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P H A S E 2 CHECKLIST
2
Student Name: _____________________ Group: _______
Your portfolio must include, the student agreement (signed) and the portfolio checklist
Act
1
2
3
4
5
6
7
Description
Diagnostic Activity
Generic
Competences/
Attributes and
Disciplinary
Competences
Activity
Points
CG 4.1, 6.2
Knowledge Acquisition
CG 4.1, 5.1.2.3
CD 6
15
Organization Activity
CG 4.1, 5.1.2.3
CD 6
20
Application Activity
CG 4.1, 5.1.2.3
CD 6
10
CG 4.2
CD 6
20
CG 4.1, 4.5
CD 1, 2, 6
30
CG 8.1
CD 17
5
Metacognition
Integrative Activity 1
Lab.
Total
Earned Points
100
STUDENT’S REFLECTIONS ABOUT HIS/HER WORK:
Presentation/Content/Activities
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Feedback to Teacher:____________________________________________________________
Students’ Signature______________________________________ Date:_____________________
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BIOLOGY COMPETENCES
General skills and attributes
4. Listen, interprets and delivers relevant messages in different contexts through the use of media, tools
codes and appropriate tools.
• Expresses ideas and concepts through linguistic representations, mathematics or graphics.
• Applies different communicative strategies depending who is the speaker, the context they are using and
the objective they are looking for.
• Identify the key ideas in a text or oral speech and infer conclusions from them.
• Manages information technology and communication to obtain information and express ideas.
5. Develops innovations and proposes solutions to problems using established methods.
attributes
• Follows instructions and procedures reflexively, understanding how each of its steps contributes to the
achievement of a goal.
• Order information according to categories, hierarchies and relationships.
• Identifies the systems and rules or core principles underlying a series of phenomena.
Disciplinary competencies
1.-Values critically and responsibly the benefits and risks that entails the development of science and
application of technology in a historical and social context, to solve problems.
2.-Evaluates the implications of using science and technology as well as the phenomena related to the origin,
continuity and transformation of nature to establish actions to preserve it in all its manifestations.
6. Values the common preconceptions about various natural phenomena on the basis of scientific evidence.
12. Applies safety standards in the handling of chemicals, instruments and equipment in carrying out their
daily life activities.
Elements of competence:
• Describe Gregor Mendel's experiments to understand the principles of heredity.
• Explain the principle of dominance and describe segregation exercises for application in genetic crosses.
• Explain how geneticists use the principles of probability and Punnett squares to explain results of genetic
crosses.
• Apply the basic principles of Mendelian genetics and dihybrid crosses monohíbridas to explain heritable
characteristics.
PHASE 2 AGREEMENT
I ______________________________________________________ understand that my portfolio is a collection of my school work and
related achievements. The contents exhibit my effort and progress as these elements relate to the goals represented in my
instructional program.
I agree to accept the responsibility for creating and managing my portfolio as I complete each requirement. I will submit its content for
periodic review to my instructor. In doing so, I understand that the contents of my portfolio, as well as the way in which I have
presented the contents, will be evaluated for the purpose of judging my performance in school.
Student Signature: _______________________________ Date: _________________
Parent Signature:
I have read and understand the above portfolio agreement and have reviewed my child’s portfolio requirements.
________________________________ Date: _____________________
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Stage 3: Introduction to Genetics
Learning Method
Kind of Evaluation
Teaching Strategy
Teaching Resources
Due Date
Possible Points
Diagnostic Activity
Individually
Self assessment
Questionnaire and reading
Prior Knowledge
0
Case study
FLO HYMAN, agile, athletic and over 1.80 tall, was one of the best volleyball players of all time.
Hyman, the star of the US Olympic volleyball team won the silver medal, later joined a Japanese
professional team. In 1986, after leaving a party to take a short break, died while sitting quietly on
the bench. How could this happen to someone just 32 years old and in excellent physical
condition?
Flo Hyman suffered from a genetic disorder called Marfan syndrome, which is surprisingly
common and affects one in every 5,000 people. People with Marfan syndrome are usually tall and
thin, with long limbs and unusually large hands and feet. These features helped Flo Hyman to
become an outstanding volleyball player. Unfortunately, Marfan syndrome can also lead to death.
