B
Period 1/ Period 5
Topic/Objective:
Activity: VENN DIAGRAM
and REVIEW
- Meiosis pic and ID
sheet and share
CONTINUE:
Make a flip book,
animation or clay-mation
http://www.sumanasinc.c
om/webcontent/animatio
ns/content/meiosis.html
http://www.johnkyrk.com
/meiosis.html
http://go.hrw.com/resour
ces/go_sc/interactOnline/
hx/hxmei_io.swf
INCLUDE:
1. PICTURES
2.TERMS: homologous
pair, tetrad, crossing over,
diploid (2N), HAPLOID
(1N), Names of phases (P1,
M1, A1, T1, P2, M2, A2,
T2)
3. WHAT IS PRODUCED IN
MALES AND FEMALES
(NUMBER AND KIND)
Hmwk: none
Period 3
NO CLASS
Period 4
Period 6
Topic/Objective: Topic/Objective:
Activity: VENN
DIAGRAM and
REVIEW
- Meiosis
pic and
ID sheet
and
share
CONTINUE:
Make a flip
book, animation
or clay-mation
http://www.su
manasinc.com/
webcontent/ani
mations/conten
t/meiosis.html
http://www.joh
nkyrk.com/meio
sis.html
http://go.hrw.c
om/resources/g
o_sc/interactOn
line/hx/hxmei_i
o.swf
INCLUDE:
1. PICTURES
2.TERMS:
homologous
pair, crossing
over, diploid
(2N), HAPLOID
(1N), Names of
phases (P1, M1,
A1, T1, P2, M2,
A2, T2)
3. WHAT IS
PRODUCED IN
MALES AND
FEMALES
Activity: VENN
DIAGRAM and REVIEW
- Meiosis pic and
ID sheet and
share
CONTINUE:
Make a flip book,
animation or claymation
http://www.sumanasin
c.com/webcontent/ani
mations/content/meios
is.html
http://www.johnkyrk.c
om/meiosis.html
http://go.hrw.com/res
ources/go_sc/interactO
nline/hx/hxmei_io.swf
INCLUDE:
1. PICTURES
2.TERMS: homologous
pair, crossing over,
diploid (2N), HAPLOID
(1N), Names of phases
(P1, M1, A1, T1, P2,
M2, A2, T2)
3. WHAT IS PRODUCED
IN MALES AND
FEMALES (NUMBER
AND KIND)
Hmwk: none
(NUMBER AND
KIND)
C
Topic/Objective: meiosis
Topic/Objective:
Activity: Finish flipbook
Activity: VENN
DIAGRAM and
REVIEW
- Meiosis
pic and
ID sheet
and
share
Hmwk: none
CONTINUE:
Make a flip book,
animation or
clay-mation
http://www.sum
anasinc.com/we
bcontent/animat
ions/content/me
iosis.html
http://www.john
kyrk.com/meiosi
s.html
http://go.hrw.co
m/resources/go_
sc/interactOnline
/hx/hxmei_io.sw
f
INCLUDE:
1. PICTURES
2.TERMS:
homologous
pair, crossing
over, diploid
(2N), HAPLOID
(1N), Names of
phases (P1, M1,
A1, T1, P2, M2,
A2, T2)
Hmwk: none
Topic/Objective: NO CLASS
meiosis
Activity: Finish
flipbook
Hmwk: none
3. WHAT IS
PRODUCED IN
MALES AND
FEMALES
(NUMBER AND
KIND)
Hmwk: none
PARCC
P6: 12- 12:47
Topic/Objective: meiosis
Activity: Finish flipbook
PARCC
Hmwk: none
P5: 11:33-12:28
P6: 12:34- 1:30
Topic/Objective: meiosis
Topic/Objective: meiosis
Activity: Finish flipbook and
Activity: Finish flipbook and
IF TIME PERMITS START:
IF TIME PERMITS START:
How are these genes passed on and
expressed? GENETICS!
How are these genes passed on and
expressed? GENETICS!
1.
2.
When you are trying to determine what kind
of genes you might pass on to your offspring it
becomes a probability game… what are the
chances of my child having???? There are
different types of genetics and ways these
genes can be expressed:
- Dominance
- Incomplete dominance
- Sex linked
- Multiple allele
Heritable diseases can be shown in a family
tree diagram.
When you are trying to determine what
kind of genes you might pass on to your
offspring it becomes a probability game…
what are the chances of my child
having???? There are different types of
genetics and ways these genes can be
expressed:
- Dominance
- Incomplete dominance
- Sex linked
- Multiple allele
Heritable diseases can be shown in a
family tree diagram.
Hmwk: none
Hmwk: none
B
Topic/Objective:
terminology
NO CLASS
Topic/Objective: Topic/Objective:
terminology
terminology
Activity: Pair define and
find
Activity: Pair
define and find
Activity: Pair define and
find
GENETICS TERMINOLOGY:
HybridHomozygousHeterozygousGenotypePhenotypeP, F1, F2, F3…. Generations
Probability of genetic
crosses
Linked genesSex- linkedPedigree-
GENETICS
TERMINOLOGY:
HybridHomozygousHeterozygousGenotypePhenotypeP, F1, F2, F3….
