Unit Plan: Genetic Processes HS ­ Science Group Members: Artimis Soltanidji, Benjamin Liu, Ahamed Basheer Instructors: Janine Extavour, Marty Zatzman 1 Context for developing skills and conceptual knowledge necessary for making connections between scientific, technological, social, and environmental issues. In this unit, students will learn to apply their knowledge to a very tangible and topical issue within society: genetic diversity. They will learn to apply their knowledge of inheritance, genetic processes, diseases, and statistical analysis of genetics to allow them to understand the diversity and differences in all organisms. Furthermore, they will learn to think critically about the societal implications of various genetic technologies, such as cloning, recombinant DNA and gene therapy, and ultimately become informed citizens about these issues. Lesson Sequence Day
1
2
3
Learning Goals
Overview
Students will be able to
formulate suitable questions
for their culminating task
This lesson will introduce the
culminating task to the students,
and teach students how to create
appropriate questions for the unit
through Bloom's taxonomy.
Students will look at the
implications of various
reproductive technologies
This lesson will introduce societal
implications of genetic
manipulation, and allow the
students to debate and discuss
viewpoints on their given topic.
Students will activate prior
knowledge about cells,
chromosomes, and mitosis.
Curriculum
Expectations
Visual: Video of Bloom's
taxonomy
A1.11
Auditory: Video of
Bloom's taxonomy and
discussion.
Visual: reading the
background information
of their topic
4
This lesson will look in-depth at
chromosomes and their structure,
including genes. They will learn the
di!erence between gametes and
D3.1
definition of haploid, and somatic
cells and zygotes and definition of
diploid. The basic steps of meiosis,
in relation to mitosis, will be
discussed.
D3.2
Appendices
Socratic lecture
Critical thinking:
Creation of H.O.T.
questions for
culmninating activity.
Exit-card: Creation of
suitable questions based on
video
Appendix I Culminating handout
Visual: Diagrams of cells,
chromosomes, and
mitosis.
Socratic lecture
Appendix III Mitosis cut-out
worksheet
Auditory: Listening to
teacher
Collaborative learning:
students will work
together to complete the
cut-out of the phases of
mitosis
Tactile: cut-out of mitosis
Graphic organizer:
mitosis-cut out exercise
Students will hand in their
cut-out worksheet of mitosis
for evaluation.
Appendix IV Mitosis vs meiosis
handout
Visual: Diagrams of
chromosomal structure,
and steps of meiosis
Socratic lecture
Auditory: Listening to
teacher
Graphic organizer:
Mitosis vs. meiosis
handout.
Assessment/Evaluation
Appendix II Background
information sheet
of topic, and
debate notes
Auditory: listening to the
arguments of the other
side
This lesson will review cell
structure, basic chromosomal
D 3.2
structure, and the process of mitosis
Teaching strategies
Student-directed learning:
Working through ethical
arguments for debate.
Class discussion of societal
implications, and teacher
feedback of misconceptions or
questions about issue..
Collaborative-learning:
Working in groups for
debate.
D3.5
D2.1: A1.11
Students will be able to
e!ectively use language
related to basic genetics, and
understand the process of
meiosis.
Learning strategies
2 White-board quiz: ask them
Appendix IV to draw the phases of meiosis,
Mitosis vs meiosis
and to distinguish between
handout
haploid and diploid cells
Collaborative learning:
Working in pairs to fill-in
and complete the
worksheet based on the
video.
D2.1: A1.11
5
Students will be able to
explain how genetic diversity
is created during meiosis.
This lesson will explain the creation D2.2: A1.6, A1.8,
of greater diversity during meiosis
A1.12
through homologous recombination
and crossing over, as well as random
assortment. The model of meiosis
revised from the previous day.
D.3.1
Visual and auditory:
Online video of meiosis.
Graphic organizer:
Meiosis and crossing over
handout.
D3.2
6
This lesson will look at how genetic D2.1: A.11
Students will be able to
disorders occur with nonexplain how genetic disorders
disjunction (e.g. such as Down’s
involving full-chromosomes
Syndrome [polysomy], or Turner
occur.
syndrome [monosomy].)
D3.4
Appendix V Students hand in their sheets
Online video of
to be evaluated for their
meiosis and
Student-directed learning: understanding of the phases crossing over
Using online video to fill- of meiosis, and crossing over. handout
in handout.
Visual: Watching online
flash video of
nondisjunction.
Student-directed learning:
using online flash video to Teacher-led questioning and
assessment using the "tra!c
fill in handout.
light" diagnostic assessment
tool
Graphic organizer:
meiosis I and meiosis II
handout
Appendix VI Non-disjunction in
meiosis I and
meiosis II handout
A1.3
7
Students will choose a topic
for research for their casestudy and begin research.
A1.7
Introduce case-study assignment for
genetic diseases, and have students
A1.9
choose their topic. They will have
the remainder of the period to work
A1.11
down in computer lab/library.
3-2-1 assessment of their
research. (i.e. 3 things they
have learned from their
research, 2 questions they
have, 1 thing they are looking
forward to learn)
Appendix VII Case-study
handout
Observation of activity, and
managing di!culties with
concept
Appendix VIII Baby-making lab
D1.2
D3.4
8
Students will be able to
understand the basics of
Mendelian genetics and
inheritance, and the diversity
in genes.