The autopsy revealed that Hyman died of a rupture in the aorta, the large artery that carries blood
from the heart to most of the body. Why aorta Hyman broke? What has in common a weak aorta
with height and big hands? Marfan syndrome is caused by a mutation in the gene encoding a
protein called fibrillin, forming long fibers give strength and elasticity to connective tissue. Many
parts of the body contain connective tissue, including tendons, ligaments, and arterial walls.
Defective fibrillin molecules weaken the connective tissue, sometimes with tragic consequences.
Apparently, mutations in the fibrillin also stimulate growth, which makes people with Marfan
syndrome are high and very thin.
How did Flo Hyman acquire this condition? Is this syndrome inherited from her parents?
Or was it a new mutation (perhaps in the DNA of her mother's egg or sperm from his father that
fertilized)?
Since new mutations are rare cases, we formulate the hypothesis that Hyman inherited a defective
gene from their parents. Geneticists can do experiments in the usual sense, in humans; but also
gather other evidence to help them identify ways in which inheritance is transmitted.What
evidence is needed to determine whether Marfan syndrome Hyman was the result of a new
mutation or if she inherited from her parents? If it was inherited, ¿came from both parents or
could inherit only from one? If Hyman would have had children, they would be likely to have
Marfan syndrome? ¿Flo Hyman suffered a new mutation or inherited Marfan syndrome? Medical
tests revealed that her father and sister had Marfan syndrome, unlike her mother and brother.
Does this finding proves that Hyman inherited the defective allele of the father? Diploid
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organisms, including people generally have two alleles of each gene, one in each homologous
chromosome. For many years it has been known that a defective fibrillin allele is sufficient to
cause Marfan syndrome. Moreover, the children of a person with Marfan syndrome have a 50
percent chance of inheriting the disease.
What can we conclude from these data? First, if only one defective allele defi -brilinaMarfan
syndrome occurs, then Hyman's mother must have been carrying two normal alleles, because they
had no such syndrome. Second, since new mutations occur rarely and father Hyman has Marfan
syndrome, almost certainly inherited a defective allele Hyman fibrillin her father.
Third, Marfansíndrome is inherited as a dominant or recessive condition? Again, if one defective
allele is sufficient to cause Marfan syndrome, then this should be dominant allele and the normal
allele must be recessive. Finally, if Hyman would have had children, would they have inherited
from her Marfan syndrome? In the case of a dominant disorder, any child would inherit his
defective allele developed Marfan syndrome. Therefore, on average, half of their children would
have Marfan syndrome (try to figure this out with the Punnett square).
Think about this. It is impossible to detect Marfan syndrome in an embryo by a simple biochemical
test (so far). However, most mutations Cystic Fibrosis easily detect both homozygous and
heterozygous, either adult, child or embryos. Some years ago, some US states considered making
mandatory testing for cystic fibrosis couples wishing to marry. If two heterozygous marry, each of
their children has a 25 percent chance of developing the disease. Although there is no cure, it is
likely that better treatments are available in a few years. Do you think that the evidence to identify
carriers should be mandatory? If you and your partner were heterozygous, would you make
prenatal diagnosis of an embryo? What would you do if your embryo was destined to be born with
cystic fibrosis?
Answer the following questions
1- How is the genetic information of a generation transmitted to the next?
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________________________________________________________________________________
2- What are genes?
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Quick Lab
Feature
A
B
C
D
E
Dominant Trait
Free ear lobes
Hair on fingers
Widow’s peak
Curly hair
Cleft chin
Trait Survey
Number
Recessive trait
Attached ear lobes
No hair on fingers
No widow’s peak
Strait hair
Smooth chin
Number
1- Write a prediction of whether the trait listed in the table will be evenly distributed or if there will
be more dominant than recessive traits.
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__________________________________________________________________________________
2- Interview at least 14 other students to find out which trait they have. Record the totals in each
column.
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__________________________________________________________________________________
3- Calculate the percentage of each trait in your total sample. How do these numbers compare to
your predictions?
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4- Why do you think recessive traits are more common in some cases?
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_________________________________________________________________________________
Inquiry Into Scientific Thinking
Classroom Variations Some traits are controlled by a single gene. Humans inherit genes from
their parents. Children who exhibit a dominant allele such as freckles must receive the dominant
allele from one of their parents.
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Analyze and Conclude
The following table shows some Mendelian traits exhibited by Julia and her parents.
Julia’s Dad
Julia’s Mom
Julia
Freckles
yes
Yes
yes
Cheek dimples
yes
No
yes
Free ear lobes
yes
No
no
Use the table to answer the questions.
