Download TFSD Unwrapped Standard 3rd Math Algebra sample

TFSD Unwrapped Standard
Grade 10 - Biology
Power Standard (s) Reference: Standard 7- Inheritance
State Standard:
Goal 1.2: Understand Concepts and Processes of Evidence, Models, and Explanation
9-10.B.1.2.1 Use observations and data as evidence on which to base scientific
explanations.
9-10.B.1.2.2 Develop models to explain concepts or systems.
9-10.B.1.2.3 Develop scientific explanations based on knowledge, logic and analysis.
Goal 1.4: Understand the Theory that Evolution is a Process that Relates to the Gradual
Changes in the Universe and of Equilibrium as a Physical State
Reference to 7.S.3.2.1
Goal 1.5: Understand Concepts of Form and Function
Goal 1.8: Understand Technical Communication
9-10.B.1.8.1 Analyze technical writing, graphs, charts, and diagrams.
Standard 3: Biology
Students explain the importance of cells as they relate to the organization and structure of
complex organisms, differentiation and specialization during development, and the chemical
reactions necessary to sustain life. Students describe the functions of cell structures. Students
use the theory of evolution to explain diversity of life.
Goal 3.1: Understand the Theory of Biological Evolution
9-10.B.3.1.1 Use the theory of evolution to explain how species change over time.
9-10.B.3.1.2 Explain how evolution is the consequence of interactions among the
potential of a species to increase its numbers, genetic variability, a finite
supply of resources, and the selection by the environment of those offspring
better able to survive and reproduce.
Goal 3.3: Understand the Cell is the Basis of Form and Function for All Living Things
9-10.B.3.3.4 Explain how selective expression of genes can produce specialized cells
from a single cell.
Goal 5.2: Understand the Relationship between Science and Technology
9-10.B.5.2.1 Explain how science advances technology.
9-10.B.5.2.2 Explain how technology advances science.
9-10.B.5.2.3 Explain how science and technology are pursued for different purposes.
National Standards
A.1. Abilities necessary to do scientific inquiry
C.1.f. Cells can differentiate, and complex multicellular organisms are formed as a highly
organized arrangement of differentiated cells.
C.2.a In all organisms, the instructions for specifying the characteristics of the organisms are
carried in DNA.
C.2.b. Most of the cells in a human contain two copies of each of 22 different chromosomes. In
addition, there is a pair of chromosomes that determine sex.
G.3. Historical Perspectives
District Standard:
TFSD Power Standard:
Students will analyze how traits are related to genetics
Concepts: Need to know about (Nouns)
 Gregor Mendel’s Peas
 Trait
 Gene
 Allele
 P (parental) generation
 F1 generation
 Mendel’s Laws of Heredity
 Punnett Squares
 Dominant allele: capital
 Recessive allele: lowercase
 phenotype: physical characteristics
 genotype: genetic makeup (tall plants only)
 homozygous: two identical alleles for a particular trait (tt or TT)
 heterozygous: two different alleles for the same trait
 Purebred
 Hybrid
 Independent Assortment
 Incomplete Dominance
 Codominance
 Multiple Alleles
 Polygenic Traits
 Phases of Meiosis
 Gamete Formation
 Comparing Mitosis and Meiosis
Skills:
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Be able to do (Verb Phrases)
Describe how Mendel studied inheritance in peas.
Summarize Mendel’s conclusion about inheritance.
Explain the principle of dominance.
Describe what happens during segregation.
Explain how geneticists use the principles of probability.
Describe how geneticists use Punnett squares.
Explain the principle of independent assortment.
Explain how Mendel’s principles apply to organisms.
Identifying Big Ideas from Unwrapped Standards:
1. The traits of an organism are dependent on its combination of dominant and recessive alleles.
2. Genetic mutations can be harmful and cause genetic disorders or they can be beneficial and
offer advantages to organisms.
3. Sexual reproduction increases variation in offspring.
4. Parents contribute gametes that combine to form a zygote with a combination of traits from
both parents.
Essential Questions from Big Ideas to Guide Instruction and Assessment:
1. How are the characteristics of an organism determined?
2. How do mutations affect organisms? How does sexual reproduction affect variation?
3. How does sexual reproduction affect variation?
4. How are traits passed from parents to offspring?
Possible Topics or Context: (what you will use to teach the concepts and skills-particular
unit, lessons or activities)
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Pre-assessment
o List some genetic traits that are found in your family. Allow students to discuss
traits and why they believe traits differ among members of their family.
Formative Assessment
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Punnett Squares: Given the genotypes of the parent generation, use a Punnett
Square to predict the possible genotypes and phenotypes of the offspring.
Analyze data from a Punnett Square to predict the mode of inheritance displayed by
a trait.
Genetics Lab (toothpick fish)
Building Babies Lab
Summative Assessment
o You must write an article in a scientific journal about a genetic trait that you have
discovered. Describe your research by explaining how meiosis allows the trait to
be passed, the different combination of alleles for the trait, and a sample Punnett
Square showing the mode of inheritance for the trait.