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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 NAME: Course: Unit/Title: Stage 3 – Learning Plan Summary of Key Learning Events and Instruction Day Objective: Instructional Activities: Assessments: Materials & Resources: Barriers to Learning: Day Objective: Instructional Activities: Assessments: Materials & Resources: Barriers to Learning: Day Objective: Instructional Activities: Assessments: Materials & Resources: Barriers to Learning: Day Objective: Instructional Activities: Assessments: Materials & Resources: Barriers to Learning: Day Objective: Instructional Activities: Assessments: Materials & Resources: Barriers to Learning: Day Objective: Instructional Activities: Assessments: Materials & Resources: Barriers to Learning: Day Objective: Instructional Activities: Assessments: Materials & Resources: Barriers to Learning: NAME: Course: Unit/Title: Individualized Student Planning Student Name Standards Aligned IEP/GIEP Goals Student-Specific IEP/GIEP Student-specific supports, accommodations, or modifications