Genetics Unit Plan
Ch. 11 Introduction to Genetics
11.1 The Work of Gregor Mendel
11.2 Probability and Punnett Squares
11.3 Exploring Mendelian Genetics
Essential questions
1) What can the study of genetics tell us about who we are?
(Inheritance, patterns of inheritance, genetic diseases, etc.)
2) How do Mendelian Genetics from the 1800’s still prove useful and relevant today?
(genetically modified organisms, designer babies, paternity tests, crime, blood-typing,
donating blood)
3) What does our continually deeper understanding of human genetics mean for the future?
(designer babies, cures and treatments for diseases, GMOs and world agriculture, etc.)
Unit Objectives
By the end of this unit, students:
1) Will know how to use and complete punnett squares,
-Recognize the purpose punnett squares serve
(represent predicted outcomes and that real-life crosses represent observed
outcomes)
-Correctly apply the principles of probability to understand patterns of inheritance
2) Will be able to read, interpret, and create pedigrees given sufficient information to do so
-Both create own and gather information from provided pedigrees
3) Will have researched and presented information as experts on various genetic diseases
-Will be expected to present a sensitive and respectful presentation to class
4) Will have reflected upon their stance towards the controversial topic of genetically modified
organisms as informed by individual research
5) Will have demonstrated mastery of the material by scoring a 90% or higher on the final test
DAY 1
Introduction to Genetics!
Objectives:
Students will access previous knowledge they have about the content
Students will generalize class data about inheritance to the larger population
Materials:
Introductory power-point presentation
Introductory vocabulary worksheet
~30 Phenylthiocarbamide paper strips
PTC HW sheet
Schedule:
1. Informal introduction to Genetics accompanied by power-point
a. Will walk through power-point, which is all pictures, to spark discussion, pique
interest, and preview all the fun that is to come in the unit
2. After a question period following the power-point, students will be placed into groups of
4 and will complete the introduction to vocabulary sheet
3. We will review the sheet as a class and discuss any further questions
a. The point here being that student realize they have already heard of these terms
and already have (sometimes correct) ideas about these words and concepts
4. PTC taste-test in which every student will determine if they inherited the ability to taste
PTC
5. Assignment and explanation of homework
HW:
PTC wksht. to be reviewed and collected tomorrow
DAY 2
Objectives:
Students will record content material as it is provided through notes
Students will organize themselves and information to begin research on their Genetic Disease
Students will define key vocabulary terms for homework
Students will give examples and generate cues to associate and remember the terms
Materials:
Unit note packet
Genetic Disease Project Description and Rubric
Vocabulary list
Schedule:
1. Review objectives for the unit
1) Will use and complete punnett squares
2) Will read, interpret, and create pedigrees given sufficient information to do so
3) Will research and present information as experts on various genetic diseases
2. Work through section 11.1 of notes
a. Students are provided with a packet in which they can take their notes as I work
through them on an overhead
3. Introduction of the Genetic Disease Project and formulation of groups
a. Students will be assigned their disease and their groups and will decide within
their groups who will play what role
4. Vocabulary homework handed out
a. The sheet is to be completed at the end of class as a wrap up once the groups
have formed, but also as homework
HW:
Complete vocabulary list
DAY 3
Objectives:
Students will practice genetics problem-solving skills
Students will illustrate understanding of vocabulary and content by completing practice problems
Materials:
Note packet
SpongeBob worksheet 1
Schedule:
1. Students will work through section 11.2 in note packet
a. Students will take notes in their packets as I present them on overhead
2. Students will work first independently and then in partners to complete the
SpongeBob worksheet
a. This is a fun summary of the some of the vocabulary and problem solving
skills we will be practicing in their notes and in class
3. Practice problems for homework assigned
HW:
Practice Problems from text
Pg. 377-376
DAY 4
Objectives:
Students will apply previously acquired knowledge to new material
Students will practice genetics problem-solving skills
Students will compare and contrast the difference between observed and predicted results
Students will explain and summarize what they learned during the lab
Materials:
Penny Lab packet
Pennies
Schedule:
1. Students will complete a lab based on the application of probability to genetics problems
a. This is a great lab to demonstrate the importance of math and probability to the
study of genetics
b. It is also a nice opportunity for students to demonstrate multiple ways of knowing
and understanding the Biology content
2. Students will write an informal summary of their findings to solidify their understanding
of the lab and the concepts demonstrated in it
a. Each student will do this separately so I can truly access their understanding and
mastery of the material
HW:
Penny Lab Analysis write-up, to be collected tomorrow
DAY 5
Objectives:
Students will practice genetics problem-solving skills
Students will illustrate understanding of vocabulary and content by completing practice problems
Students will share and support their answers as they check with one another
Students will cooperatively review the answers
Materials:
SpongeBob worksheet 2
Schedule:
1. We will work through section 11.3 in the notes packet
2. Students will spend the remainder of the block completing the second SpongeBob
Genetics problem worksheet in order to review
a. Students will review answers and answer questions among themselves as they
will have been sufficiently scaffolded by this point to complete their genetics
problems independently
b. Any questions that arise will be addressed to the class at large and students are
expected to peer-facilitate this review
c. Before the end of the block, I will partner students so they may review their
answers with a peer before leaving
3. Notecard check-up
a. Student will write to me on 3x5 notecards answering these prompts, “I
understand/feel comfortable with…” and “I am still confused by/don’t get….”
