Zoo Genetics: Designing a Hypothetical Animal Park
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Zoo Genetics: Designing a Hypothetical Animal Park

Grade 5Science4 days
The "Zoo Genetics: Designing a Hypothetical Animal Park" project for 5th-grade science guides students through the exploration of genetic inheritance and classification among various animal classes, including mammals, birds, reptiles, and insects. Through engaging activities such as a virtual safari and developing dichotomous keys, students learn how traits are inherited and how they influence classification, distinguishing between sexual and asexual reproduction. Emphasizing scientific reasoning and collaboration, this project aligns with NGSS and custom standards, aiming to deepen students' understanding of genetic principles and enhance their ability to classify organisms based on inherited and observable traits.
Zoo DesignGenetic InheritanceClassificationDichotomous KeyAnimal TraitsProject-Based LearningScientific Reasoning
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a zoo that showcases the diversity of animal inheritance and classification, taking into account genetic characteristics and differences across various classes such as mammals, birds, reptiles, and insects?

Essential Questions

Supporting questions that break down major concepts.
  • How do animals inherit characteristics from their parents and how can these characteristics be used to classify them?
  • What are the similarities and differences between various animal classes such as mammals, birds, reptiles, and insects based on their genetic characteristics?
  • How does the inheritance process in animals differ from that in plants and micro-organisms?
  • What is a dichotomous key and how can it be used to classify and identify different animal species in a zoo setting?
  • How do physical characteristics help in the scientific classification of living organisms?
  • What are the differences in inheritance traits between animals that reproduce sexually versus those that reproduce asexually, like some plants and bacteria?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Understand how genetic characteristics are inherited from parents to offspring in various animal species.
  • Classify animals into broad groups based on similarities and differences in genetic traits.
  • Use a dichotomous key to identify and classify living organisms in a zoo setting.
  • Distinguish between sexual and asexual reproduction and their impact on inheritance and genetic diversity.
  • Explore physical and genetic traits to understand scientific classification of organisms.

Custom Standard

6LP101
Primary
Living things get their characteristics from their parents. These characteristics can be used to classify animals and plants. Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals. Identify similarities and differences between human parents and children. Understand inheritance as a process by which characteristics of parents are passed to their children. Consider examples of inheritance in other species: mammals, fish, birds, reptiles, amphibians, insects and some plants. Explore how this is different to species where the child is identical to the parent: bacteria, some plants. Investigate the classification system based on species physical characteristics to form a dichotomous key to identify organisms.Reason: This standard aligns with the project's focus on genetics, inheritance, and classification across living organisms, including animals in the zoo.

NGSS

NGSS.3-LS3-1
Primary
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.Reason: Supports understanding of inherited traits and genetic variation, directly applicable to the project goal of identifying and classifying animals based on genetic characteristics.
NGSS.3-LS3-2
Secondary
Use evidence to support the explanation that traits can be influenced by the environment as well as inherited.Reason: Adds depth to the project by considering environmental influence on traits, complementing the study of inheritance.
NGSS.5-LS2-1
Supporting
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.Reason: While focused on ecosystems, understanding the movement of matter could relate to genetic concepts and animal interactions in a zoo setting.

Entry Events

Events that will be used to introduce the project to students

Safari Genetics Expedition

Launch with an interactive digital safari experience where students encounter animals with unusual traits. As they traverse through different habitats, they gather 'samples' and data, encouraging them to explore genetic traits, classification, and inheritability in a context-rich setting.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Interactive Genetics Safari

Kick-off the project by immersing students in a virtual safari experience. This will allow students to explore various animal habitats and encounter species with distinctive traits to prompt discussions on genetics and inheritance.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Log into the provided interactive digital safari platform.
2. Navigate through different virtual animal habitats and observe animals with unusual traits.
3. Take notes on observed traits and hypothesize on the possible inheritance patterns and genetic characteristics.
4. Record data and share initial thoughts on how these traits could affect classification.

Final Product

What students will submit as the final product of the activityA collection of observations and hypotheses about genetic traits and classifications based on the digital safari experience.

Alignment

How this activity aligns with the learning objectives & standardsAligns with the standard to create awareness of animal characteristics, initiating a study of classification and inheritance.
Activity 2

Genetic Trait Tracker

In this activity, students will track genetic traits across selected animals, focusing on how traits are inherited. This will deepen their understanding of inheritance patterns and variability.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select an animal of interest from the Safari Genetics Expedition.
2. Research the genetic traits of the animal and note inherited characteristics from both parents.
3. Create a simple chart tracking the inheritance of these traits over generations.
4. Analyze how these traits influence the classification of the animal.

Final Product

What students will submit as the final product of the activityA detailed genetic trait chart showcasing inheritance across generations for a selected animal.

