Download unit plan heredity and genetics

UNIT PLAN HEREDITY AND GENETICS
Course: High School Biology
Time Allotted: 3-4 weeks
Previous Unit: Cells
Next Unit: Evolution
Overarching Goal: Students will apply their understanding of genetics and heredity in
discussions of current medical and social issues and in the appreciation of human
diversity.
Curriculum: Benchmarks and State Standards (8th grade and CIM levels)
Content Standard: “Understanding the transmission of traits in living things.”
Benchmark: “Identify traits inherited through genes and those resulting from
interactions with the environment.”
Benchmark: “Use simple laws of probability to predict patterns of heredity with
the use of Punnett squares.”
Benchmark: “Explain how our understanding of heredity has changed over time.”
Benchmark: “Describe the structure of DNA and the way that DNA functions to
control protein synthesis.”
Benchmark: “Explain the laws of heredity and their relationship to the structure
and function of DNA.”
Benchmark: “Recognize and understand the differences between meiosis and
mitosis in cellular respiration.”
Benchmark: “Recognize that changes in DNA (mutations) and anomalies in
chromosomes create changes in organisms.”
Benchmark: “Apply concepts of inheritance of traits, including Mendel’s laws,
Punnett squares, and pedigrees, to determine the characteristics of
offspring.”
Benchmark: “Recognize the existence of technology that can alter and/or
determine inherited traits.”
Unit Plan Heredity and Genetics
1 of 6
4/30/2017
Dates/Time Allotted: about 1 week
Brief List of Topics/Concepts: genetic counseling, chromosomes, karyotype, meiosis,
mitosis
Learning Objectives (observable):
a. Students will recognize the role of genetic counseling in modern healthcare.
b. Students will describe the use of karyotyping for sex-determination and diagnosis of
chromosomal abnormalities.
c. Students will name the phases of meiosis and describe the process of meiosis.
d. Students will describe the differences between mitosis and meiosis.
e. Students will define chromosome shuffling and crossing over.
Teaching Strategies/Learning Experiences (literacy, differentiation, critical thinking
in parentheses and italics):
a. Introduction to genetic counseling:
b. Chromosomes and karyotypes:
c. Meiosis vs. mitosis:
d. Microscope Chromosome lab –
Pre/Process/Post Assessments/Evidence of Learning:
Resource Options:
Lab Options: Guided Inquiry 5.1 “Making and analyzing karyotypes”; Extended
Inquiry 5.6 “Researching chromosomal disorders”; Guided Inquiry 5.2 “Modeling
Mitosis”; Guided Inquiry 5.3 “Modeling Meiosis”; Microscope Lab – phases of
mitosis/meiosis
Video Options: “A question of genes: inherited risks;” “Making Decisions in the Face of
Uncertainty” – series of online video clips about a family case study of genetic testing
http://science-education.nih.gov (part of “Human Genetic Variation” NIH Curriculum
Supplement grades 9-12); Nova “Cracking the Code of Life: Finding Disease Genes”;
Nova “Cracking the Code of Life: A Family Disease”
www.pbs.org/wgby/nova/genome/program.html
Internet Options: www.cellsalive.com; “The New Genetics: A Resource for Students
and Teachers” http://www4.umdnj.edu/camlbweb/teachgen.html; “Learn Genetics”
http://learn.genetics.utah.edu; “Exploring Our Molecular Selves” – one strand on
chromosomes – http://www.nhgri.nih.gov/educationkit
Unit Plan Heredity and Genetics
2 of 6
4/30/2017
Dates/Time Allotted: about 1 week
Brief List of Topics/Concepts: predicting inheritance; dominant/recessive traits;
Mendel’s laws; Punnett squares; pedigrees
Learning Objectives (observable):
a. Students will explain Mendel’s laws.
b. Students will use Punnet squares to predict genotypes and phenotypes.
c. Students will use pedigree diagrams to answer questions about allele history.
d. Students will create their own pedigree diagrams given information about allele
history.
e. Students will simulate population changes in allele distribution due to intrinsic and
extrinsic barriers to reproduction.
Teaching Strategies/Learning Experiences (literacy, differentiation, critical thinking
in parentheses and italics):
a. Mendel’s Laws – History of Genetics:
b. Punnett Squares – simple
c. Punnett Squares – complex, exceptions
d. Pedigrees –
e. Genotype/Phenotype lab – PTC, tongue-roll, widow’s peak
f. Intrinsic Reproductive Barriers Lesson
Pre/Process/Post Assessments/Evidence of Learning:
Resource Options:
Print Options: The Treasure of Inheritance by Roy A Gallant, Benchmark Books 2003,
Call Number J576.5; article on artificial selection/inbreeding of dogs
http://www.pbs.org/wgbh/nova/dogs/potpourri.htm; Carlson E.A. (2004) Mendel’s
Legacy: the origin of classical genetics. Cold Spring Harbor, N.Y.: Cold Spring Harbor
Laboratory Press.
Lab Options: “Natural Selection Lab – ‘GoAheads’”; Personal Phenotype/Genotype Lab
– tongue-rolling, widow’s peak, etc; Guided Inquiry 5.5 “The Chances of Inheriting a
Single Trait”; Guided Inquiry 5.4 “Determining Dominance and Recessiveness”;
Extended Inquiry 5.1 “Probabilities of Multiple Traits”
Unit Plan Heredity and Genetics
3 of 6
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Video Options:
Internet Options: “Milestones in Genetics” – interactive timeline from Darwin’s Origin
1859 to 2003 http://www.nhgri.nih.gov/educationkit; interesting crossbred and
engineered organisms and genetics problems at www.zerobio.com; Downes, S. (2004).