Generations
Probability of
genetic crosses
Linked genesSex- linkedPedigree-
GENETICS
TERMINOLOGY:
HybridHomozygousHeterozygousGenotypePhenotypeP, F1, F2, F3….
Generations
Probability of genetic
crosses
Linked genesSex- linkedPedigree-
MENDELIAN
GENETICS
LAWS:
Law of
Dominance- a
dominant
characteristic
will override a
recessive one.
Recessive will
only be seen
when dominant
isn’t around.
Law of
SegregationSeparation of
alleles during
gamete
formation (you
only get one
from each
parent)
Law of
Independent
assortmentjust because
you have
MENDELIAN GENETICS
LAWS:
Law of Dominance- a
dominant
characteristic will
override a recessive
one. Recessive will
only be seen when
dominant isn’t around.
Law of SegregationSeparation of alleles
during gamete
formation (you only
get one from each
parent)
Law of Independent
assortment- just
because you have
blonde hair doesn’t
mean you’ll have blue
eyes.
MENDELIAN GENETICS
LAWS:
Law of Dominance- a
dominant characteristic
will override a recessive
one. Recessive will only
be seen when dominant
isn’t around.
Law of SegregationSeparation of alleles
during gamete formation
(you only get one from
each parent)
Law of Independent
assortment- just because
you have blonde hair
doesn’t mean you’ll have
blue eyes.
VIDEO: Amoeba sistersgenetics and handout
Hmwk: TBD
VIDEO: Amoeba sistersgenetics and handout
Hmwk: TBD
blonde hair
doesn’t mean
you’ll have blue
eyes.
VIDEO: Amoeba
sisters- genetics
and handout
Hmwk:
TBDopic/Objecti
ve:
Activity:
Hmwk: TBD
WEEKLY
STANDARDS
How are the characteristics from one generation related to the previous
Students demonstrate understanding of the relationship of DNA and chromosomes in the processes of cellula
the next. Students can determine why individuals of the same species vary in how they look, function, and be
role of DNA in the unity of life on Earth and use statistical models to explain the importance of variation within
species. Ethical issues related to genetic modification of organisms and the nature of science are described. St
inheritance and describe the environmental and genetic causes of gene mutation and the alteration of gene e
function, patterns, and cause and effect developed in this topic help students to generalize understanding of i
science (p. 2, Life Science Topics Storyline).
#
1
2
3
4
5
STUDENT LEARNING OBJECTIVES
Use a model to illustrate the role of cellular division (mitosis) and differentiation in prod
maintaining complex organisms. [Assessment Boundary: Assessment does not include spe
mechanisms or rote memorization of the steps of mitosis.]
Compare the products of meiosis and mitosis. [Clarification Statement: Emphasis is on the
separation of DNA and cellular material, changes in chromosome number, number of cell d
number of cells produced in a complete cycle. Assessment Boundary: Assessment does not
memorization of the steps of meiosis or mitosis.]
Explain how the process of meiosis results in the passage of traits from parent to offspring
results in increased genetic diversity necessary for evolution.
Ask questions to clarify relationships about the role of DNA and chromosomes in coding
for characteristic traits passed from parents to offspring. [Assessment Boundary: Assessm
include the phases of meiosis or the biochemical mechanism of specific steps in the process
Construct an explanation based on evidence for how the structure of DNA determines th
proteins which carry out the essential functions of life through systems of specialized ce
Statement: Emphasis is on the cause and effect relationships between DNA, the proteins it
resulting traits observed in an organism.] [Assessment Boundary: Assessment does not incl
of specific cell or tissue types, whole body systems, specific protein structures and function
biochemistry of protein synthesis.]
6
Create a visual representation to illustrate how changes in a DNA nucleotide sequence can
in the polypeptide produced. [Clarification Statement: Focus is on how a change in genoty
expressed as a phenotype, provides a variation that can be subject to natural selection.] [A
Boundary: Assessment does not include enzymes and factors involved or rote memorizatio
transcription and translation.]
7
Make and defend a claim based on evidence that inheritable genetic variations may resu
genetic combinations through meiosis, (2) viable errors occurring during replication, and
caused by environmental factors. [Clarification Statement: Emphasis is on using data to su
for the way variation occurs.] [Assessment Boundary: Assessment does not include the pha
the biochemical mechanism of specific steps in the process.]
8
Apply concepts of statistics and probability to explain the variation and distribution of e
a population. [Clarification Statement: Emphasis is on the use of mathematics to describe
traits as it relates to genetic and environmental factors in the expression of traits.] [Assess
Assessment does not include Hardy-Weinberg calculations.]
NEXT WEEK REBOBS and SGO
http://www.mhhe.com/biosci/genbio/virtual_labs/BL_26/BL_26.html