Download Genetics Unit Plan - westandreashowcase

Intel® Teach Program
Essentials Course
Genetics Unit Plan
Unit Author
First and Last Name
Andrea West
School District
Greenville County Schools
School Name
Wade Hampton High School
School City, State
Greenville, SC
Unit Overview
Unit Title
Genetics
Unit Summary
The student will demonstrate an understanding of the molecular basis of heredity. Specifically, an
understanding of the structure and function of DNA, the mechanism for passing traits from one
generation to the next, and the advances in genetic engineering will be developed. Ultimately,
students will apply their new knowledge by creating a research project on a chosen genetic disorder.
Subject Area
Biology
Grade Level
9th and 10th grade
Approximate Time Needed
10 – 90 minute classes
Unit Foundation
Targeted Content Standards and Benchmarks
B-4.1 Compare DNA and RNA in terms of structure, nucleotides, and base pairs.
B-4.2 Summarize the relationship among DNA, genes, and chromosomes.
B-4.6 Predict inherited traits by using the principles of Mendelian genetics (including segregation,
independent assortment, and dominance).
B-4.7 Summarize the chromosome theory of inheritance and relate that theory to Gregor Mendel’s
principles of genetics.
B-4.8 Compare the consequences of mutations in body cells with those in gametes.
B-4.9 Exemplify ways that introduce new genetic characteristics into an organism or a population by
applying the principles of modern genetics.
Student Objectives/Learning Outcomes
Recall the major points of Mendel’s three laws of inheritance.
Predict the ratios of traits in offspring based on the three laws of inheritance.
Given parental phenotypes or genotypes, identify all possible gametes that could be produced.
Be able to perform a Punnett square, both for a single trait (monohybrid) and two traits
simultaneously (dihybrid).
Identify traits as homozygous, heterozygous, dominant, or recessive.
Understand the significance of linked genes.
Use a pedigree to determine if a trait is dominant or recessive, and sex-linked or autosomal.
Compare and contrast incomplete dominance with codominance.
Understand how traits can be polygenic, have multiple alleles, or both.
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Intel® Teach Program
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Recall the basic definition of a mutation, as well as some causes of mutation.
Compare and contrast mutations in sex cells with those in somatic cells.
Cite specific examples of genetic disorders that result from mutations, including both gene and
chromosomal mutations.
Understand the significant difference between different types of mutations, such as point mutations
and deletions.
Recall the basic processes behind genetic engineering and selective breeding
Describe some of the benefits and drawbacks/dangers involved in genetic engineering and selective
breeding.
Understand the significance of genetic engineering to science, technology, and society.
Curriculum-Framing Questions
Essential
How similar are children to their parents?
Question
Unit
Questions
How is genetic information passed from parent to offspring?
How do mutations lead to genetic variation in a species?
How is genetic engineering used to improve commercial products?
1. What are the differences between chromosomes, genes and alleles?
2. What is the difference between individuals who are homozygous or
heterozygous for a trait?
3. Use a Punnett Square to predict genotypic and phenotypic ratios.
Content
Questions
4. How can you analyze a Pedigree to determine if a trait is dominant or
recessive, and autosomal or sex-linked?
5. What is the Chromosomal Theory of Inheritance, and how does it explain
complex patterns of inheritance?
6. What are the consequences of gene mutations and chromosome mutations?
7. What are the benefits and risks of genetic engineering?
Assessment Plan
Assessment Timeline
Before project work begins
Students work on projects
and complete tasks
After project work is
completed
Student Needs Assessment
Ongoing Assessment
Summative Assessment
Pre-Test
 10 question
multiple
choice quiz on
USA TestPrep
website
Word Cloud
Self-assessment
and peer
assessment
Ongoing
Assessment
Project
Post-Test
 Create a word
 Distribute
 Online survey
 Project
 Unit Test
cloud with all of
project rubric
to choose topic
submitted and
the words you
and monitor
graded based
 Use support
already know
progress
on scoring
document
that are related
rubric
(checklist) for  Student
to DNA and
selfconference to
heredity. Scale
assessment
assess
the words to
progress
 Peer
make the top 5
assessment of
most important
rough drafts
words bigger
submitted to
than the rest.
class wiki
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Intel® Teach Program
Essentials Course
Assessment Summary
Students will be assessed at the beginning of the unit through an online pre-test on
USATestPrep.com. Previous knowledge will also be assessed through the use of wordle.net, where
students will display their understanding of genetics vocabulary by creating a word cloud. Students
will be assessed both formally and informally throughout the unit with individual and small group
practice, worksheets, and lab activities. Students can use the Genetic Disease Project Rubric to selfassess and monitor their own progress as they complete their research project. An online survey
(surveymonkey.com) and individual student conferences will help to monitor student progress as
they work on their project. Students will also provide peer feedback through a class wiki after viewing
rough drafts of other students’ projects. At the end of the unit, students will be assessed with a Unit
Test. The Genetic Disease Project will be graded according to the scoring rubric.
Unit Details
Prerequisite Skills
Students are expected to have a basic understanding of genetics from 7th grade science. Previous
knowledge includes the difference between dominant and recessive traits, genotype and phenotype,
and the use of Punnett Squares. Students are also expected to recall the structure of nucleic acids
(DNA and RNA) from the Energetics Unit, as well recall that DNA is located within the nucleus from
the Cells Unit.
