1
Learning Target Unit Sheet
Biology
Unit 4: Genetics Part I
What is the difference between a gene, a DNA molecule, a chromosome, and a
Essential Questions 1.
chromatid?
Objectives
Standards Addressed
2. How do haploid and diploid cells differ?
3. What are the five phases of the cell cycle?
4. What are the four stages of mitosis?
5. Who is the father of heredity?
6. Why is a garden pea a good subject for genetic study?
7. What is the difference between a Punnett square and a test cross?
8. What five factors influence patterns of heredity?
9. Why do mutations cause genetic disorders?
10. What are some examples of genetic disorders?
Students will…
1. Differentiate between a gene, a DNA molecule, a chromosome, and a chromatid.
2. Differentiate between homologous chromosomes, autosomes, and sex
chromosomes.
3. Compare haploid and diploid cells.
4. Predict how changes in chromosome number of structure can affect development.
6. Identify the major events that characterize each of the five phases of the cell cycle.
7. Describe how the cell cycle is controlled in eukaryotic cells.
8. Relate the role of the cell cycle to the onset of cancer.
9. Describe the structure and function of the spindle during mitosis.
10. Summarize the events of the four stages of mitosis.
11. Differentiate cytokinesis in animal and plant cells.
Core Content
SC-HS-3.4.5 (DOK 3)
Students will: 1. explain the relationship between sexual reproduction (meiosis) and
the transmission of genetic information; 2. draw conclusions/make predictions based
on hereditary evidence/data (pedigrees, punnet squares). Multicellular organisms,
including humans, form from cells that contain two copies of each chromosome. This
explains many features of heredity. Transmission of genetic information through
sexual reproduction to offspring occurs when male and female gametes, that contain
only one representative from each chromosome pair, unite.
SC-HS-3.5.1 (DOK 3)
Students will: 1. predict the impact on species of changes to 1) the potential for a
species to increase its numbers, (2) the genetic variability of offspring due to
mutation and recombination of genes, (3) a finite supply of the resources
required for life, or (4) natural selection; 2. propose solutions to real-world problems
of endangered and extinct species. Species change over time. Biological change
over time is the consequence of the interactions of (1) the potential for a species to
increase its numbers, (2) the genetic variability of offspring due to mutation and
recombination of genes, (3) a finite supply of the resources required for life and (4)
natural selection. The consequences of change over time provide a scientific
explanation for the fossil record of ancient life forms and for the striking molecular
similarities observed among the diverse species of living organisms. Changes in
DNA (mutations) occur spontaneously at low rates. Some of these changes make no
difference to the organism, whereas others can change cells and organisms. Only
mutations in germ cells have the potential to create the variation that changes an
organism’s future offspring.
2
ACT Quality Core
Standards/KY
Combined
Curriculum
Document
College Readiness
Standards
C. Delving Into Heredity by Investigating How Genetic Structures and
Processes Provide the Mechanism for
Continuity and Variety Among Organisms
1. Genetics
a. Describe the basic structure and function of DNA, mRNA, tRNA, amino acids,
polypeptides, and proteins (e.g., replication, transcription, and translation)
SC-HS-3.4.5 SC-HS-3.4.1 SC-H-UD-S-3
b. Describe the experiments of major scientists in determining both the structure of
DNA and the central dogma
f. Describe the basic process of meiosis SC-HS-3.4.5 SC-H-UD-S-4
g. Identify and explain Mendel’s law of segregation and law of independent
assortment
SC-HS-3.4.5 SC-H-UD-S-3
h. Explain how the process of meiosis reveals the mechanism behind Mendel’s
conclusions about segregation and independent assortment on a molecular level
SC-HS-3.4.5 SC-H-UD-S-4
i. Define and provide an example of the following: genotype, phenotype, dominant
allele, recessive allele, codominant alleles, incompletely dominant alleles,
homozygous, heterozygous, and carrier
SC-HS-3.4.5 SC-HS-3.4.6 SC-H-UD-S-4
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)
SC-HS-3.4.5 SC-H-UD-S-4/5
k. Construct and interpret Punnett squares and pedigree charts (e.g., calculate and
predict phenotypic and genotypic ratios and probabilities)
SC-HS-3.4.5 SC-H-UD-S-4
l. Infer parental genotypes and phenotypes from offspring data presented in pedigree
charts and from the phenotypic and genotypic ratios of offspring
SC-HS-3.4.5 SC-H-UD-S-4
m. Describe the mode of inheritance in commonly inherited disorders (e.g., sickle cell
anemia, Down syndrome, Turner’s syndrome, PKU)
SC-HS-3.4.5 SC-H-UD-S-4/5
n. Complete a major project relating to recombinant DNA, cloning, or stem cell
research SC-H-UD-11
Interpretation of Data
401. Select data from a complex data presentation (e.g., a table or graph with more
than three variables; a phase diagram)
402. Compare or combine data from a simple data presentation (e.g., order or sum
data from a table)
403. Translate information into a table, graph, or diagram
501. Compare or combine data from two or more simple data presentations (e.g.,
categorize data from a table using a scale from another table)
502. Compare or combine data from a complex data presentation
504. Determine how the value of one variable changes as the value of another
variable changes in a complex data presentation
505. Identify and/or use a simple (e.g., linear) mathematical relationship between
data
506. Analyze given information when presented with new, simple information
602. Identify and/or use a complex (e.g., nonlinear) mathematical relationship
between data
Scientific Investigation
401. Understand the methods and tools used in a moderately complex experiment
501. Understand the methods and tools used in a complex experiment
504. Determine the experimental conditions that would produce specified results
701. Understand precision and accuracy issues
702. Predict how modifying the design or methods of an experiment will affect results
3
Evaluation of Models, Inferences, and Experimental Results
401. Select a simple hypothesis, prediction, or conclusion that is supported by a data
presentation or a model
402. Identify key issues or assumptions in a model
501. Select a simple hypothesis, prediction, or conclusion that is supported by two or
more data presentations or models
502. Determine whether given information supports or contradicts a simple
hypothesis or conclusion, and why
503. Identify strengths and weaknesses in one or more models
504. Identify similarities and differences between models
701. Select a complex hypothesis, prediction, or conclusion that is supported by two
or more data presentations or models
702. Determine whether given information supports or contradicts a complex
hypothesis or conclusion
Key
Vocabulary
Allele
Autosomes
Carrier
Centromere
Chromatin
Chromosomes
Chromosomal disorders
Co-dominance
Color blindness
Crossing over
Diploid
Dominant
Embryo
Fertilization
Gametes
Gametogenesis
Gene
Gene expression
Genetic Code
Genotype
Haploid
Hemophilia
Heterozygous
Homozygous
Incomplete dominance
Karyotype
Law of Independent Assortment
Law of Segregation
Meiosis
Monosomy
Mutation
Oogenesis
Pedigree
Phenotype
Probabilities
Punnett square
Recessive
Sex Chromosome
Sex-linked genes
Spermatogenesis
Trait
Trisomy
4
Evidence(s)
Learning Targets….I can statements….
I can describe the basic structure and function of DNA.
I can describe the basic structure and function of mRNA, and tRNA.
I can describe the basic structure and function of amino acids.
I can describe the basic structure and function of polypeptides and proteins.
I can describe the processes of protein synthesis (e.g., replication, transcription,
and translation)
I can describe the basic process of meiosis.
I can identify and explain Mendel’s law of segregation and law of independent
Assortment.
I can explain how the process of meiosis reveals the mechanism behind
Mendel’s conclusions about segregation and independent assortment on a
molecular level.
I can define and provide an example of the following: genotype, phenotype,
dominant allele, recessive allele, codominant alleles, incompletely dominant
alleles,homozygous, heterozygous, and carrier.
I can 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).
I can construct and interpret Punnett squares and pedigree charts (e.g.,
calculate and predict phenotypic and genotypic ratios and probabilities).
I can infer parental genotypes and phenotypes from offspring data presented in
pedigree charts and from the phenotypic and genotypic ratios of offspring.
I can describe the mode of inheritance in commonly inherited disorders (e.g.,
sickle cell anemia, Down syndrome, Turner’s syndrome, PKU).
I can complete a major project relating to recombinant DNA, cloning, or stem
cell research.