1. Which statement is true about Julia and her parents? Circle the correct answer.
A. They all have at least one dominant allele for freckles.
B. They all have at least one dominant allele for cheek dimples.
C. They all have at least one dominant allele for free ear lobes.
2. In the future, Julia will marry a man with freckles. However, her daughter will not have
freckles. How is that possible?
____________________________________________________________________________
Learning Method
Kind of Evaluation
Teaching strategy
Teaching Resources
Due Date
Possible Points
Knowledge Activity
Individually
Peer evaluation
Questionary
Miller and Levine
15
11.1
1. a. Review. What did Mendel conclude determines biological inheritance?
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b. Explain. What are dominant and recessive alleles?
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c. Apply Concepts. Why were true-breeding pea plants important for Mendel’s experiments?
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2. a. Review. What is segregation?
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b. Explain. What happens to alleles between the P generation and the F2 generation?
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c. Infer. What evidence did Mendel use to explain how segregation occurs?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. Use a diagram to explain Mendel’s principles of dominance and segregation. Your diagram
should showhow alleles segregate during gameteformation.
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11.2
1. a. Review. What is probability?
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b. Use Models. How are Punnett squares used to predict the outcomes of genetic crosses?
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2. a. Review. What is independent assortment?
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b. Calculate. An F1 plant that is homozygous for shortness is crossed with a heterozygous F1 plant.
What is the probability that a seed from the cross will produce a tall plant? Use a Punnett square
to explain your answer and to compare the probable genetic variations in the F2 plants.
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3. a. Review. How did Gregor Mendel contribute to our understanding of inherited traits?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
b. Apply Concepts. Why is the fruit fly an ideal organism for genetic research?
________________________________________________________________________________
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Information and Heredity
4. Suppose you are an avid gardener. One day, you come across a plant with beautiful lavender
flowers. Knowing that the plant is self-pollinating, you harvest its seeds and plant them. Of the 106
plants that grow from these seeds, 31 have white flowers. Using a Punnett square, draw
conclusions about the nature of the allele for lavender flowers.
11.3
1.a. Review. What does incomplete dominance mean? Give an example.
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b. Design an experiment to determine whether the pink flowers of petunia plants result from
incomplete dominance.
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________________________________________________________________________________
2.a. Review. What is the relationship between the environment and phenotype?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
b. Infer. What might be the result of an exceptionally hot spring on wing pigmentation in the
western white butterfly?
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________
Practice Punnett Squares: Draw all Punnett Squares with a ruler. Each side of the square should be
at least 4 cm long.
1- A common recessive trait in dogs is deafness. A homozygous line of normal- hearing dogs
was crossed with a homozygous line of deaf dogs. F1 and F2 generation were produced.
a- What percentage of the F1 generation is expected to have normal hearing?
b- What is the phenotypic ratio of the F2 generation?
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2- Black color in horses is dominant over chestnut color. If a homozygous black horse is
mated to a chestnut horse, what percent of the offspring will be chestnut colored? Use a
Punnett square to show how you derived your answer.
3- A gene that codes for black fur color in guinea pigs has two alleles. Two recessive copies of
this allele will result in a guinea pig that cannot produce balck fur; it will therefore hace
white fur. Construct a Punnett Square to show all possible combinacions of gametes that
could result from the cross of heterozygous black guinea pig with white guinea pig.
Construct a Punnett Square to show all possible combinations of gametes that could result
from the cross of a black guinea pig that is heterozygous for black fur and a guinea pig that
is homozygous recessive for black fur (which results in white fur coloration).
a- What is the probability that the offspring will hace black fur? (Answer should be a
ratio.)
b- What percent of the offspring will be homozygous recessive?
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4- George is the youngest child in a family that includes 4 children. All of the children have
the recessive phenotype – attached earlobes. Yet both parents hace unattached earlobes,
the dominant trait. What are the possible genotypes for the parents? Use Punnett square
to prove your answer.
RUBRICS FOR KNOWLEDGE ACQUISITION ACTIVITY STAGE 2
Criteria
Answers
CG 4.5
DC 6
0
10
4 questions or
3 questions
more unanswered (or more)
or incorrect
unanswered
or incorrect
20
2 questions (or
more)
unanswered or
incorrect
25
All questions
answered and
correct
TOTAL
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Learning Method
Kind of Evaluation
Teaching strategy
Teaching Resources
Due Date
Possible Points
Organization Activity
Individually
Peer evaluation
Questionnaire
Online information, Miller and Levine
20
Answer the following
In teams of 5 answer the following punnett squares.
