FRANKLIN-SIMPSON HIGH SCHOOL
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1 FRANKLIN-SIMPSON HIGH SCHOOL Course Name: Biology Unit Name: Unit 8 Genetics and Biotechnology Quality Core Objectives: C.1. Genetics f. Describe the basic process of meiosis Unit 12 Mendel s Peas: A Study of Mendelian Genetics g. Identify and explain Mendel s law of segregation and law of independent assortment h. Explain how the process of meiosis reveals the mechanism behind Mendel s conclusions about segregation and independent assortment on a molecular level i. Define and provide an example of the following: genotype, phenotype, dominant allele, recessive allele, codominant alleles, incompletely dominant alleles, homozygous, heterozygous, and carrier j. Explain sex-linked patterns of inheritance in terms of some genes being absent from the smaller Y chromosome, and thus males (XY) having a different chance of exhibiting certain traits than do females (XX) k. Construct and interpret Punnett squares and pedigree charts (e.g., calculate and predict phenotypic and genotypic ratios and probabilities) l. Infer parental genotypes and phenotypes from offspring data presented in pedigree charts and from the phenotypic and genotypic ratios of offspring Purpose of the Unit: Students will be able to discuss the identification of DNA as the genetic material, the elucidation of the structure of DNA, and the path from gene to protein. Emphasis will be placed on relating the structure of all important molecules to their function in the processes. At the end, students should be able to evaluate predictions and results of the classic DNA experiments, make predictions about other experimental setups, and predict the effects of various point mutations on transcription, translation, and phenotype.
2 Prerequisites: The basic principles of biology (from earlier chapters) and biochemistry are required to understand this material. Daily Lesson Guide Day Lesson Content and Daily Focus Questions 1 What are heritable traits and phenotypes? C.1.i II Trait catalogue lab (40 III Refute my claim: Traits are randomly assigned to individuals at birth Tasks/Procedures Engagement Assessment and/or Knowledge or Comprehension Activities Critical Thinking (High Yield / Literacy /LTF/etc.) Accommodations 1. ACT Bell ringer 1. Refute my claim 1. Lab (working with others) 2. Refute my claim 3. Lab note books 2 II Guided notes (30 III - Monohybrid simple dominance (25 3
3 4 5 6 II Guided notes (20 III - Monohybrid codominance and incomplete dominance (45 II Guided notes (20 III - Monohybrid sex-linked (35 I ACT Bell ringer (5 II Quiz (30 III Grading and going over quiz (20 I ACT Bell ringer (5 II Create your own activity (50 1. ACT bell ringer 1. Quiz 1. ACT bell ringer 2. DNA quiz 1. Create your own 1. Create your own (Personal response) 1. Student and solution guides
4 7 2. Pedigree 8 9 II Pedigree Guided notes (25 III Pedigree (25 II Make your own pedigree chart for a trait in your family (30 III Pedigree practice questions (20 minutes) ; C.1.g 1. ACT bell ringer 1. Creating pedigrees (non-linguistic representation) 1. Student pedigree II Guided notes (30 III - Dihybrid cross (25
5 10 1. Genetic Problems 2. Q&A II Guided notes (30 III - Dihybrid cross (25 12 II Dihyrbid data analysis (30 III - Dihybrid cross (25 1. ACT bell ringer 1. Data analysis 2. Genetic Problems 3. Q&A 13 How do organisms produce gametes? C.1.f; C.1.h 1. ACT bell ringer 1. Picture lab (nonlinguistic representation) 1. Lab (working with others) 1. Lab notebooks II Meiosis picture lab (45
6 14 How do organisms produce gametes? 1. ACT bell ringer 1. Annotation 2. Advanced 1. C.1.f; C.1.h II Meiosis Reading Annotation (20 III Meiosis (30 15 How does meiosis, Mendel, and all affect real organisms? 1. Non-linguistic representation 1. Novelty and variety 1. Models 2. Results C.1.f; C.1.h Pipetape activity (may take up to 3 days) I Students build model chromosomes holding genes for a pipetape organism. II student use a model pipetape cell to show meiosis. III Groups breed pipetape creatures. IV Students Draw the child pipetape V Students analyze class wide data to see if their simulation matches Mendels
7 predictions 16 Unit Exam
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