Subject:
Subject: Biology
Grade Level: 10th Grade
Unit Title: Unit 2- Inheritance and Molecular Genetics |Timeframe Needed for Completion:
3 weeks (on a 90 min per day schedule)
Grading Period: 1st Nine Weeks | |
|Big Idea/Theme: Genetics |
| |
|Understandings: |
|This unit is focused on patterns of inheritance and genomics. Students will learn how genes interact, how traits are expressed, how scientists study this inheritance, and current applications of this |
|knowledge. Specifically, students will gain an understanding of: |
|Mendelian genetics |
|Complex inheritance patterns including incomplete dominance, codominance, multiple alleles, polygenic traits, and sex-linked traits. |
|How to interpret pedigrees and test crosses |
|Uses of genomics including the Human Genome Project and applications of biotechnology. |
|inheritance patterns and their control in blood typing |
|Understand various human genetic disorders focusing on new treatments, the inheritance, the diagnosis, their application to biology |
|Understand how the environment, and/or the interaction of alleles, influences the expression of genetic traits. |
|Understand how traits are determined via the structure and function of DNA. |
|Essential Questions: |Curriculum Goals/Objectives (to be assessed at the end of the unit/quarter) |
|Do you look like your parents? Why or why not? | |
|How can we make predictions about what our children and our grandchildren will look like? | |
|What impact has genomics had on individuals and society? | |
|If you could be tested for any disease, would you want to? Why or why not? |Goal 1 |
| |Learner will develop abilities necessary to do and understand scientific inquiry. Goal 1 addresses |
| |scientific investigation. These objectives are an integral part of each of the other goals. Students |
| |must be given the opportunity to design and conduct their own investigations in a safe laboratory. The |
| |students should use questions and models to formulate the relationship identified in their |
| |investigations and then report and share those findings with others. |
| | |
| |1.01 |
| |Identify biological problems and questions that can be answered through scientific investigations. |
| | |
| |1.02 |
| |Design and conduct scientific investigations to answer biological questions: |
| |Create testable hypotheses. |
| |Identify variables. |
| |Use a control or comparison group when appropriate. |
| |Select and use appropriate measurement tools. |
| |Collect and record data. |
| |Organize data into charts and graphs. |
| |Analyze and interpret data. |
| |Communicate findings |
| | |
| |1.03 |
| |Formulate and revise scientific explanations and models of biological phenomena using logic and evidence|
| |to: |
| |Explain observations. |
| |Make inferences and predictions. |
| |Explain the relationship between evidence and explanation. |
| | |
| | |
| |1.04 |
| |Apply safety procedures in the laboratory and in field studies: |
| |Recognize and avoid potential hazards. |
| |Safely manipulate materials and equipment needed for scientific investigations. |
| | |
| |1.05 |
| |Analyze reports of scientific investigations from an informed scientifically literate viewpoint |
| |including considerations of: |
| |Appropriate sample. |
| |Adequacy of experimental controls. |
| |Replication of findings. |
| |Alternative interpretations of the data. |
| | |
| |3.03 |
| |Interpret and predict patterns of inheritance. |
| |Dominant, recessive and intermediate traits. |
| |Multiple alleles. |
| |Polygenic traits. |
| |Sex-linked traits. |
| |Independent assortment. |
| |Test cross. |
| |Pedigrees. |
| |Punnett squares |
| | |
| | |
| |3.04 |
| |Assess the impacts of genomics on individuals and society. |
| |Human genome project. |
| |Applications of biotechnology. |
| | |
| | |
| | |
| | |
|Essential Skills/Vocabulary: |Assessment Tasks: |
| | |
|How to interpret pedigrees and test crosses | |
|Uses of genomics including the Human Genome Project and applications of biotechnology. | |
|Identifying cause and effect between genes and their relationship to inherited traits. |Genetics Facts and Fallacies Pre-assessment |
|Vocabulary |Genetics Vocabulary |
|genetics |DNA from the beginning Web quest |
| |Genetic Detectives Web quest Project (rubric) |
|heredity |Genetics Vocabulary Quiz |
| |Learning Guide for Punnent squares |
|alleles |Learning Guide for Pedigrees |
| |Complex Inheritance Worksheet |
|genes |Blood typing activity |
| | |
|chromosomes | |
| |Learning Guide on Sex-linked traits and sex chromosomes |
|dominant |Sponge Bob Quiz: Punnent Squares |
| |The Royal Blight |
|recessive |The genetics of parenthood activity |
| |Practice Interpreting DNA Fingerprinting (Gel electrophoresis) |
|homozygous |Class scape Unit 2 Test |
| |Cracking the Code of Life Movie (human genome project) |
|heterozygous | |
| |17. Writing Assessment Cracking the code of life |
|genotype | |
| | |
|phenotype | |
| | |
|gametes | |
| | |
|fertilization | |
| | |
|zygote | |
| | |
|Interpret and predict patterns of inheritance | |
|Assess the impacts of genomics on individuals and society. | |
|examine the reactions of antigens and antibodies to determine an individuals blood type | |
|Analyze pedigrees and state the most likely inheritance pattern | |
|model how different combinations of genes inherited by offspring can produce tremendous variations in | |
|appearance. | |
|Examine various human genetic disorders focusing on new treatments, the inheritance, the diagnosis, | |
|their application to biology | |
|Explain how traits are determined by the structure and function of DNA. | |
|Materials Suggestions: |
| |
|NCDPI website- Biology Resources and Materials |
|Book the computer lab or mobile lab for a whole period when doing the Genetics Detectives Web quest. |
| |
|dna |
| |
| Cracking the Code of Life Movie (Human Genome Project) |
| Teacher resources and classroom activities based on Cracking the Code of Life. |
| Writing Assignment Cracking the code of life |
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