Once you are done, it will be shared during plenary.
1- Information: In horses black color (N) is dominant over white (n). The trot (T) walk is
dominant over the fine (f) walk.
Results: 50% heterozygous for black
50% heterozygous for White.
What is the mistake in the punnet square?
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________________________________________________________________________________
_______________________________________________________________________
2-
Results
9 black horses with trot.
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3 black horses with fine walk
3 white horses with trot.
1 white horse with fine walk
What is the mistake in the punnet square?
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________________________________________________________________________________
________________________________________________________________________________
3-Gene = Albinism. A = Normal melanin production a = Albino (abnormal melanin production ) In
the following crosses, two parents have a particular genotype for the gene “Albinism,” where the
letter A represents the allele “Normal” and the letter a represents the allele “Albino.” Figure out
the potential offspring for each cross below, indicating the genotypes and phenotypes and their
ratios on the lines below.
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4-Solve the following two-factor cross.
In summer zucchini, yellow fruit color (W) is dominant over yellow (w). Zucchini with a disc
form (D) is dominant over spherical fruit (d). An homozygous plant for a white and spherical
zucchini crosses with a heterozygous plant with yellow and spherical fruit.
What are the possible genotypes and phenotypes of the offspring?
Genotypes
_________________________
_________________________
_________________________
_________________________
Phenotype
__________________________
__________________________
__________________________
__________________________
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5-An homozygous plant yellow and spherical fruit was crossed with a homozygous plant with a
white and disc fruit.
Genotypes
_________________________
_________________________
_________________________
_________________________
Phenotype
__________________________
__________________________
__________________________
__________________________
6-A male hamster has the genotype Dd and has straight fur. A female hamster has the
genotype DD and has curly fur. Complete the Punnett square to show the possible offspring of
these hamsters.
D
d
D
D
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Use the Punnett square to answer questions A and B. Circle the correct answer.
A. What is the probability that the hamsters’ offspring will have straight fur?
25%
50%
75%
100%
B. The owner of the female hamster wants offspring with curly fur. What genotype will a male
hamster need to have in order to produce only offspring with curly fur?
dd
Dd
DD
C. Explain the principle of dominance.
RUBRIC FOR ORGANIZATION ACTIVITY STAGE 2
Criteria
Answers
CG 4.5
DC 6
0
2.5
4 questions or
3 questions
more unanswered (or more)
or incorrect
unanswered
or incorrect
5
2 questions (or
more)
unanswered or
incorrect
10
All questions
answered and
correct
TOTAL
Learning Method
Kind of Evaluation
Teaching strategy
Teaching Resources
Due Date
Possible Points
Application Activity
Individually
Peer evaluation
Questionnaire
Online information, Miller and Levine
10
Answer correctly all of the Chapter 11 Assessment.
11.1 T he Work of Gregor Mendel
Understand Key Concepts
1. Different forms of a gene are called
a. hybrids.
c. alleles.
b. dominant factors. d. recessive factors.
2. Organisms that have two identical alleles for a particular trait are said to be
a. hybrid.
c. homozygous.
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b. heterozygous.
d. dominant.
3. Mendel had many stocks of pea plants that were true-breeding. What is meant by this term?
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________________________________________________________________________________
________________________________________________________________________________
4. Explain how Mendel kept his pea plants from self-pollinating.
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________________________________________________________________________________
________________________________________________________________________________
Think Critically
5. Design an Experiment In sheep, the allele for white wool (A) is dominant over the allele for
black wool (a). A ram is a male sheep. How would you determine the genotype of a white ram?
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________________________________________________________________________________
6. Infer Suppose Mendel crossed two pea plants and got both tall and short offspring. What could
have been the genotypes of the two original plants? What genotype could not have been present?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
11.2 Applying Mendel’s Principles
Understand Key Concepts
7. A Punnett square is used to determine the
a. probable outcome of a cross.
b. actual outcome of a cross.
c. result of incomplete dominance.
d. result of meiosis.
8. The physical characteristics of an organism are called its
a. genetics.
c. phenotype.
b. heredity.
d. genotype.
9. The probability of fl ipping a coin twice and getting two heads is
a. 1.
c. 1/4.
b. 1/2.
d. 3/4.
