Download Unit 9: Genetics

Greensburg Salem Lesson Planning Template
Andrea Redinger
COURSE: Biology
UNIT/LESSON TITLE: Unit 9 – Genetics
NAME:
Stage 1 Desired Results
What is this unit/lesson about?
In this unit, students will explore further the
Central Dogma connecting DNA to RNA to
Proteins and now Traits. Mendelian genetics
will be used to predict patterns of
inheritance using analysis of mono- and
dihybrid crosses (Punnett Squares). Human
genetics will also be delved into through
investigation of karyotypes and pedigrees.
Transfer Goals / Big Ideas
Why do all students need to learn and develop the skills associated with this unit/lesson?
Big Idea #8: Hereditary information in genes is transmitted across generations via DNA.
Big Idea #9: DNA segments contain information for the production of proteins necessary for
growth and function of cells.
Learning Targets / Understandings
Students will understand these concepts:
What are the standards for learning
addressed, assessed, and evaluated in this
unit/lesson?
3.1.B.B5
PATTERNS
Describe how Mendel’s laws of segregation
and independent assortment can be
observed through patterns of inheritance.
Distinguish among observed inheritance
patterns caused by several types of genetic
traits (dominant, recessive, codominant, sex-
Meaning
ESSENTIAL QUESTIONS / I CAN STATEMENTS
Describe and/or predict observed patterns of
inheritance (i.e., dominant, recessive, codominance, incomplete dominance, sexlinked, polygenic, and multiple alleles).
Describe processes that can alter
composition or number of chromosomes
(i.e., crossing-over, nondisjunction,
duplication, translocation, deletion, insertion,
and inversion).
I can construct and analyze a monohybrid
cross using a Punnett Square.
I can interpret the results of a dihybrid cross
using a Punnett Square.
I can construct and analyze the results of
various karyotypes.
I can interpret genetic inheritance patterns
using a pedigree.
linked, polygenic, incomplete dominance,
multiple alleles).
CONSTANCY AND CHANGE
Explain how gene actions, patterns of
heredity, and reproduction of cells and
organisms account for the continuity of life.
SCALE
Demonstrate how inherited characteristics
can be observed at the molecular, cellular,
and organism levels.
Acquisition
Students will be skilled at (able to do)…
ALL Students will know (include key
vocabulary)
Genetics, heredity, Mendel, traits, dominant,
recessive, alleles, law of segregation, law of
dominance, genotype, phenotype,
homozygous, heterozygous, Punnett square,
incomplete dominance, probability,
codominance, sex-linked and sex-influenced,
sex chromosomes, autosomes, karyotypes,
polygenic, genetic recombination, pedigrees,
carriers, genetic disorders, nondisjunction,
duplication, translocation, deletion, insertion,
inversion, multiple alleles, genetic screening,
genetic counseling, amniocentesis
Modeling the patterns of inheritance.
Constructing Punnett squares of monohybrid
crosses and analyzing results.
Interpreting the results of a dihybrid cross
using a Punnett square.
Constructing and analyzing the results of a
karyotype.
Screen pedigrees to trace genetic disorder
inheritance.
Prioritized skills for students with
complex/exceptional instructional needs
Prioritized knowledge and ideas for students
with complex/exceptional instructional
needs:
Learning Support
Gifted
Learning support
Gifted – Construct a pedigree of your family
going back as many generations as possible
and attempt to trace any genetic disorders.
Stage 2 – Evidence
Evaluative Criteria
What evidence will be used to evaluate how student meet the
learning targets?
Assessment Evidence
What assessments and feedback will be used to determine students
are making progress toward learning the key knowledge in this
unit/lesson?
Should this dog be called Spot? Activity
Quiz – Monohybrid Crosses
How are traits inherited? Activity
Quiz – Variations in Monohybrid Crosses
SpongeBob Genetics #1-4
Quiz – Human Genetics
Dihybrid Cross Interpretation Activity
Let’s make your baby! Activity
Karyotype Activity
I’m my own Grandpa?!? Activity
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Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
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Individualized Student Planning
Student Name
Standards Aligned IEP/GIEP
Goals
Student-Specific IEP/GIEP
Student-specific supports,
accommodations, or
modifications