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Campus: Princeton High School Author(s): Jody Gerber and Rachella Fannin Date Created / Revised: August 1, 2014 Six Weeks Period: 4th Grade Level & Course: Biology Timeline: 17 days Unit Title: Unit 8.2: Genetics and Heredity Stated Objectives: TEK # and SE Lesson # 2 B (6) Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics. The student is expected to: (A) identify components of DNA, and describe how information for specifying the traits of an organism is carried in the DNA; (E) identify and illustrate changes in DNA and evaluate the significance of these changes; (F) predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses and non-Mendelian inheritance; B (3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: 3F Research and describe the history of biology and contributions of scientists See Instructional Focus Document (IFD) for TEK Specificity Key Understandings Traits are passed from parent(s) to offspring in a predictable pattern. Misconceptions Some students use the terms gene and allele interchangeably. Some students may think that Punnett Squares determine fixed ratios and that results in the Punnett Squares as “people” rather than probabilities of offspring having a given genotype. The everyday meaning of the term dominance is strength and power in a contest with a weaker opponent (recessive). As a result, these students may have some or all of these common misconceptions: o Dominant alleles are more likely to be inherited than recessive alleles. o Dominant alleles are more likely to be adaptive than recessive alleles. o Recessive alleles are deleterious. o Mutations are recessive. o Dominant alleles regulate the expression of recessive alleles. o Dominant alleles are found at greater frequency than recessive alleles in populations. Students may think that every trait is represented by gene and that each gene has 2 and only 2 alleles. Key Vocabulary See vocabulary words for each day. Understanding vocabulary is imperative for students if they are going to pass STAAR. Use these words repeatedly. Suggested Day 5E Model Instructional Procedures (Engage, Explore, Explain, Extend/Elaborate, Evaluate) Materials, Resources, Notes, and Vocabulary Words Day 1 Topic: Basic History of Genetics and Genetic Theory Engage Engage – Find a genetic video that would interest students - www.trypearsontexas.com - Untamed Science from Levine and Miller Explain – Use PPT and notes to explain the history of genetics o Common thoughts of Mendel’s day o Focus on Gregor Mendel o Genetic Theory 3 Modern Principles Day 2 Explain Elaborate Topic: Genetic Vocabulary Needed to Predict and Solve Genetic Problems Explain – Explain vocabulary words that students must know to predict and solve genetic problems. - Use plastic cups to explain vocabulary words and determine if students comprehend basic vocabulary Materials - Copy notes for each student - Set of video for students to watch Resources – pages 308-311. 317 http://www2.edc.org/weblabs/ mendel/mendel.html Notes Vocabulary Words Genetics Heredity Gregor Mendel Factors Genes Purebred Hybrid True-breeding P, F1, and F2 Law of Dominance and Recessive Law of Independent Assortment Law of Segregation Materials - Copy notes for each student - Please and plastic cups/transparency (1 set for each student) Resources – See vocabulary below. Elaborate – Cross word puzzle or vocabulary word cards Notes It is imperative that student understand these vocabulary words if they are going to solve genetic problems. Vocabulary Words Allele Genotype Phenotype Dominant Recessive Homozygous Heterozygous Day 3 – Topic: Probability and Punnett Squares Explain Explore Explain – PPT and notes probability and Punnett Squares Explore – Lab: Coin Toss Materials - Copy notes for each student - 2 Coins/students (pennies) Resources – page 313-315 http://www.youtube.com/ watch?v=Y1PCwxUDTl8 Notes Vocabulary Words Probability Punnett Square Day 4 – Topic: Monohybrid Crosses Engage Explain Explore Engage – PTC, Thiourea, and Sodium Benzoate taste paper - Based on class results have students try and predict which is dominant and recessive Explain – Use PPT and notes to explain how to solve monohybrid crosses Materials - Get PTC, Thiourea, and Sodium Benzoate taste paper (1/student) - Copy notes and worksheet for each student Resources – pages 316 http://biology.clc.uc.edu/courses /bio105/geneprob.htm Explore – Monohybrid worksheet Notes Vocabulary Words Monohybrid Genotype Phenotype Probability Punnett Square