10. List the four basic principles of genetics that Mendel discovered in his experiments. Briefl y
describe each of these principles.
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11. In pea plants, the allele for yellow seeds is dominant over the allele for green seeds. Predict
the genotypic ratio of offspring produced by crossing two parents that are heterozygous for this
trait. Draw a Punnett square to illustrate your prediction.
Think Critically
12. Apply Concepts In guinea pigs, the allele for a rough coat (R) is dominant over the allele for a
smooth coat (r). A heterozygous guinea pig (Rr) and a homozygous recessive guinea pig (rr) have a
total of nine offspring. The Punnett square for this cross shows a 50 percent chance that any
particular offspring will have a smooth coat. Explain how all nine offspring can have smooth coats.
11.3 Other Patterns of Inheritance
Understand Key Concepts
13. A situation in which a gene has more than two alleles is known as
a. complete dominance.
b. codominance.
c. polygenic dominance.
d. multiple alleles.
14. A pink-fl owered Mirabilis plant (RW) is crossed with a white-fl owered Mirabilis (WW). What is
the chance that a seed from this cross will produce a red-fl owered plant?
a. 0
c. 1/2
b. 1/4
d. 1
15. What is the difference between multiple alleles and polygenic traits?
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16. Why can multiple alleles result in many different phenotypes for a trait?
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17. Are an organism’s characteristics determined only by its genes? Explain.
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Think Critically
18. Interpret Visuals Genes that control hair or feather color in some animals are expressed
differently in the winter than in the summer. How might such a difference be beneficial to the
ptarmigan shown here?
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_______________________________________________________________________________
_______________________________________________________________________________
14.2 Human Genetic Disorders
Understand Key Concepts
8. A mutation involving a change in a single DNA base pair
a. will defi nitely result in a genetic disease.
b. will have no effect on the organism’s phenotype.
c. will produce a positive change.
d. may have an effect on the organism’s phenotype
9. Cystic fi brosis is caused by
a. nondisjunction of an autosome.
b. a change of three base pairs in DNA.
c. nondisjunction of a sex chromosome.
d. deletion of an entire gene from a chromosome.
10. Malaria is a disease caused by a
a. gene mutation.
b. defect in red blood cells.
c. bacterium found in water.
d. parasite carried by mosquitoes.
11. Analyze the human karyotype below. Identify the chromosomal disorder that it shows.
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12. What is a chromosomal disorder?
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________________________________________________________________________________
13. Describe two sex-chromosome disorders.
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Think Critically
14. Infer Can a genetic counselor use a karyotype to identify a carrier of cystic fi brosis? Explain.
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________________________________________________________________________________
________________________________________________________________________________
Learning Method
Kind of Evaluation
Teaching strategy
Teaching Resources
Due Date
Possible Points
Metacognition Activity
By teams
By teacher
Video Mendel´s diary
Online information, Miller and Levine
20
Create a Gregor Mendel´s diary and make a video, it must seems that was explained by
“him” (write, explain it in that way), it must include:
-everything about his life but focus on his experiments
-description on each experiment, his detailed work with peas
- Explanation on each law
-his taughts about what he discovered
-bias and society influences implied
-relevant images and pictures
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-punnet squares explaining laws
- One student must play the role of Gregor Mendel
-useadequate clothes and scenarios as well as materials
-use images as well as subtitles, subtitles must appear on time
-font size and letter size must be chosen properly
RUBRICS FOR METACOGNITION ACTIVITY STAGE 2
Criteria
Time
Names and
school
Voice
CG 4,8
Content
CG 4.8.1
CD 6
The CD is
empty
0
Only one is
included, name
or logo
The CD received,
but students
asked for some
minutes, troubles
in the functioning
0.2
Names or logos
are not included,
only two are
included
0
No voices, only
music
0.2
Voices not clear,
you cannot
understand what
they say most of
the time.
0
No content
defined, just
mentioned in
video. 3 or
more things
missed
0.2
Although it talks
about the topic
concepts are not
clearly defined. 2
or more things
missed.
The CD received,
but students asked
for some minutes
The CD received on
time without any
trouble
0.5
No full names, both
logos included
1
Full students
names included
and correctly,
teacher name,
date, school logo,
both UANL and
CIDEB
1
Voice is loud and
clear. You can
understand
everything.
0.5
Voice is not too
loud or not clear
enough. Sometimes
you have difficulties
understanding what
they say.