Heredity and heritability. Stanford encyclopedia of philosophy. Retrieved July 4,2006
from http://plato.stanford.edu/entries/heredity; Moore, J.A. (1972) Heredity and
development 2nd ed. Oxford University Press, Inc. Retrieved July 4, 2006, from
http://scienceclassics.nas.edu/moore/toc.html; “100 Concepts of Biology. Biology
Century. Retrieved July4,2006, from
http://mywebpages.comcast.net/biologycentury/pages/cell.html; “Human Genetic
Variation – Alike But Not the Same” (NIH Curriculum Supplement” http://scienceeducation.nih.gov/customers.nsf/highschool.htm; MHC and odor – example of intrinsic
barrier to reproduction in humans at
http://www.mc.maricopa.edu/dept/d10/asb/anthro2003/origins/scent.html; “The New
Genetics: A Resource for Students and Teachers”
http://www4.umdnj.edu/camlbweb/teachgen.html; “Learn Genetics”
http://learn.genetics.utah.edu;
Dates/Time Allotted: about 1 week
Brief List of Topics/Concepts: structure of DNA/RNA; replication, transcription,
translation; base-pairing; protein synthesis
Learning Objectives (observable):
a. Students will make models of DNA and RNA.
b. Students will compare and contrast the structures of DNA and RNA.
c. Students will recognize the importance of base-pairing in replication, transcription,
and translation.
d. Students will model the process of protein synthesis.
e. Students will differentiate between the three types of RNA (mRNA, tRNA, rRNA)
and their roles in protein synthesis.
f. Students will determine the effects of different mutations in DNA on the peptide
sequence that is (or is not) produced.
Teaching Strategies/Learning Experiences (literacy, differentiation, critical thinking
in parentheses and italics):
Unit Plan Heredity and Genetics
4 of 6
4/30/2017
Pre/Process/Post Assessments/Evidence of Learning:
Resource Options:
Print Options: Abraham Lincoln’s DNA and other Adventures in Genetics by Philip R.
Reilly. Published by Cold Spring Harbor Laboratory Press 2000.
Video Options: Nova “Cracking the Code of Life: One Wrong Letter”
Lab Options: Guided Inquiry 5.6 “DNA extraction;” Guided Inquiry 5.7 “Building
Models of DNA and RNA; Extended Inquiry 5.4 “DNA fingerprinting”
Internet Options: “The New Genetics: A Resource for Students and Teachers”
http://www4.umdnj.edu/camlbweb/teachgen.html; “Learn Genetics”
http://learn.genetics.utah.edu; “Exploring Our Molecular Selves:” A 3D computer
animated video illustrating the basic components and principles of molecular biology at
http://www.nhgri.nih.gov/educationkit; “DNA Learning Center” at Cold Spring Harbor
Laboratory – “DNA from the Beginning” an animated primer on the basics of DNA,
genes, and heredity” at http://vector.cshl.org; computer quizzes at
http://www.pbs.org/inthebalance/archives/ourgenes/what_do_you_know.html;
Annenburg/CPB series “Rediscovering Biology, Molecular to Global Perspectives”
www.learner.org; Watson, J.D. et al. (2002) DNA from the beginning. Cold Spring
Harbor Laboratory. Retrieved July 4, 2006 from http://www.dnaftb.org/dnaftb/;
Dates/Time Allotted: about 1 week
Brief List of Topics/Concepts: genetic technologies; gene therapy, genetic testing;
social and medical issues; genetic disease project
Learning Objectives (observable):
a. Students will research a specific genetic disorder and describe its mode of
inheritance through pedigrees and Punnett squares.
b. Students will research the type of mutations that cause their genetic disorder.
c. Students will research the genetic technologies used to detect or predict their
genetic disorder as well as future applications of genetic therapies.
d. Students will debate social, political, and ethical issues related to the
detection/prediction of genetic disorders.
Unit Plan Heredity and Genetics
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Teaching Strategies/Learning Experiences (literacy, differentiation, critical thinking
in parentheses and italics):
Pre/Process/Post Assessments/Evidence of Learning:
Resource Options:
Print Options: Genetic Counseling Scenarios from Lane Community College Biology
Course; Our Genes/Our Choices article on gene therapy http://www.pbs.org/inthe
balance/archives/ourgenes/making_better_babies/making_read.html;
Lab Options: Extended Inquiry 5.4 “DNA fingerprinting”; Extended Inquiry 5.5
“Modeling genetic engineering”; Extended Inquiry 5.7 “Determining environmental
effects on fetal development”
Video Options: Nova “Cracking the Code of Life: Genetic Modification”; Nova
“Cracking the Code of Life: Finding Disease Genes”; Nova “Cracking the Code of Life:
Getting the Letters Out”; Nova “Cracking the Code of Life: A Family Disease”
www.pbs.org/wgby/nova/genome/program.html; “Cloning: The Science and
Controversy” Disney starring Bill Nye;
Internet Options: “Cyclops Cat” picture and article.
http://www.livescience.com/animalworld/060111_ap_cyclops_cat.html; Human Genetic
Variation – Are You Susceptible (NIH Curriculum Supplement) http://scienceeducation.nih.gov/customers.nsf/highschool.htm; Annenburg/CPB series “Rediscovering
Biology, Molecular to Global Perspectives” www.learner.org; HGP websites
www.genome.gov/10005911 and www.genome.gov/10000464; Gel Electrophoresis web animation and student worksheet at www.dnai.org/teacherguide/guide.html; Seven
case studies and discussion questions about ethics and the HGP “Ethical, Legal, and
Social Implications” in Exploring Our Molecular Selves at
http://www.nhgri.nih.gov/educationkit/
Unit Plan Heredity and Genetics
6 of 6
4/30/2017