Download HARNETT COUNTY HIGH SCHOOLS Course: Biology Title of Unit

HARNETT COUNTY HIGH SCHOOLS
Course: Biology
Title of Unit: Genetics
Timeframe: 8-10 days
Content Area Standard(s): 3.13, 3.22, 3.23
Unpacked Content http://www.dpi.state.nc.us/docs/acre/standards/support-tools/unpacking/science/biology.pdf
Bio.3.1.3
• Understand that mutations are changes in DNA coding and can be deletions, additions, or substitutions.
Mutations can be random and spontaneous or caused by radiation and/or chemical exposure.
• Develop a cause and effect model in order to describe how mutations: changing amino acid sequence,
protein function, phenotype. Only mutations in sex cells (egg and sperm) or in the gamete produced from
the primary sex cells can result in heritable changes.
Bio.3.2.2
• Interpret Punnett squares (monohybrid only) to determine genotypic and phenotypic ratios. Understand
that dominant alleles mask recessive alleles.
• Determine parental genotypes based on offspring ratios.
• Interpret karyotypes (gender, and chromosomal abnormalities).
• Recognize a variety of intermediate patterns of inheritance (codominance and incomplete dominance).
• Recognize that some traits are controlled by more than one pair of genes and that this pattern of
inheritance is identified by the presence of a wide range of phenotypes (skin, hair, and eye color).
• Interpret autosomal inheritance patterns: sickle cell anemia including the relationship to malaria
(incomplete dominance), cystic fibrosis (recessive heredity), and Huntington’s disease (dominant heredity).
• Solve and interpret codominant crosses involving multiple alleles including blood typing problems.
(Blood Types: A, B, AB and O and Alleles: IA, IB, and i). Students should be able to determine if
parentage is possible based on blood types.
• Understand human sex chromosomes and interpret crosses involving sex-linked traits (color-blindness
and hemophilia). Students should understand why males are more likely to express a sex-linked trait.
Bio.3.2.3
Develop a cause-and-effect relationship between environmental factors and expression of a particular
genetic trait. Examples include the following:
• lung/mouth cancer – tobacco use
• skin cancer – vitamin D, folic acid and sun exposure
• diabetes – diet/exercise and genetic interaction
• PKU – diet
• heart disease – diet/exercise and genetic interaction
Reading Standards for Literacy in Science (Grades 11-12): 1,2,3,4,6,78,9
1. Cite specific textual evidence to support analysis of science and technical texts, attending to important
distinctions the author makes and to any gaps or inconsistencies in the account.
2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms.
3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements,
or performing technical tasks; analyze the specific results based on explanations in the text.
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text, identifying important issues that remain unresolved.
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
quantitative data, video, multimedia) in order to address a question or solve a problem.
8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data
when possible and corroborating or challenging conclusions with other sources of information.
9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Writing Standards for Literacy in Science (Grades 11-12): 1,2,4,5,6,7,8,9,10
1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or
opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons,
and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and
evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a
discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and
possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create
cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions
of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information so that each new element
builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge
of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion,
and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and
analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to
the discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or
explanation provided (e.g., articulating implications or the significance of the topic).
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or information.
7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the specific task,
purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a
standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Standards for Mathematical Practices: 1,2,3,4,5,6
1. Make sense of problems and preserve in solving them.
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
Technology Standards: All
HS.SI.1 – Evaluate resources need to solve a given problem.
HS.SI.1.1 – Evaluate resources for reliability. (Reliability can be determined by currency, credibility,
authority, etc. depending on the curriculum topic).
HS.SI.1.2 – Evaluate resources for point of view, bias, values, or intent of information.
HS.SI.1.3 – Evaluate content for relevance to the assigned task.
HS.TT.1 – Use technology and other resources for assigned tasks.
HS.TT.1.1 – Use appropriate technology tools and other resources to access information (multi-database
search engines, online primary resources, virtual interviews with content experts).
HS.TT.1.2 – Use appropriate technology tolls and other resources to organize information (e.g. online notetaking tools, collaborative wikis).
HS.TT.1.3 – Use appropriate technology tools and other resources to design products to share information
with others (e.g. multimedia presentations, Web 2.0 tools, graphics, podcasts, and audio files).
HS.RP.1 – Design project based products that address global problems.
HS.RP.1.1 – Design global awareness project-based projects individually and collaboratively.
HS.SE.1 – Analyze issues and practices of responsible behavior when using resources.
HS.SE.1.1 – Analyze ethical issues and practices related to copyright, not plagiarizing, and netiquette.
HS.SE.1.2 – Analyze safety issues and practices when using online resources (legal and criminal
consequences, long term career consequences of behavior).