0.5
The video includes
everything required
on the list above,
there is one thing
missed.
1
The video includes
everything
required on the
list, described
creatively. Life,
experiments, laws,
taughts,
bias and society
influences, punnet
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squares
Subtitles
Subtitles font
and color
Duration of
subtitles
Images
CG 4,8
CD 6
Speaking
explanation
and Mendel
role
CG 4,8
CD 6
Credits and
picture
CG 4,8
0
No lyrics on
screen.
2
Lyrics not present
most of the time.
4
Lyrics sometimes
not present.
7
Appear on screen
in all video.
0
0.2
0.5
1
Small letter
size and color
not adequate
according to
background.
0
Most of them
disappear
quickly.
It is sometimes
difficult to read
because of the
font size or color.
Font size and color
appropriate for
reading.
Font size and color
appropriate for
reading, uses color
and font creatively.
0.2
Too fast, they
disappear quickly
sometimes.
1
Shown enough
time to read.
0
No pictures or
more than 5
images missed.
0.2
Some pictures
have nothing to
do with the topic
or two images are
missed.
0.2
Explanation
incomplete or out
of the topic, or
too long, the
student is not
providing an
adequate
explanation on
the information
and can´t support
it.
0.5
Shown enough time
to read but
sometimes you
can´t.
0.5
Some pictures have
nothing to do with
the topic, they are
at least 15.
0
There is no
speaking
explanation.
0
Credits not
included in
video.
0.5
Credits not
included in video
or included
0.5
Explanation is
complete,
appropriate
language and
reliable
information, the
student is not
providing an
adequate
explanation and
can´t support it.
1
Credits not
complete or size or
color font not
1
There is at least a
picture, at least 15,
they are relevant
to the topic
1
Speaking is
completly related
to the topic,
appropriate
language and
reliable
information, the
student provides
an adequate
explanation and
supports it
properly.
2
Credits as specified
at the end of the
video. Good font
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without picture of
teammates.
appropriate or no
picture.
0
No formal
dress in 3 or
more
0.2
No formal dress in
two team
members
0.5
At least one of the
members is not
wearing formal
dress
0
More than 5
errors in the
presentation in
grammar or
spelling
0
0.5
3 or 4 errors in the
presentation in
grammar or
spelling
1
One or two errors
in the presentation
in grammar or
spelling
size and color, and
background picture
of the team.
1
All the students are
formally dressed
and in the video
they used proper
clothes.
2
You cannot find
mistakes in
grammar or
spelling
0.2
0.5
1
Dress
Errors
TOTAL
Learning Method
Kind of Evaluation
Teaching strategy
Teaching Resources
Due Date
Possible Points
Integrative Activity
By teams
By teacher
Presentation and research
Online information, Miller and Levine
30
1- In teams of 5 research on the genotype and phenotype of the following sicknesses.
a- Albinism
b- Hemophilia
c- Cystic fibrosis
d- Tay- shachs
e- Huntington
f- Sickle Cell Disease
g- Turner syndrome
h- Klinefelter syndrome
i- Edward syndrome
j- Patau syndrome
k- Daltonism
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2- Make a PPT presentation that must include the following:
a- Introduction. When was this sickness discovered and how?
b- Genotype and phenotype
c- Method to diagnose
d- Characteristics, advantages or disadvantages of this disorder.
e- Treatment or medication, include lifestyle.
f- Conclusion. Reflect on the benefits and risks of the knowledge of genetics.
g- Bibliography
RUBRICS FOR INTEGRATIVE ACTIVITY STAGE 2
Criteria
Introduction
GC. 4.8
D.C.6
Genotype and
phenotype
0
No
introduction
slide/Slides
include a lot of
information
written. No or
the
information
does not
include what is
required or
the student is
reading the
text.
1
Introduction is not clear,
or it is
limited.Inappropriate
information or some
information missed or
limited. Slides include just
key words or simple
definitions allowing the
speaker to expand the
content but the he is
reading directly the text
all the time.
Not included
One or both not clear, or
it is limited.Inappropriate
3
Reliable and
appropriate
information
according to
the
information.
Slides
include just
key words or
simple
definitions
allowing the
speaker to
expand the
content but
the student
is reading
directly the
text
sometimes.
No image
included.
Reliable and
appropriate
5
It gives general
information.
