationship between DNA, genes and chromosomes / Interactive lesson – The nucleus as a store of genetic material
Drag and drop – The molecule of life / Pearson Reader
science4fun – What do you know? / SB: p. 2 science4fun
Deoxyribonucleic acid
Introduce DNA and what it is, how it is recognised and its basic characteristics. Describe complementary base pairing / SB: pp. 2–3
Prac 1 – Investigating DNA / SB: p. 8 Prac 1
Prac 2 – Modelling DNA / SB: p. 9 Prac 2
Prac 3 – Make your own DNA / SB: p. 9, Prac 3
Activity book 1.1 – Structure of DNA / AB: 1.1
Genes and chromosomes
Describe the relationship between DNA, genes and chromosomes / SB: p. 4
Science as a human endeavour / NATURE AND DEVELOPMENT OF SCIENCE
Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community
·  investigating the development of the Watson and Crick double helix model for the structure of DNA
·  investigating the history and impact of developments in genetic knowledge / Discovery of DNA
Discuss the contributions that various scientists have made to the discovery of DNA
Teacher companion extension activities / SB: pp. 5–6 SHE
Teacher companion
Activity book 1.2 – Discovery of DNA / AB: 1.2
Inquiring question 2 / SB: p. 7 Inquiring Q2
Science inquiry / PLANNING AND CONDUCTING
Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods
·  combining research using primary and secondary sources with a student’s own experimental investigation
·  using modelling and simulations, including using digital technology, to investigate situations and events
Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data
·  explaining the choice of variables to be controlled, changed and measured in an investigation / Inquiring questions 1–2 / SB: p. 7 Inquiring Q1–2
Prac 1 – Investigating DNA / SB: p. 8 Prac 1
Prac 2 – Modelling DNA / SB: p. 9 Prac 2
Prac 3 – Make your own DNA / SB: p. 9 Prac 3
Prac 1 – Investigating DNA / SB: p. 9 Prac 1
Prac 2 – Modelling DNA / SB: p. 9 Prac 2
PROCESSING AND ANALYSING DATA AND INFORMATION
Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence / Prac 2 – Modelling DNA / SB: p. 9 Prac 2
EVALUATING
Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems / Inquiring question 1 / SB: p. 7 Inquiring Q1
Prac 2 – Modelling DNA / SB: p. 9 Prac 2
COMMUNICATING
Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations
·  using secondary sources as well as a student’s own findings to help explain a scientific concept / Inquiring question 1 / SB: p. 7 Inquiring Q1
Prac 1 – Investigating DNA / SB: p. 8 Prac 1
Prac 2 – Modelling DNA / SB: p. 9 Prac 2
Prac 3 – Make your own DNA / SB: p. 9 Prac 3
Unit assessment / Complete selected unit review questions / SB: p. 7 Unit review
Research portfolio / SB: p. 7 Inquiring Q1–2
Unit 1.2 Making new cells
Strand / Content description and elaboration / Suggested teaching and learning strategies / Pearson science 10 resources / Register
Science understanding / BIOLOGICAL SCIENCES
The transmission of heritable characteristics from one generation to the next involves
DNA and genes
·  describing the role of DNA as the blueprint for controlling the characteristics of organisms
·  using models and diagrams to represent the relationship between DNA, genes and chromosomes
·  recognising that genetic information passed on to offspring is from both parents by meiosis and fertilisation / Interactive lesson – Cell division
Interactive activity – Genetics crossword
Drag and drop – Meiosis / Pearson Reader
science4fun – Variation / SB: p. 10 science4fun
Replicating the DNA
DNA is copied in the cells by replication / SB: p. 11
Cell division
Explain mitosis and meiosis using diagrams. Describe the relationship between the chromosome number and these processes / SB: p. 12
Prac 1 – Observing mitosis / SB: p. 17 Prac 1
Activity book 1.3 – Mitosis / AB: 1.3
Prac 2 – Observing meiosis / SB: p. 17 Prac 2
Activity book 1.4 – Meiosis / AB: 1.4
Asexual and sexual reproduction
Discuss the differences between asexual and sexual reproduction and how this relates to genetic information carried on chromosomes / SB: p. 14
Science inquiry / PROCESSING AND ANALYSING DATA AND INFORMATION
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence / Prac 1 – Observing mitosis / SB: p. 17 Prac 1
Prac 2 – Observing meiosis / SB: p. 17 Prac 2
COMMUNICATING
Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations
·  using secondary sources as well as a student’s own findings to help explain a scientific concept / Prac 1 – Observing mitosis / SB: p. 17 Prac 1
Prac 2 – Observing meiosis / SB: p. 17 Prac 2
Unit assessment / Complete selected unit review questions / SB: pp. 15–16 Unit review
Research portfolio / SB: p. 16 Inquiring Q1–3
Unit 1.3 Characteristics and inheritance
Strand / Content description and elaboration / Suggested teaching and learning strategies / Pearson science 10 resources / Register
Science understanding / BIOLOGICAL SCIENCES
The transmission of heritable characteristics from one generation to the next involves DNA and genes
·  describing the role of DNA as the blueprint for controlling the characteristics of organisms
·  using models and diagrams to represent the relationship between DNA, genes and chromosomes
·  representing patterns of inheritance of a simple dominant/recessive characteristic through generations of a family
·  predicting simple ratios of offspring genotypes and phenotypes in crosses involving dominant/recessive gene pairs or in genes that are sex-linked
·  describing mutations as changes in DNA or chromosomes and outlining the factors that contribute to causing mutations / Interactive lesson – Variation of organisms / Pearson Reader
science4fun – Family resemblances / SB: p. 18 science4fun
Discovering genetics
Introduce the work of Mendel / SB: p. 18
Dominant/recessive inheritance
Explain dominant and recessive and genotype and phenotype. Explain the use of Punnett squares to determine the proportions of various genotypes and phenotypes resulting from a cross / SB: p. 19
Incomplete dominance
Compare complete with incomplete dominance / SB: p. 21
Activity book 1.5 – Punnett squares / AB: 1.5
Activity book 1.6 – Pedigree analysis / AB: 1.6
Sex determination
Explain the link between chromosomes and the gender of offspring: sex-linkage / SB: p. 22
Prac 1 – Chance variation / SB: p. 24 Prac 1
Activity book 1.7 – Sex-linked genes / AB: 1.7
Chromosomal abnormalities
Introduce mutations as a result of the processes where the information passed on is different / SB: p. 22
Science as a human endeavour / NATURE AND DEVELOPMENT OF SCIENCE
Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community
·  investigating the history and impact of developments in genetic knowledge / Discovering genetics
Introduce the work of Mendel / SB: p. 18
Science inquiry / PLANNING AND CONDUCTING
Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods
·  using modelling and simulations, including using digital technology, to investigate situations and events / Inquiring Q1 / SB: p. 23 Inquiring Q1
Prac 1 – Chance variation / SB: p. 24 Prac 1
PROCESSING AND ANALYSING DATA AND INFORMATION
Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies
·  calculating means and ranges from data and considering the distribution of sets of quantitative data