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Biology and Heredity Why do the same parents have different looking children? Instructional Episode 1 (Compare Mitosis and Meiosis) Students will model Mitosis and Meiosis in various methods. Teachers will start off by giving each card 2 similar numbered and colored playing cards and walk them through the stages of Mitosis/Meiosis. Students then will be given maps of each stage and compare and contrast the differences. Students will then be given independent pictures of multiple stages and have to deduct which stage is being illustrated. Teacher led discussion about the role of mitosis and meiosis in asexual and sexual reproduction. Lists: Explain the significance of meiosis and fertilization in genetic variation. Using models to discover patterns Relating cause of meiosis to effect of allele distribution Identifying patterns of meiosis and mitosis and relating to function. Assessment: Students should be able to identify different stages of mitosis and meiosis. This could be done as a quiz, teacher assessing group ability, or a writing activity where students address three major differences between the two in a letter to a peer. Instructional Episode 2 (When is Sexual and Asexual Reproduction favored?) Teacher will explain the basic difference between sexual and asexual reproduction. Students will then in groups brainstorm benefits and limitations of each type in a competition where the group with the most correct answers wins. Teacher allows but controls the dialog as ideas are presented with opposing groups that can rebuff ideas. Lists: Compare sexual and asexual reproduction Relate benefits in terms of scale, proportion, and quantity of each type of reproduction Identify patterns between similar and different types of organisms and the reproduction they undergo Assessment: Students can be assigned differing conditions of an organism, its environment, and its fitness. Based upon those conditions, students should write an argumentative paper which explains which type of reproduction would be most beneficial under the given conditions. Instructional Episode 3 (How do we predict what traits one will get) Teacher will explain Mendel’s law of segregation and independent assortment and relate it back to meiosis (instructional episode 1). Teacher, without explaining, will give out new terms such as heterozygous, homozygous, dominance, recessive, and alleles. Student will formulate into groups and define the words from a text and then, as a group, reword each into their own words after reaching a consensus. Teacher then illustrates how recombination of differing parents allows for new genetic combination in the offspring with illustrating how to use a punnett square. Lists: Students should be able to relate cause and effect of parental genotypes to offspring recombinations Students should be able to model results of genetic crosses utilizing mathematical models and/or punnett square Predict and interpret patterns of inheritance in sexually reproducing organisms Demonstrate possible results of recombination in sexually reproducing organisms relating to dominance and recessive Relate modern day plant/animal breeding to mendelian principles Assessment: Students analyze and interpret data to perform simple monohybrid crosses and calculate the probability of differing traits, this could be done as a simple worksheet or summative quiz/test. Students should be able to relate the principles of Mendelian genetics to modern breeding in a argumentative paragraph. Instructional Episode 4 (Why does Mendelian genetics fail?) Teacher will broadcast or give out pictures of traits that are not explain by mendelian genetics. Incomplete dominance, codominance, polygenic and sex-linked trait conditions can all be show and illustrated. With each, have students formulate hypotheses of mechanisms that are responsible for each observed phenomenon. As you move from each category, lead the class in discussion until each condition is explained. Illustrate nomenclature used and have students relate why such nomenclature is important. Lists: Demonstrate possible results of recombination in and compare and contrast with the following type crosses: dominance/recessive, incomplete dominance, codominance, polygenic inheritance, and sex linked traits. Relate differing types of inheritance utilizing models and patterns Assessment: Give picture or descriptions of varying types of inheritance. Have students work in groups to match up correctly each condition with its unique type of inheritance. Have them use argument to back up their conclusion and present to the teacher. Culmination Experience: Making babies Students will be “married” in class and have to analyze their independent genotypes (as well as possible) from looking at their own traits and the traits of their parents. Students will then “sexually reproduce” by exchanging their genetics with their “spouses” and performing a punnett square for the possible recombinations. Students will then randomly (using dice/number generator/etc) select each trait that their “offspring” will have. Traits can be mendelian, codomiance, incomplete dominant, and polygenic depending upon depth and breadth of class understanding. Student then can present their child in class and trace certain traits back to certain parents.