Reliable and
appropriate
information
according to the
information. Slides
include just key
words or simple
definitions allowing
the speaker to
expand the
content, the
speaker explain his
ideas not by
reading directly the
text, is prepared
with his
corresponding
information. There
is at least an image
included.
Both included,
described and
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GC. 4.8
D.C.6
Method to
diagnose,
advantages
and
disadvantages
GC. 4.8.1
D.C.1.6
information or some
information missed or
limited. Slides include just
key words or simple
definitions allowing the
speaker to expand the
content but the he is
reading directly the text
all the time.
information
according to
the
information.
Slides
include just
key words or
simple
definitions
allowing the
speaker to
expand the
content but
the student
is reading
directly the
text
sometimes.
No image
included.
No slide on
All mentioned but (one or Slides
method to
more) not clearly
include just
diagnose,
described or
key words or
advantages
understood.Inappropriate simple
and
information or some
definitions
disadvantages/ information missed or
allowing the
Slides include
limited. Slides include just speaker to
a lot of
key words or simple
expand the
information
definitions allowing the
content but
written. No or speaker to expand the
the student
the
content but the he is
is reading
information
reading directly the text
directly the
does not
all the time.
text
include what is
sometimes.
required or
There is no
the student is
image.
reading the
text.
correct. Reliable
and appropriate
information
according to the
information. Slides
include just key
words or simple
definitions allowing
the speaker to
expand the
content, the
speaker explain his
ideas not by
reading directly the
text, is prepared
with his
corresponding
information. There
is at least an image
included.
Reliable and
appropriate
information
according to the
information. Slides
include just key
words or simple
definitions allowing
the speaker to
expand the
content, the
speaker explain his
ideas not by
reading directly the
text, is prepared
with his
corresponding
information. There
is an image
included.
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Treatment
and lifestyle
GC. 4.8.1
D.C.6
No slide on
treatment and
lifestyle/ Slides
include a lot of
information
written. No or
the
information
does not
include what is
required or
the student is
reading the
text.
The treatment and
lifestylementioned but
not clearly described or
understood.Inappropriate
information or some
information missed or
limited. Slides include just
key words or simple
definitions allowing the
speaker to expand the
content but the he is
reading directly the text
all the time.
Slides
include just
key words or
simple
definitions
allowing the
speaker to
expand the
content but
the student
is reading
directly the
text
sometimes.
No image.
Technical
specifications
Slides include
a lot of
information
written. No or
the
information
does not
include what is
required or
the student is
reading the
text. 3 or more
points are
missed.
Slides include just key
words or simple
definitions allowing the
speaker to expand the
content but the he is
reading directly the text
all the time. Two or more
points are missed.
Slides
include just
key words or
simple
definitions
allowing the
speaker to
expand the
content but
the student
is reading
directly the
text
sometimes,
no images.
One point is
missed.
GC. 4
Reliable and
appropriate
information
according to the
information. Slides
include just key
words or simple
definitions allowing
the speaker to
expand the
content, the
speaker explain his
ideas not by
reading directly the
text, is prepared
with his
corresponding
information. At
least one image
included.
Slides include just
key words or simple
definitions allowing
the speaker to
expand the
content, the
speaker explain his
ideas not by
reading directly the
text, is prepared
with his
corresponding
information. At
least one image per
slide and it´s
relevant. Font size
letter and
colorgood for clear
reading. First slide
includes CIDEB and
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UANL logos,
teacher and
students full
names, student’s
numbers, school
and year.
Conclusion
GC. 4.8
DC 6
No slide for
conclusion/
Slides include
a lot of
information
written. No or
the
information
does not
include what is
required or
the student is
reading the
text.
There is a conclusion, but
there is no agreement
with the
case.Inappropriate
information or some
information missed or
limited. Slides include just
key words or simple
definitions allowing the
speaker to expand the
content but the he is
reading directly the text
all the time.
Slides
include just
key words or
simple
definitions
allowing the
speaker to
expand the
content but
the student
is reading
directly the
text
sometimes.
No image.
A conclusion is
presented clearly
according to the
case
presented.Reliable
and appropriate
information
according to the
information. Slides
include just key
words or simple
definitions allowing
the speaker to
expand the
content, the
speaker explain his
ideas not by
reading directly the
text, is prepared
with his
corresponding
information. At
least one image
included.
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Learning Method
Kind of Evaluation
Teaching strategy
Teaching Resources
Due Date
Possible Points
Lab Practice
By teams, individual reports
By teacher
Practice
Online information, Miller and Levine
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Investigación sobre los rasgos hereditarios
Introducción
La herencia es la transmisión de los rasgos de los padres a sus descendientes. La estructura
genética de un individuo se conoce como genotipo. Las características físicas de un individuo, que
son el resultado de su genotipo y su entorno, se conocen como fenotipo.
Algunos alelos se manifiestan sólo cuando el genotipo es homocigótico. Se dice que estos alelos
producen fenotipos recesivos. Los alelos que se manifiestan tanto si el genotipo es homocigótico o
heterocigótico producen fenotipos dominantes. Un alelo que codifica para un rasgo dominante se
representa con una letra mayúscula, mientras que un alelo que codifica para un rasgo recesivo se
representa con una letra minúscula. Algunas veces, cuando el genotipo es heterocigótico, no se
produce un fenotipo recesivo ni uno dominante. En esta situación, llamada dominancia
incompleta, se produce un fenotipo intermedio.
En los seres humanos, el sexo de un individuo está determinado por la combinación particular de
dos cromosomas, llamados cromosomas sexuales. Los individuos que tienen dos cromosomas X
(XX) son mujeres, mientras que los que tienen un cromosoma X y uno Y (XY) son hombres. En esta
práctica observarás cómo diferentes combinaciones de alelos dan como resultado ciertos rasgos.
Problema
¿Cómo se heredan los rasgos?
Discusión previa
Lee toda la práctica. Después trabaja con uno de tus compañeros para responder las
siguientes preguntas.
1. ¿Qué representa uno de los dos lados de una moneda o de un disco?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. ¿Cuál es la probabilidad, en porcentaje, de que al lanzar una moneda al aire
caiga cara? ¿Y de que caiga cruz?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. ¿Por qué el lanzamiento de una moneda es una buena manera de representar
las combinaciones de alelos que ocurren en la naturaleza?
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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
4. Para todos los rasgos explorados en este laboratorio, ¿todos los pares de alelos
heterocigóticos producen un fenotipo intermedio?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
5. ¿Puedes determinar con exactitud el genotipo de un organismo con sólo observar
su fenotipo? Explica tu respuesta.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Materiales (por equipo)
• 3 libros de texto • 2 monedas
Procedimiento
1. Coloca los libros de texto en la mesa de laboratorio de manera que formen un triángulo.
2. Determina qué estudiante lanzará la moneda por la mujer y quién la lanzará por el hombre.
Recuerda que son dos genes por rasgo.
3. Pide al compañero que represente al hombre que lance la moneda de manera que caiga dentro
del triángulo para determinar el sexo del descendiente. Si cae cara, el descendiente es mujer; si
cae cruz, es hombre. Registra el sexo del descendiente al inicio de la página anterior.
4. Ahora, todas las veces que lances la moneda, la cara representará el alelo dominante y la cruz el
alelo recesivo.
5. Ahora tú y tu compañero deben lanzar las monedas dentro del triángulo al mismo tiempo para
determinar el fenotipo del primer rasgo, la forma de la cara. (Nota: Sólo deben lanzar las monedas
una vez para cada rasgo).
6. Continúen lanzando las monedas para cada rasgo listado en la tabla de la siguiente ilustración.
Cada vez que lances la moneda, registra el rasgo de tu descendiente mediante una paloma en el
cuadro correspondiente de la tabla. (Nota: Se ha simplifi cado alguna información de la ilustración.
En realidad, algunos rasgos listados son producidos por dos o más genes).
7. Con los rasgos listados, dibuja las características faciales de tu descendiente
en el espacio de la página anterior.
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Sexo del descendiente
____________________________________________________________________
Dibujo del descendiente
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Análisis y conclusiones
1. Inferir ¿Cuáles son los posibles genotipos de los padres de un descendiente que tiene cabello
ondulado (Hh)?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. Predecir ¿Puedes predecir que otro par de estudiantes en tu clase tendrían un descendiente
genéticamente idéntico al tuyo? Fundamenta tu respuesta.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. Sacar conclusiones ¿Crees que alguno de tus compañeros de clase tiene los mismos rasgos
genéticos que tú? Explica tu respuesta.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
4. Comparar y contrastar ¿En qué es similar este modelo de lanzar la moneda a la manera en que
los seres vivos heredan sus rasgos? ¿En qué es diferente el modelo?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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