Download BIOLOGY genetics and heredity unit plan

Madras High School Unit Plan Grades: 9‐10 Subject: Biology Semester: 2 Unit of Study: Genetics and Heredity Pacing‐Teaching: Interactive Notes: 5‐6 class periods Practice work assignments: 4‐5 class periods. See 5 practice work assignments linked on Worona’s website. Activities: 3 class periods. 1 video, 2‐3 in class activities (radiolab episode and class discussion, famous babies lab) Assessments: 7 class periods, 1 quiz, 1 research paper (4‐5 days in‐class time), 1 unit test Assessment Pacing: This unit takes about 5 weeks to complete. Essential Questions: 1. What is the significance of Mendel’s experiments? 2. What is the law of segregation? 3. What is the law of independent assortment? 4. How is a Punnett Square used? 5. What is the difference between dominant and recessive inheritance patterns? 6. What are the differences between complex inheritance patterns? 7. What are some examples of complex inheritance patterns? Oregon State Standards (including Madras High School Priority Standards in Bold, and Supporting Standards non‐bolded)  H.1L.2 Describe the chemical structure of DNA and its relationship to chromosomes. Explain the role of DNA in protein synthesis.  H.1L.3 Explain and apply laws of heredity and their relationship to the structure and function of DNA. Common Core Writing Standards: CCSS.ELA‐LITERACY.W.9‐10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA‐LITERACY.W.9‐10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA‐LITERACY.W.9‐10.5 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. Concepts (Need to Know) Skills Blooms Level Interactive Notes: 1 and 2 Practice work assignments: 1 and 2 Activities: 4,5,6 Assessments: 1,2,3,4,6 1. Explain the significance of Mendel’s Observation, problem experiments to the study of solving, writing, reading, genetics. research, 2. Summarize the law of segregation and the law of independent assortment. 3. Predict the possible offspring from a cross using a Punnett Square. 4. Analyze genetic patterns to determine dominant or recessive inheritance patterns. 5. Summarize examples of dominant and recessive disorders. 6. Distinguish between various complex inheritance patterns. *Blooms level: 1 ‐Remember, 2‐Understand, 3‐Apply, 4‐ Analyze, 5‐Evaluate, 6‐Create *Assessment levels: 1‐Beginning to identify, 2‐ Developing simple knowledge & skills, 3 Proficient‐ demonstrates knowledge & skills along with applying details, 4‐ Mastery‐
demonstrates knowledge & skills along with analyzing, evaluating, and being able to create. Vocabulary: Allele • Carrier • Dominant • Genetics • Genotype • Heterozygous • Homozygous • Hybrid • Incomplete dominance • Law of independent assortment • Law of segregation • Pedigree • Phenotype • Punnett Square • Recessive • Sex‐linked trait Assessments: GRADED ASSESSMENTS Punnett Square and Inheritance Quiz Genetics and Heredity Unit Test Genetic Disorders research paper SCORING GUIDE Punnett Square and Inheritance Quiz COMPLETION DATE B (3.0) A (4.0) Student receives a 90%‐100% score on Punnett Square problems. Short answer questions are correct and answered in complete, informational sentences. All questions answered in complete, informational sentences. Highly detailed answers with minimal errors. Exceptional answers to questions. F (0.0) C (2.0) Student receives a 69% or below score on the Punnett Square Problems. Short answer questions are incomplete and/or there may be several significant errors. Student receives a 70%‐79% score on the Punnett Square problems. Most short answer questions are correct, although there may be 1‐2 small errors. Student receives an 80%‐89% score on Punnett Square Problems. Short answer questions are mostly correct. All questions attempted, may lack detail and/or contain errors. Shows a basic knowledge of the standard. Average answers to questions. All questions answered, some extra details provided, few errors. Above average answers to questions. Questions left blank or incomplete. Little effort producing poor answers. Unit Test Does not Short Answer demonstrate a Questions minimal level of understanding. GRADE Genetic Disorders Research Paper F (0.0) C (2.0) B (3.0) A (4.0) Information provides reasonable explanation of the causes, symptoms, inheritance and therapies of a Content disorder (5 questions fully discussed). Reader gains some insights The ideas are The writing is not In general, the arranged logically writing is logically arranged logically, to support the organized. although central purpose. Frequently, ideas occasionally ideas They are usually fail to make sense fail to make sense clearly linked to each other together together Organization For the most The reader cannot The reader is identify a line of fairly clear about part, the reader can follow the line reasoning and what writer of reasoning loses intends. Interest Errors in sentence Some sentences Sentences are structure are are awkwardly well‐phrased and frequent enough constructed so there is some to be a that the reader is variety in length Sentence major distraction occasionally and structure. The to the reader. distracted flow from Structure sentence to sentence is generally smooth. References are Although at least Three Use of seldom cited to three references professionally support are given, many legitimate sources References statements statements seem that support unsubstantiated claims are Causes, inheritance and therapies of disease are not clearly identified Analysis is vague or not evident Reader is confused or may be misinformed Information supports an investigation at times. A majority of the questions are addressed. Analysis is basic or general Reader gains few insights Disorder is fully explored. All questions are fully discussed including; disease causes, inheritance, symptoms and therapies. Reader gains important insights
The ideas are arranged logically and flow smoothly from one to another The reader can follow the line of reasoning Sentences are well‐phrased and varied in length and structure Sentences flow smoothly from one to another Compelling evidence from three or more professionally legitimate sources The reader is confused about the source of information and ideas. Present. Citation follows APA format with few errors. is given to support claims Work cited page and in text citations follow APA format with no noticeable errors.