Mississippi Science FB.1

FB.1 is a cluster heading. These are the individual standards under it.

• FB.1.1

  Identify and communicate the contributions of famous scientists and their experiments that formed fundamental scientific principles (e.g., Robert Hooke, Schleid...

• FB.1.2

  Trace and model the historical development of scientific ideas and theories (e.g., creation of the microscope, discovery of cells/cell theory, discovery of DNA/...

• FB.1.3

  Research, analyze, explain, and communicate how scientific enterprise relates to society and classic inventions (e.g., microscope, blood typing, gel electrophor...

• FB.1.4

  Enrichment: Research, analyze, explain, and communicate the influence of society, including cultural components, on the direction and progress of science and te...

01

What Students Need to Do

Students put major biology discoveries in order and explain what each experiment or tool showed. They describe how later work built on earlier evidence. They connect a discovery or invention to a use in medicine or society.

02

What Mastery Looks Like

A student can explain how Griffith’s results led to later tests that identified DNA as genetic material. They can place those experiments on a timeline and explain one use of DNA sequencing today.

03

Common Misconceptions

Students may say Griffith proved DNA was the hereditary material, though his work showed that a substance could transfer a trait. They may treat Franklin’s X-ray pattern as a photograph of the helix or assume Watson and Crick worked without earlier evidence.

04

How to Assess It

Exit ticket: Put Griffith, Avery, and Hershey and Chase in order. Write what each result added to the case for DNA as genetic material, then name one use of DNA sequencing.

1. 01

   Give groups printed cork and onion cell images; have them sketch what they see and arrange Hooke, Schleiden, Schwann, and Virchow cards by date.

2. 02

   Ask: What could Franklin’s X-ray pattern tell scientists about DNA, and what could it not tell them on its own?

3. 03

   Play evidence match: students pair Griffith’s mice, Avery’s enzyme tests, and Hershey and Chase’s phages with the claim each result supported.

4. 04

   Give students a mock genetic test report and ask how DNA research made the test possible and who might want access to the results.

• FSL.1

  Students will relate the importance of significant historical experiments and their impact on research and development.

• GEN.3

  Students will investigate biotechnology applications and bioengineering practices.

• BIO.1A

  Students will demonstrate an understanding of the characteristics of life and biological organization.

• L.8.2B

  Students will demonstrate an understanding of the differences in inherited and acquired characteristics and how environmental factors (natural selection) and th...