Learning Experiences and Instructional Resources:
Introductory Activities
Lab Investigations
Research
Activities
Genetics Facts and Fallacies
Genetics of Parenthood
RBT Tag: B2
RBT Tag: B1, B6, C3
Curriculum Unit Goal 2 page 9
http://www.dpi.state.nc.us/curriculu
m/science/units/high
2 coins, drawing paper or white board,
crayons
Who Is Mendel?
Research Presentation,
including PowerPoint,
Brochure, Skit, Song
Introduction to Vocabulary Chart
RBT Tag: A1
RBT Tag: B2, B5, B6
Curriculum Unit Goal 2 page 72
Computers
http://www.dpi.state.nc.us/curriculum
/science/units/high/
Blood Typing Activity
Genetic Detectives
Webquest
RBT Tag: B1, B2, B3, B4, C3
Curriculum Unit Goal 2 page 10
http://www.dpi.state.nc.us/curriculu
m/science/units/high
Carolina™ Blood Group Genetics with
Synthetic Blood Kit
RBT Tag: B2, B5, B6
http://www.carolina.com
Genetics Vocabulary Review Game
Mutations: Changing the Genetic
Code
Curriculum Unit Goal
2 page 87
http://www.dpi.state.nc
.us/curriculum/science/
units/high/
Genetic Disorders in
History (example:
Queen Victoria and
Hemophilia)
RBT Tag: B2
Curriculum Unit Goal 2 page 18
http://www.dpi.state.nc.us/curriculu
m/science/units/high
RBT Tag: B2, B3, B4, C3
Computers
http://molo.concord.org/database/acti
vities/102.html
RBT Tag: B2, B5, B6
Make a Karyotype: Human
Karyotyping
Mutation Alert: Lung
Cancer Poster Project
Computers
RBT Tag: B1, B2, B3, B4, C3
RBT Tag: B2, B5, B6
Curriculum Unit Goal 2 page 14
http://www.dpi.state.nc.us/curriculu
m/science/units/high and
http://www.dnalc.org
Computers, envelopes, rulers, scissors,
tape
http://nature.ca/genom
e/05/051/0511/0511_m2
03_e.cfm
DNA From the Beginning Webquest
RBT Tag: B2, C3, C4
http://learn.genetics.utah.edu/content/
begin/traits/karyotype/ and
http://mrskingsbioweb.com/labs/Hum
anKaryotypingActivity.pdf
Computers
Introductory Activities
Lab Investigations
Research Activities
Punnett Squares: SpongeBob
Genetics
Current Event Articles
RBT Tag: B2, C3, C4
Magazines, newspapers,
online articles
http://sciencespot.net/
Learning Guide for Sex
Chromosomes and Sex-Linked Traits
RBT Tag: B2, B5, B6
RBT Tag: B2
Curriculum Unit Goal 2 page 46
http://www.dpi.state.nc.us/curriculu
m/science/units/high
Pedigree Foldable
RBT Tag: B2
Textbook page 309
Pass The Genes and Mix Those
Genes Games
RBT: B2
Computers
http://nature.ca/genome/04/041/041_e
.cfm
Project Goals and Description of Unit:
This unit is focused on Mendelian genetics and patterns of inheritance. Students will learn how genes
interact, how traits are expressed, how scientists study this inheritance, and current applications of this
knowledge. Specifically, students will gain an understanding of mendelian genetics, complex inheritance
patterns including incomplete dominance, codominance, multiple alleles, polygenic traits, and sex-linked
traits, and how to interpret pedigrees. (Taken from Biology Curriculum Unit, Goal 2)
Essential Questions:
1. How do you think genes interact to produce the expression of traits?
2. How can you use Punnett squares and pedigrees to make predictions about inheritance?
3. How can you predict whether a disease is caused by inheritance, such as incomplete dominance,
codominance, multiple alleles, polygenic traits, and sex-linked traits, or environmental factors?
4. Why do you think a mutation has to be in a gamete to be passed from parent to child?
Vocabulary:
heredity, trait, genetics, gamete, fertilization, zygote, pollination, hybrid, allele, dominant, recessive, law of
segregation, phenotype, genotype, homozygous, heterozygous, law of independent assortment, mutation,
point mutation, frameshift mutation, chromosomal mutation, pedigree, carrier, autosome, codominant
allele, incomplete dominance, multiple allele, sex-linked trait, polygenic inheritance, multiple allele,
karyotype, polygenic inheritance, sex-chromosome, sickle cell anemia, malaria, cystic fibrosis,
Huntington’s disease, blood types, color-blindness, hemophilia
Facilitator’s Role:
Assess the students, plan the learning, implement the plan, evaluate the process, monitor behavior and
safety
Assessment:
Formative assessment done daily based on learning target and criteria for success, such as Parking Lot,
Peer Assessment, Red Card Green Card, Ticket Out The Door, Think-Pair-Share
Summative Assessment: Project Rubrics, Quiz/Test (ClassScape and QuizStar)
Notes and Additional Information: