Unit Overview

Students investigate reproduction at genetic levels discovering asexual versus sexual reproduction differences. Through solving sibling appearance mysteries examining chromosomes or comparing algae and frog reproduction types, conducting inheritance pattern investigations using Punnett squares predicting offspring traits, and engineering genetic diversity projects, students learn how sexual reproduction creates variation while asexual reproduction produces genetically identical offspring.

  • Lesson 1
    Lesson 1: Solve: Celebrity Family Traits + DNA Mystery

    Solve: Celebrity Family Traits + DNA Mystery

    Algae accuse frogs Paulie and Nicole of lying about being siblings—they look so different! Students follow Mosa investigating at the genetic level, discovering crucial reproduction differences. Algae reproduce asexually, simply replicating with all mother's genes passing unchanged, creating identical offspring. Frogs reproduce sexually—sperm fertilizes egg, mixing genes from both parents. This creates genetic variation explaining why Paulie and Nicole look different despite being siblings. Students must identify which potential father frog is theirs by matching inherited traits.

  • Lesson 2
    Lesson 2: Make: Compare Asexual & Sexual Reproduction

    Make: Compare Asexual & Sexual Reproduction

    Your students design two alien families from scratch—one that reproduces sexually, one asexually—and discover how genetic variation (or the lack of it) shapes each generation. It's hands-on genetics with a creative twist, turning abstract inheritance patterns into something they can build, compare, and argue about.

  • Lesson 2
    Lesson 2: Extension: Punnett Squares

    Extension: Punnett Squares

    Students analyze dominant and recessive genes using Punnett squares and apply their knowledge to solve a “baby swap” case.

  • Lesson 3
    Lesson 3: Engineer: Genetically Engineer a Solution to an Alien Problem

    Engineer: Genetically Engineer a Solution to an Alien Problem

    Here's the challenge: start with a desired trait in an offspring and work backward. What parent combination would you need? Students use reverse engineering to think like geneticists, designing ideal parent pairings to produce specific outcomes. You pose the problem; they wrestle with the genetics—and discover that inheritance isn't always as predictable as it seems.

  • Next Generation Science Standards
    MS-LS3-2
    Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.]
  • Inquiry Scale
    • Each lesson in the unit has an Inquiry Scale that provides directions on how to implement the lesson at the level that works best for you and your students.
    • “Level 1” is the most teacher-driven, and recommended for students in 4th-5th grades. “Level 4” is the most student-driven, and recommended for students in 7th-8th grades.
    • For differentiation within the same grade or class, use different inquiry levels for different groups of students who may require additional support or an extra challenge.
  • Common Misconceptions
    • Learners can be confused by the idea of genes coding for proteins which determine traits because they have only heard the word protein in the context of food. Highlight that the protein in the food we eat is broken down into smaller parts called amino acids. Those amino acids are then used as building blocks for this process.
    • Learners are initially uncertain about the difference between a gene and a trait, so take time to highlight this both in the episode and the vocabulary mind map before moving on to the “Make.”
    • Learners at first believe that if the offspring have a physical trait in common with one parent, that trait comes wholly from one parent. Emphasize that offspring get half their DNA from mom and half from dad, and this applies to every trait. It is helpful to scaffold this during the “Make” by showing one allele coming from mom and one from dad to create the trait in the offspring.
  • Vocabulary
      • Gene
      • Chromosome
      • Trait
      • Mutation
      • Asexual Reproduction
      • Sexual Reproduction
  • Content Expert
    • Bruce Grant, Ph.D
      Professor of Biology Emeritus; College of William & Mary
  • Leveled Reading

    * To give our users the most comprehensive science resource, Mosa Mack is piloting a partnership with RocketLit, a provider of leveled science articles.

    • We're All Different

      Most of our traits are inherited, or passed down, from our parents. Some of them can be the result of mutations, which is an important of the genetic variation that makes different organisms unique and more likely to survive in a changing environment.

    • How do Living Things Change?

      How do living things change into all the different organisms around us? In this article, students read an introduction to the idea that genes are responsible for creating proteins. Mutations in genes can change the proteins that are made and this can change the traits of the organism.

    • Things That Show and Things That Don't

      Traits are not just a blend of mom and dad's genes. Instead, dominant and recessive alleles determine what traits offspring will have.

    • How Do I Look?

      This article introduces students to the ideas of nature (what we start with) and nurture (the effect of our environment on us as we live and grow). We may start out one way, but the environment helps shape our genes into the people we will eventually become.

    • Where Did I Come From?

      This article provides background information to students for inheritance, explaining that enes are passed down from generation to generation and provide the instructions for new living things (offspring).

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