Introduce Mendelian genetics,
dominant and recessive alleles,
genotype and phenotype,
homozygosity and heterozygosity
for a trait. Also, production of
gametes from parental alleles and
their pairing. Look at various
physical traits controlled by these
alleles,
Visual: Creation of a baby
from the baby-making lab.
D2.1: A1.12
Socratic lecture
Auditory: Teacher
instruction
D3.3
9
Students will understand their
topic from their case-study
with greater depth and obtain
feedback on their progress.
Students will continue their
research down in computer
lab/library for genetic diseases
(same as day )
assignment. During this time, each
student will be interviewed
(assessed) in their progress.
10
Students will be able to create
Punnett Squares to predict
the outcomes of genetic
crossings.
Introduce 1 x 1 to 2 x 2 Punnett
Squares for a single trait, and
ratios/percentages of genotypes and D2.3: A1.6, A1.8,
phenotypes. Introduce 2 x 2 to 4 x 4 A1.12
Punnett Sqaures for dual traits, and
determine the ratios/percentages.
Tactile and Kinesthetic:
Manipulation of
probability of alleles
through flipping a coin.
Teacher assessment and
feedback
Visual: Punnett squares
and visual representation
of phenotypes
Problem sets on board or
overhead
Socratic lecture
Auditory: Listening to
teacher
Collaborative learning:
baby-making lab/game
3 Homework and homework
check assessment
Appendix IX Mendelian
Genetics
Worksheet
Students will be able to
explain how other nonMendelian forms of
inheritance occur.
Introduce non-Mendelian
inheritance with respect to
incomplete dominance,
codominance, multifactorial traits,
and sex-linkage.
12
Students will refine their
understanding of genetic
crossing of Mendelian and
non-Mendelian inheritance
through the use of Punnett
Squares. They will also
obtain feedback on their
progress on their culminating
task.
D2.4: A1.6, A1.8,
Students will perform paired
A1.12
activity (T/P/S) of various
monohybrid and dihybrid crosses.
While they are working, the teacher
will interview (assess) culminating
student pairs on their progress with
A1.12
their culminating activity.
13
Students will consolidate
their research and will
understand their topic from
their case study thoroughly.
Students will be in-class to put
together their case-study
assignment, and prepare for their
presentations of their research.
(same as day 7)
14,
15
Students will understand the
causes of various genetic
disorders, symptoms, and the
techniques of detection and
treatment.
Students will present their casestudy research
D1.2
11
D2.3: A1.6, A1.8,
A.12
Visual: Punnett squares
and visual representation
of phenotypes
17,
18
Students will be reintroduced
Students will present their
to all the topics taught in the
culminating tasks to the class.
unit.
Visual: Punnett squares
problems
Homework and homework
check assessment
Student-directed learning:
T/P/S done on their own
first.
Collaborative learning:
Auditory: listening to one Student pairs will share
another share
their answer to the T/P/S
problems.
Auditory: listening to
other students'
presentation
Auditory - Listening to
the other students'
presentations.
Visual, Auditory, Tactile,
Kinesthetic: All will be
used while playing each
other's games created for
their culminating.
Test day
4 Appendix VII Case-study
handout
Peer-evaluation of
presentation.
Student-directed learning:
students will review the
basics of the unit by
listening to each other's
Teacher-evaluation of
presentations.
presentation.
Appendix I Culminating
handout
Student-directed learning:
Students will review the
unit by answering
questions of the
culminating games.
Appendix I Culminating
handout
Collaborative learning:
Students will work
together while playing
each other's culminating
games.
3-2-1 Assessment (3 things
they will remember from
genetics, 2 questions they still
have, and 1 thing they would
still like to know)
Appendix X Teacher rubric for
presentation and
task
Test evaluation
Appendix X T/P/S problem set handed in
T/P/S of genetics
to be evaluated
handout
Student-directed learning:
Teacher evaluation of
listening to the research
presentation.
presented by their peers.
Teacher-directed
learning: Questions will
be answered, and
additional feedback will
be given to students.
19
Appendix IX Mendelian
Genetics
Worksheet
Visual diagnostic assessment
of student work
A1.11
Students will have the opportunity
to play with each other's
Students will review the entire culminating projects, which will
course material in preparation help them review for the test. They D2.1-D3.5
for the test.
will also have the opportunity to ask
the teacher any problems they may
have with the material.
Socratic lecture
Auditory: Listening to
teacher
Visual - Watching the
presentations and the
culminating creations of
the other students.
15,
16
Problem sets on board or
overhead
Accomodations for ELLS: • Foldables for vocabulary and diagrams • Word‐walls • Extra time for evaluations • Allow • Regular checkpoints throughout unit • Graphic organizers around room Accomodations for special education learners: • Environmental accommodations (i.e. closer to front) • Regular checkpoints throughout unit • More scaffolded assessment/evaluation structure • Chunking of lesson topics • Peer scribes • Concrete visual aids set around room Annotated references: Bowers, R., et al. Biology 11. Pearson Education – Addison Wesley. 2002. Toronto. This textbook is a standard textbook that has been used for many highschools to teacher Grade 11 University Biology. It has a very structured and logical layout of topics, as well as enough descriptions and pictures to create a well‐balanced, and informative text‐book. Bowers, R., et al. Biology 11: Teacher’s Resource Guide. Pearson Education. 2002. Toronto. This is the companion teachers resource guide to the Pearson – Addison Wesley textbook. It is full of excellent teacher suggestions for strategies, accomodations, misconceptions, as well as nicely laid‐out BLMs. 5 Evaluation Plan 6