Download MENU PLANNER: Water in the Atmosphere, Air Masses, Fronts, and

S7L3. Students will recognize how biological traits are passed on to successive generations.
a. Explain the role of genes and chromosomes in the process of inheriting a specific trait.
Unit EQ: How is genetic material passed from parents to their offspring?
Key Words
Heredity
Trait
Genetics
Punnett Square
Probability
Dominant alleles
Recessive alleles
Meiosis
Genotype
Date Completed
Formative
Assessment(AKA
Checkpoint) will
be given on
Thursday, 1/30.
All TASKS must
be completed.
Formative
Assessment (AKA
Checkpoint) will
be given on
Tuesday, 2/4. All
TASKS must be
completed.
Formative
Assessment (AKA
Checkpoint) will
be given on
Friday, 2/7 All
TASKS must be
completed.
2/7 and 2/10
2/20
Formative
Assessment (AKA
Checkpoint) will
be given on
Friday, 2/21. All
TASKS must be
completed.
Dr. Karyotype is
due at the end of
class on
Thursday, 2/27.
Summative
Heterozygous
Homozygous
Phenotype
Tasks
LQ: What is the relationship between traits and heredity? How are dominant and recessive
traits related?
TASKS TO COMPLETE:
1. Watch Genetics Lecture 1 of 3 and take notes on your own paper.
2. Complete Directed Reading 5-1 while reading the textbook. Copies available in the
classroom or from the online textbook. Get an answer key from the teacher to check your
work when you are done.
LQ: How are genes and alleles related to genotype, phenotype, homozygous, and heterozygous?
How do Incomplete and Codominance relate to Mendel’s theories of dominant and recessive
traits?
TASKS TO COMPLETE:
1. Watch Genetics Lecture 2 of 3 and take notes on your own paper.
2. Complete Directed Reading 5-2 while reading the textbook. Copies available in the
classroom or from the online textbook. Get an answer key from the teacher to check your
work when you are done.
LQ: How do I use the information in a Punnett square to predict possible genotypes and/or
phenotypes in offspring?
TASKS TO COMPLETE:
1. Watch Genetics Lecture 3 of 3 and take notes on your own paper. Be sure to write all
example problems in your notebook.
2. Complete Spongebob Genetics 1 and 2. Copies available in the classroom or from the blog.
Get an answer key from the teacher to check your work when you are done.
LQ: How are biological traits passed on to successive generations?
SUMMATIVE ASSESSMENT: Alien Orphanage (100 points) DUE 2/11
Frayer Diagrams due and VOCABULARY QUIZ
LQ: What is Meiosis? How does it relate to Mitosis?
TASKS TO COMPLETE:
1. Watch the Meiosis Square Dance a few times and try to sing along.
2. Complete Directed Reading 5-3. Copies available in the classroom or from the online
textbook. Get an answer key from the teacher to check your work when you are done.
3. Create a Venn Diagram on your own paper to compare and contrast Meiosis and Mitosis. Be
sure to include: Where each process takes place, how many cells each process starts and ends
with, and the number of chromosomes each cell has in the end. Create at least 3 items they
have in common.
LQ: How do scientists use Pedigrees and Karyotypes to diagnose Genetic Disorders?
TASKS TO COMPLETE:
1. Watch Pedigree Lecture and take notes on your own paper.
2. Watch Karyotype Video and take notes on your own paper.
3. Complete Dr. Karyotype activity with a partner. Project Grade (100 points)
Almost There Test 2/28
ATTENTION!
We are flipping the classroom! A flipped classroom model of teaching is when the traditional lecture is viewed outside of
class through a recorded video. Class time is spent on inquiry-based learning and items traditionally viewed as a student’s
homework assignments. I have changed the look of the game plan to reflect this flipped model. For each section, students
are given a set of tasks to complete before the formative or summative assessment. Students may work at their own
pace inside and outside of class. There are many positives to this model. First, students may view the lecture multiple
times instead of just once in a classroom full of distractions. Second, the teacher will have more opportunities to work
with students in small groups or individually to close gaps found during formative assessments. Finally, students who are
comfortable with the material will be able to move ahead at their own pace instead of waiting for the rest of us to catch
up. I am hoping this model will bring more differentiation (personalized instruction) to my classroom. I do realize this is a
change and something new. This first unit will be a testing ground. Please, feel free to e-mail me with concerns, problems,
or suggestions.
Important Point: Even though no homework is listed, you still have homework!! What you chose to do outside of class is
up to you. You may want to listen to lectures or complete directed readings. You should do a little homework every night
even if you just review your notes.

Study Guide: Genes & Chromosomes
Label the following with HE for heterozygous alleles and HO for homozygous alleles.
o
TT_____
Rr ______
ss _____
QQ _____

Compare and Contrast hybrids and purebreds. Give an example of each.
(How are they ALIKE and DIFFERENT?)

Compare and contrast phenotypes and genotypes. Give an example of each.

Compare and contrast heterozygous and homozygous.

Compare and contrast genes and alleles.

Describe how to solve a Punnett square and explain what information you can learn from it.

Design two Punnett squares and write a word problem for each. Make sure to include the answers.