b. This is a great informal way to gather information (often anonymously)
HW:
Work on Gen. Dis. Project
Students must hand in research about at least 2 of the questions for their “role”
DAY 6
Objectives:
Students will be able to apply their knowledge of blood types to a crime scene investigation lab
Students will conduct experiments, interpret data, and draw conclusions about their findings
Materials:
Crime Lab packet
Lab supplies ordered as kit
Baby by Design HW wksht.
Schedule:
1. Collect homework from Day 5 and leave time for questions/discussion of Genetic
Disease Project updates
2. Summarize notecard feedback and present to class
a. Ideally, there will be time left in the block to address the issues that students
mentioned they were still confused by
b. Over the weekend I would create more practice problems or design an activity to
help students work through their areas of weakness
3. Crime Lab activity to be completed in class
a. Students work in assigned partner groups to complete the lab packet and analysis
in class
b. Every student must write their own analysis section and turn it in
4. Homework assignment handed out and explained
a. Students will be visiting a website and reviewing material that will be covered in
class the following day
b. The interactive website is accompanied by a homework sheet so that the whole
class comes in the next day having completed the same work but they could
potentially have very different answers
c. Serves as an interesting introduction to a new topic within the unit
HW:
Babies by Design web quest wksht.
(http://www.teachersdomain.org/resource/tdc02.sci.life.gen.babiesbydesign/)
DAY 7
Objectives:
Students will consider their own beliefs and the reasons for those beliefs regarding genetic
engineering
Students will explain and justify those beliefs to their peers
Students will relates their opinions and beliefs to the content knowledge they have acquired
Materials:
“The Perfect Baby” film special by PBS
Worksheet to lead discussion
Current Event form
Schedule:
1. Collect previous night’s HW and discuss
2. Introduce the film special “The Perfect Baby” (PBS Special with Barbara Walters)
a. We will watch the first 30 minutes in order to leave enough time for a discussion
3. Worksheet to set up discussion
a. Each student will first answer the front of the sheet, they will then be collected
and redistributed to allow for anonymous feedback
4. Students will then discuss as a class their impressions of the video while connecting it to
last night’s homework and their beliefs about “designing babies”
HW:
Environmental CE
DAY 8
EARTH DAY!
Objectives:
Students will be able to identify at least 5 small changes they can make in their daily routine to
be more conscious of the environment
Materials:
Blue Planet series of videos
NBC special on “Pacific Garbage Dump”
Starbucks video
Earth Day power-point
Personal Garbage Collection
Poster board
Schedule:
1. Review environmental current events and collect
2. Brief introduction to Earth Day and its history
a. A day of celebration/appreciation but also awareness
3. Show Blue Planet video to inspire appreciation and wonder
a. Think, pair, and share reactions
4. Show Pacific Garbage Dump video
a. Think, pair, and share reactions
5. Present power-point presentation using my collected garbage
6. Class breaks up into groups of 4-5 and brainstorms what small changes they can make
daily to better the environment
7. Conclude by writing 2-3 ideas from each group on poster board and class has the chance
to sign it, will be displayed in hallway
HW:
Do one of the things you brainstormed in class!
DAY 9
Objectives:
Students will be able to compare and contrast key terms for the unit by describing similarities
and differences between terms
Students will be able to interpret and draw conclusions from provided pedigrees as evidenced by
in their participation in class discussion
Materials:
Vocabulary review wksht.