Alignment

How this activity aligns with the learning objectives & standardsSupports NGSS.3-LS3-1 and NGSS.3-LS3-2 by analyzing inherited traits and environmental influences.
Activity 3

Dichotomous Key Designers

Students will develop a dichotomous key to classify animals based on observed genetic traits, merging the concepts of inheritance, variation, and scientific classification.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review the concept of a dichotomous key and study examples.
2. Identify key traits in selected animals from research.
3. Develop a dichotomous key to classify these animals based on genetic and physical characteristics.
4. Test the key with peer observations and feedback.

Final Product

What students will submit as the final product of the activityA functional dichotomous key designed by students to classify animals based on inherited traits and observable characteristics.

Alignment

How this activity aligns with the learning objectives & standardsDirectly addresses 6LP101 and NGSS.3-LS3-1 by classifying animals through observable characteristics and genetic analysis.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Zoo Genetics Project Rubric

Category 1

Genetic Understanding

Assesses the depth of students' understanding of genetic principles, inheritance, and how these concepts apply to classification.
Criterion 1

Inheritance and Traits

Evaluates students' ability to identify and explain the inheritance of traits from parents to offspring in selected animal species.

Exemplary
4 Points

Provides comprehensive and accurate explanations of inheritance and traits with clear examples and connections to broader genetic principles.

Proficient
3 Points

Offers clear explanations of inheritance and traits with appropriate examples and relevant genetic connections.

Developing
2 Points

Provides basic explanations of inheritance with some examples, but lacks depth in understanding and connections.

Beginning
1 Points

Shows limited understanding of inheritance with few or no examples or connections made.

Criterion 2

Classification Skills

Assesses students' ability to classify animals based on genetic and observable traits using a dichotomous key.

Exemplary
4 Points

Creates a highly detailed and accurate dichotomous key, demonstrating deep understanding of classification and genetic traits.

Proficient
3 Points

Develops a detailed dichotomous key with accurate classification and understanding of genetic traits.

Developing
2 Points

Produces a basic dichotomous key with some correct classifications but limited depth and understanding.

Beginning
1 Points

Produces an incomplete dichotomous key with numerous inaccuracies and minimal understanding of classification.

Category 2

Scientific Reasoning

Evaluates the application of scientific reasoning in analyzing and interpreting genetic data.
Criterion 1

Data Interpretation

Measures the ability to analyze genetic data to draw meaningful conclusions about inheritance patterns and classification.

Exemplary
4 Points

Analyzes genetic data comprehensively, drawing insightful conclusions and demonstrating profound understanding of genetic patterns.

Proficient
3 Points

Analyzes genetic data well, drawing accurate conclusions with a solid understanding of genetic patterns.

Developing
2 Points

Shows basic analysis of genetic data with some correct conclusions, but limited insight into patterns.

Beginning
1 Points

Demonstrates minimal analysis of genetic data with few accurate conclusions or understanding of genetic patterns.

Criterion 2

Hypothesis Formation

Assesses the capability to form and test hypotheses based on observations from the interactive genetic safari.

Exemplary
4 Points

Forms well-reasoned, testable hypotheses with comprehensive justifications and clear connection to observed data.

Proficient
3 Points

Develops solid hypotheses with reasonable justifications based on observed data.

Developing
2 Points

Forms basic hypotheses with some justification, but lacks clarity or strong connection to data.

Beginning
1 Points

Provides limited or poorly constructed hypotheses with little to no justification or data connection.

Category 3

Collaboration and Communication

Assesses students' ability to communicate their findings and collaborate with peers effectively.
Criterion 1

Effective Communication

Evaluates the clarity and depth of information shared regarding genetic characteristics, classifications, and the development of the dichotomous key.

Exemplary
4 Points

Communicates findings clearly and thoroughly with effective use of scientific language and supporting details.

Proficient
3 Points

Shares findings clearly with appropriate scientific language and supportive details.

Developing
2 Points

Communicates findings with basic clarity, using some scientific language but lacks detail.

Beginning
1 Points

Struggles to communicate findings clearly, with minimal use of scientific language and detail.

Criterion 2

Collaboration

Measures students' effectiveness in collaborating with peers during the project activities.

Exemplary
4 Points

Actively engages with peers, contributes insightful ideas, and facilitates group discussions productively.

Proficient
3 Points

Works well with peers, consistently contributing ideas and participating in group discussions.

Developing
2 Points

Participates in group activities but contributions are limited or inconsistent.

Beginning
1 Points

Shows minimal participation and contribution in group activities, needing support.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on how your understanding of animal genetics has evolved throughout this project, focusing on inheritance patterns and classification techniques.

Text
Required
Question 2

How confident are you in using a dichotomous key to classify organisms based on genetic and physical characteristics?

Scale
Required
Question 3

Which animal class (e.g., mammals, birds, reptiles, insects) do you find most interesting in terms of genetic diversity, and why?

Multiple choice
Optional
Options
Mammals
Birds
Reptiles
Insects
Question 4

What challenges did you encounter while creating the dichotomous key, and how did you overcome them?

Text
Required
Question 5

Rate the effectiveness of the Safari Genetics Expedition in helping you understand genetic traits and their impact on animal classification.

Scale
Optional