Instructional Procedures
DAY 1:
Students will start by creating a DNA Wordle. They will brainstorm a list of words related to DNA and
heredity, then create a word cloud using wordle.net. This activity can help assess prior knowledge.
Next, I will present the Concept 1 Notes on DNA/RNA Structure (PPT). These notes will have a focus
on the importance of DNA as the instructions to make proteins. Students will also differentiate
between DNA, chromosomes, genes.
DAY 2:
Introduce Genetic Disease Project (Show student sample, 99 Balloons Video, Distribute Rubric)
After introducing the Genetic Disease Project, I will present the Concept 2 Notes on Mendel’s Laws.
We will practice applying the Law of Dominance with a Punnett Square worksheet.
DAY 3:
We will complete the Genotype Profile Activity, where students will identify genetic traits they have
(ex. Chin dimple, Hitchhiker’s thumb, Widow’s Peak). Students will be asked to identify their
phenotype and genotype for each of the traits. Students will then “mate” with other students in class
to determine the possible phenotypes of their offspring.
After the activity, I will show the students sample projects from past years. Students will sign up for
a genetic disease to research for their project.
DAY 4:
We will complete the Pipe Cleaner Babies Lab, which will help students to visualize how genes are
carried on chromosomes, and how the alleles can be passed on to offspring. Students will also learn
about sex-linked traits, and will compare predicted phenotypic ratios (found by creating Punnett
Squares) to actual phenotypic ratios (found by compiling class data). Students will enter their data
into a class Google docs spreadsheet.
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Intel® Teach Program
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DAY 5:
We will finish the Pipe Cleaner Babies lab by completing analysis questions based on the compilation
of class data.
After completing the analysis questions, students will have the opportunity to research their chosen
genetic disease, either online or using books borrowed from the library. At the end of class, students
will complete a short online survey to monitor their progress.
DAY 6:
I will present the rest of the Concept 2 Notes on Complex Patterns of Inheritance, including
Incomplete Dominance, Co-dominance, Multiple Alleles, and Polygenic Traits. We will practice
identifying the type of inheritance. I will also introduce Pedigrees, and we will practice identifying the
pattern of inheritance by viewing several sample pedigrees.
DAY 7:
I will present the Concept 3 Notes on Mutations. We will then watch a clip of the video “Cracking the
Code” about Tay Sachs Disease.
Students will have the opportunity to complete research for their genetic disease project, either
online or using books borrowed from the library. I will monitor student progress with informal
student conferences. At the end of class, students will be required to turn in four index cards with
research related to the four main areas of their project (Doctor’s Report, Genetic Counselor’s Report,
Parent’s Report, Community Report). Each index card must have at least one citation listed.
DAY 8:
I will present the Concept 3 Notes on Genetic Engineering. We will watch several video clips to show
some of the new applications of modern genetics. Students will work with a partner to complete a
Webquest activity.
DAY 9:
(First half of class) Students will submit a rough draft of their project. Students will provide feedback
in small groups based on specific criteria. Each student will be assigned 2-3 other projects to view.
They will then log in to the class wiki and make comments on those projects. Students will view their
feedback and make changes as needed.
(Second half of class) Review for Unit Test
DAY 10:
Genetics Unit Test
Students who complete the test early may work on their project.
(Any work that is not completed at this point will be completed by the student outside of class.)
Accommodations for Differentiated Instruction
Special Needs
Students
Follow guidelines as specified in the student’s IEP or 504 plan. Students will
work with their Resource Teacher as needed throughout the unit. Students may
have additional time during their resource class to research and compile their
projects.
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Intel® Teach Program
Essentials Course
Nonnative
Speakers
Gifted/Talented
Students
Nonnative speakers will work with their ESOL Teacher as needed throughout
the unit. Depending on English proficiency, students may also complete
assignments in their native language to be translated with the help of their
ESOL Teacher.
The final product that students create is open to interpretation and allows for
the students to express their creativity. The difficulty level of the project can be
adjusted based on the topic chosen and the medium used.
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)
Camera
Laser Disk
VCR
Computer(s)
Printer
Video Camera
Digital Camera
Projection System
Video Conferencing Equip.
DVD Player
Scanner
Other
Internet Connection
Television
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Image Processing
Web Page Development
Desktop Publishing
Internet Web Browser
Word Processing
E-mail Software
Multimedia
Class Wiki
Encyclopedia on CD-ROM
Printed Materials
Nowicki, Stephen. Biology. Illinois: McDougal Littell: 2008.
Various library books on genetic disorders
Student Notes Packet (Unit Outlines, class notes in Cornell Notes format,
lab/activity handouts)
Supplies
Pipe Cleaner Babies – student set (for 2 students) includes 6 pipe cleaners (8
white, 3 red, 1 blue) and 11 beads (3 yellow, 1 black, 2 blue, 2 orange, 2
purple, 1 white)
USATestPrep – www.usatestprep.com
Wordle Activity – www.wordle.net
99 Balloons YouTube Video - www.youtube.com/watch?v=th6Njr-qkq0
Internet Resources
“Cracking the Code” Video - http://www.pbs.org/wgbh/nova/body/crackingthe-code-of-life.html
Google Docs - https://docs.google.com/
Survey Monkey – www.surveymonkey.com
Wiki – westbiology.pbworks.com
Other Resources
Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.
Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are
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