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Campus: Princeton High School
Author(s): Jody Gerber and Rachella Fannin
Date Created / Revised: August 1, 2014
Six Weeks Period: 4th
Grade Level & Course: Biology
Timeline: 8 days
Unit Title: Unit 8.1: Genetics and Heredity – Organism
Reproduction
Stated
Objectives:
TEK # and SE
Lesson # 1
B.6 Science concepts. The student knows the mechanisms of genetics, including the role of
nucleic acids and the principles of Mendelian Genetics. The student is expected to:
B.6G Recognize the significance of meiosis to sexual reproduction (supporting standard)
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings


Meiosis produces gametes that maintain the chromosomal number of a species.
Sexual reproduction increases biodiversity.
Misconceptions

Students may think that only animals reproduce sexually, or confuse sexual
reproduction with “having sex”. Point out that flowers reproduce sexually (have both
sperm and egg cells).
Many students confuse mitosis and meiosis and the significance of each type of cell
division. Point out that mitosis produces somatic cell while meiosis produces gametes.
Many students confuse meiosis I and meiosis II, and the significance of meiosis I is
reducing the number of chromosomes to half. Point out that Meiosis I reduces the
number of chromosomes to half of the original chromosome number.
Some students don’t understand the role that meiosis plays in heredity (e.g. why
offspring resemble their parents and why there are genetic differences between
siblings.
Some students are confused by somatic cell and gametes and the number of
chromosomes in each cell.
Some students have confusion over haploid and diploid.
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

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Key Vocabulary
See vocabulary words for each day. Understanding vocabulary is imperative for students if they are
going to pass STAAR. Use these words repeatedly.
Suggested Day
5E Model
Instructional Procedures
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Materials, Resources,
Notes, and Vocabulary
Day 1
Topic: Significance of Asexual and Sexual Reproduction
Engage
Explain
ENGAGE – use probe to investigate student’s basic understanding of
asexual and sexual reproduction.
 Have students work in groups of 2-4 (preferably 2)
 Have students state the criteria used to classify organisms are
asexual or sexual (or both).
Materials
 Copy probe and
notes for students
 Prepare PPT to
present to students
EXPLAIN – Use PPT and notes to compare and contrast asexual and
sexual reproduction.
Resources – 277278,608, 819-8120
Notes
 Stress the
importance of
understanding and
using correct
terminology.
Vocabulary Words
 Asexual
Reproduction
 Sexual
Reproduction
 Gamete
 Haploid
 Diploid
 Chromosome
number
 Chromosome
 Centromere
 Homologous
Chromosomes
 Fertilization
 Genetic Diversity
 Ova/ovum (egg)
 Sperm
 Germ cell
Day 2
Topic: Meiosis and Crossing Over
Explain
Explore
Explain – Use PPT and notes to explain the steps of meiosis
Explore – Use pop beads to explore the steps of meiosis and
crossing-over.
Materials
 Copy notes for
students
 Pop beads
Resources – page 323325
Notes
 Have students work
in groups of 2
 Pop beads (red and
yellow).
 Diploid number = 2
 Haploid number = 1
Vocabulary Words
 Meiosis
 Meiosis I
 Meiosis II
 Crossing over
 Homologous
Chromosomes
 Genetic diversity
 Independent
assortment
 Segregation
 Spermatogenesis
 Oogenesis
Day 3 –
Topic: Meiosis and Crossing-over (continued)
Explore
Elaborate
Explore – Use card sort (pictures and labels) to correctly order the
stages of meiosis.
Materials
 Copies of card sort
Resources
Elaborate – Complete meiosis worksheet (homework)
Notes
Vocabulary Words
 Meiosis
 Meiosis I
 Meiosis II
 Crossing over
 Homologous
Chromosomes
 Genetic diversity
 Independent
assortment
 Segregation
 Spermatogenesis
 Oogenesis
Day 4 –
Topic: Meiosis (Computer Lab Activity)
Explore
Elaborate
Explore – Snurfle Computer lab (awesome activity)
 Have students ONLY complete the meiosis portion
Materials
 Copy worksheet that
goes along with the
game for each
student
Elaborate – study for quiz over meiosis (homework)

Website for tutorials:
http://bio.rutgers.edu/~gb101/lab10_meiosis/meiosis_web/index10.
html
Resources– page 323325

www.biomanbio.com
Click on Genetics
and Meiosis
o Click on Snurfle
Meiosis and
Genetic
o Students should
only complete the
meiosis portion of
the activity.
o
Notes
 Schedule Computer
lab
Vocabulary Words
 See date 1
vocabulary words
Day 5
Topic: Compare and Contrast Mitosis and Meiosis
Explore
Explore
 Use T-Chart to compare and contrast mitosis and meiosis
Materials
 Copy worksheet
Resources– page 326327
Notes – this is not a part
of TEKS and if you need
more time you could
eliminate this activity
Vocabulary Words
See date 1 vocabulary
words
Day 6
Topic: Karyotyping
Explain
Explore
Explain
 Use PPT and notes to explain karyotyping
Explore
 Students use simulation to complete karyotyping
Materials
 Copy karyotyping
notes
Resources– page 392393
Notes
 Schedule Computer
lab
 If you need more
time complete
karyotyping on the
next day.
Vocabulary Words
 Karyotype (ing)
 Autosomes
 Sex Chromosomes
Day 6
Evaluation
Review
Evaluation
 Review for Test
o Asexual reproduction
o Sexual Reproduction
o Meiosis and Crossing-over
o Karyotyping
Materials
 Copy review
Resources
Notes
Vocabulary Words
Day 7 –
Topic: Meiosis
Evaluate
Evaluate –Meiosis
Materials
 Copy quiz for each
student
Resources
Notes
 Test should be
about 20 M/C
questions
 Make modified
version for
SPED/504
 Contact CMC
Vocabulary Words
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.