Charles II reading
Charles II pedigree
Schedule:
1. Review Earth Day activities and what students did to be environmentally responsible
2. Complete the vocabulary review jigsaw in pairs
a. Serves as an opportunity for students to engage with the content in a new way
while also reviewing terms we’ve used throughout the unit
b. Students will be paired on a word pairing together and will be responsible for
presenting the word pair and its comparison to the class at large
3. As a class, read about Charles II from Spain
a. This is a really engaging reading meant to pique student interest and help
introduce the importance of studying pedigrees
b. Leave time in the block for discussions and questions during this activity since
students were very talkative (in a good way)
4. Introduce pedigrees
a. How used, what purpose they serve, and how they’re constructed
b. After the reading, these will seem more interesting and very relevant
5. Interpret Charles II pedigree
a. Now that students have read about his history and know how to interpret
pedigrees, review the family history of Charles II and ask students to use it to
explain some of what they learned from the reading
b. Has serious implications for current laws about incest, which is a good hook
HW:
Study Vocab using review sheet and list
DAY 10
Objectives:
Students will demonstrate their understanding of key terms by scoring at least a 90% on
vocabulary quiz
Students will be able to create a pedigree representing their families
Materials:
Vocabulary Quiz
Pedigree Project power-point
Schedule:
1. Take Vocab quiz
a. As students finish, write on a note card what you still do and do not understand in
the unit (informal assessment)
2. Introduce Pedigree project using developed power-point
a. Reviews many of the relevant human traits that students will be considering for
their project
b. Students will have questions and comments as you go, so leave time to discuss
3. Begin working on pedigree project
a. Use in class time to make sure you know how to draw your pedigree and chose
the traits you’ll be investigating
HW:
Complete the frame of your family pedigree and chose your 5 traits
DAY 11
Objectives:
Students will be able to reflect on what they have learned thus far and what they still need to
review
Students will coordinate with their groups to organize their presentations
Materials:
Mendel Video from TeacherTube
http://www.teachertube.com/viewVideo.php?video_id=157900&title=Mendelian_Heredity_1
Study guide
Schedule:
1. Watch Mendel Video to review concepts from entire unit
a. Students will record 2 (or more) things they still have questions about and 2 (or
more) things they are comfortable with
2. Study guides handed out
a. Students will have time in class to being working through these to help them
review
b. The correct answers will be provided the day before the test, if and only if the
entire class has completed the study guide
3. Students will be given in class time to collaborate with their genetic disease groups
HW:
Study for genetics problems quiz
DAY 12
Objectives:
Students will demonstrate their ability to complete genetic disease problems as measured by a
score of 95% or higher on the quiz
Materials:
Genetics Problems Quiz
Bill Nye video about genetically modified organisms
Worksheet accompanying video
Schedule:
1. Students will be given 5-10 minutes to review for their genetics problems quiz
a. Generally should take about 15-25 minutes to complete
b. As students complete the quiz, complete a 3x5 note card reflecting upon their
performance, how they think it went, and how much they plan to prepare for the
final test
2. Use Bill Nye video to present the new topic of genetically modified organisms
a. Will be nice break after taking a quiz and is accompanied by a worksheet to
engage students throughout
3. Wrap up to video, discussion of questions/comments from video structured around the
completed worksheet
a. Introduce this new topic and why we care?
b. A more interactive activity will happen tomorrow in class
4. Remainder of time devoted to work on genetic disease projects
HW:
Complete Pedigree Projects!
DAY 13
Objectives:
Students will be able to evaluate their position on genetically modified organisms by recording
their responses to prompts online after reading compelling information for and against there use.
Materials:
Interactive web quest on http://www.pbs.org/wgbh/harvest/
Schedule:
1. Pedigree projects handed in at beginning of class
a. Great opportunity for show and tell in which kids can share what they learned
about their family members, family history, or genetics
b. Is a good activity to value the work they put into the projects and also discuss
observable patterns of inheritance, review vocabulary terms, and share personal
anecdotes to make the content relevant
2. Transition to introduce another relevant topic, genetically modified organisms!
a. Pedigree project serves as a nice segueway into GMOs because pedigrees make it
obvious why students should care about genetics and the study of GMOs is
another example of that
b. Students will work individually online to learn about genetically modified
organisms through an interactive web quest accompanied by a worksheet
c. This serves as a wrap-up to the unit and a way to solidify understanding of the
many topics that inform genetically modified organisms and their impact on us
today
3. Any remaining class time should be used to continue working on the study guide
HW:
Complete at least up to pg. 3 in SG
DAY 14
Objectives:
Students will be able to gauge their level of preparedness by how easy or difficult they find the
review Jeopardy game.
Students will compare answers on their study guide to that of their peers and construct correct
answers in order to prepare for their test.
Materials:
Genetics Jeopardy power-point
Schedule:
1. Check students’ homework, make sure adequate progress is being made on study guide
a. Discuss how students are studying, review study techniques, remind them to
study!
2. Jeopardy Review Game
a. Students will be grouped into 4 groups of ~5, rules for game will be clearly stated
and agreed upon
b. Game will last 30 to 40 minutes
c. Wrap up should address the fact that students have now seen most of what they
can expect to see on the test, they have their study guides, and now it’s their turn
to put in the time and study
3. Student-led review of the study guide
a. Students will have had a week to complete their study guides, and were given
some time in class, so that all this should involve is a simply comparison of
answers
b. I will group students based on ability and my perceptions of how much studying
they have done (similar levels together) so that they may compare answers and
review the material together
HW:
STUDY!
DAY 15
Objectives:
Students will demonstrate mastery of key unit concepts, problem-solving skills, and terms by
scoring a 90% or higher on the final test
Students will demonstrate their area expertise in their genetic disease as they orally present their
projects by scoring a 90% or higher as measured by the project rubric
Materials:
Test
Genetic Disease Project Description and Rubric
Schedule:
1. Students will get 10 to 15 minutes to review for their test
2. Test administered, should take from 30 to 40 minutes
3. Genetic Disease Presentations
a. Presentations will be graded as they are presented in whatever form students have
agreed upon, each one should last 15 to 20 minutes
b. Students will take notes on their peers’ presentations as they present and each
presentation will be followed by a period of question and answer, brief discussion,
and review
HW:
None