Gamete Homozygous Heterozygous Day 5 – Topic: Monohybrid Crosses (cont.) Evaluate Explore Evaluate – Quiz over monohybrid cross Materials - Copy Gizmo lab (Mouse Lab) for each student Explore – Gizmo: Mouse Genetic (Monohybrid) Resources Notes - Schedule computer lab in advance - Have students study for a quiz over monohybrid crosses Vocabulary Words Monohybrid Genotype Phenotype Probability Punnett Square Gamete Homozygous Heterozygous Day 6 Topic: Dihybrid Crosses Explain Elaborate Explain – Use PPT and notes to explain dihybrid crosses - Teach FOIL method and/or double monohybrid crosses Materials - Copy notes and worksheet for each student Resources - page 316-318 Elaborate – Dihybrid worksheet Notes Vocabulary Words Dihybrid Genotype Phenotype Probability Punnett Square Gamete Homozygous Heterozygous Day 7 Topic: Dihybrid Crosses (cont.) Explore Explore – Gizmo: Mouse genetics lab (dihybrid) Materials - Copy Gizmo lab for each student Resources - page 316-318 Notes - Schedule computer lab in advance - Tell students to study for dihybrid quiz Vocabulary Words Dihybrid Genotype Phenotype Probability Punnett Square Gamete Homozygous Heterozygous Day 8 Topic: Non-Mendelian Crosses: Sex-linked Evaluate Explain Explore Elaborate Evaluate – Dihybrid quiz Materials - Copy quiz for each student - Copy notes and worksheet for each student Explain – Use PPT and notes to explain sex-linked traits Resources – pages 395 Explore – Quiz lab – Predicting Sex-linked crosses Elaborate – Sex-linked worksheet Notes Use hemophilia and color blindness as examples Vocabulary Words Sex-linked X chromosome Y chromosome Hemophilia Color-blindness Day 9 Explain Elaborate Topic: Non-Mendelial Genetics: Incomplete Dominance and and Codominance Explain – Use PPT and notes to explain incomplete dominance and codominance (compare and contrast) Elaborate - incomplete dominance and codominance Materials Copy notes and worksheet for each student Resources – pages 319, 394 Notes worksheet The worksheet is an excellent worksheet for helping students understand incomplete codominance and codominance Vocabulary Words Incomplete Dominance Codominance Day 10 Explain Explore Topic: Non-Mendelian Crosses: Polygenic and Multiple Alleles Explain – Use PPT and notes to explain polygenic and multiple allele Explore – Computer activity (blood typing) o Nobelprize.org Materials Copy notes and worksheet for each student Resources – pages 319, 486 Notes If you want to do the computer activity you will need to schedule the computer lab Vocabulary Words Polygenic Multiple Alleles Day 11 Topic: Pedigree with computer activity Explain Explore Explain – Use PPT and notes to explain pedigree Materials Copy notes and computer activity for each student Explore – Computer Activity Pedigree Or have students complete a pedigree for their own family. Resources – pages 175 - 176 http://www.zerobio.com/drag_gr11/ pedigree/pedigree_overview.htm Notes Schedule computer lab in advance if you want to do this activity Vocabulary Words Pedigree Day 12 Topic: Genetic Disease Materials Explain Explore Explain or Explore – Explain interesting genetic disease or have students research an assigned genetic disease and create a poster. Resources – pages 398 List of diseases to assign could be: albinism, cystic fibrous, Tay-Sachs, Lesch-Nyhan, phenylketonuria, sicklecell anemia, Huntington, Neurofibromatosis, Hemophilia, Down syndrome, Cri du chat, Duchenne muscular dystrophy, Klinefelter syndrome, Turner syndrome, PraderWilli syndrome, achondroplasia, Marfan syndrome, breast cancer, Vocabulary Words Genetic Disorder/Disease Day 13 Topic – Genetic Engineering Explain Explain Materials Copy notes Copy paper plasmid lab if you Notes Selective Breeding Recombinant DNA (paper plasmid lab if you want to) DNA Fingerprinting are going to do it Resources – pages 403-409, 418439 Notes Vocabulary Words Day 14 Topic - DNA Fingerprinting Materials Explore http://learn.genetics.utah.edu/content/labs/gel/ Resources – page 433 http://www.pbslearningmedia.org/asset/tdc02_int_createdna fp2/ Notes Schedule computer lab Vocabulary Words Day 15 Evaluation Review Topic: Review for 6-weeks exam Organism reproduction Meiosis Genetics Materials Copy review for each student Resources Notes Vocabulary Words Day 15 – Evaluation Topic: Genetic Evaluation Materials Copy test for each student Make the necessary modifications (SPED/504) Resources Notes Contact CMC Vocabulary Words Accommodations for Special Populations Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.