MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
TOPIC XIX: GENETICS – Review Heredity: Mendelian Genetics
Course Code: 200031001
Pacing
Date
Traditional 6 days
Block
ESSENTIAL CONTENT
OBJECTIVES
A. Law of Segregation and Independent Assortment (16.1)  Identify inheritance patterns caused by various
1. Experiments
modes of inheritance, including Mendel’s laws.
a. Formation of Gametes
(ALD)
b. Role of fertilization
 Use Punnett squares to solve problems involving
c. Genes and alleles
monohybrid and dihybrid crosses.
d. Genotype vs. Phenotype
 Use Punnett squares to solve problems using other
e. Generations: P, F1, F2
forms of inheritance (may assess P and F1 generation)
2. Mendel’s Principles
 Describe genetic drift affects variation in a population
a. Principle of Dominance
and its effect on evolution.
b. Principle of Segregation
 Explain how mutations in the DNA sequence may or may
c. Principle of Independent Assortment
not result in a phenotypic change.
3. Dominant/Recessive Inheritance
 Relate that mutation and genetic recombination
increase genetic variation. (ALD)
B. Other Patterns of Inheritance (16.2)
 Predict the possible consequences of a mutation on and
1. Incomplete dominance
describe how these variations affect evolution.
2. Codominance
 Identify the gene or chromosomal mutation involved in
3. Sex Linkage
human disorders such as Down’s syndrome,
4. Multiple Alleles
Huntington’s disease, Hemophilia and Tay-Sachs
5. Polygenic Traits
disease.
6. Genes and Environment (14.6)
 Recognize disorders caused by sex-linked genes and
predict outcomes using Punnett squares.
C. Punnett Squares (16.1)
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Identify
chromosomal disorders by looking at a
1. Monohybrid Cross
karyotype.
2. Dihybrid Cross
 Explain the significance of genetic factors to health from
the perspectives of both individual and public health.
D. Predict and Analyze Pedigrees
1. Creation and Interpretation of Pedigrees
2. Karyotypes
3. Effects of genetics on health
E. Genetic Drift and Gene Flow (15.14)
Division of Academics – Department of Science
Third Nine Weeks
3 days
02-29-16 to 03-09-16
02-29-16 to 03-09-16
INSTRUCTIONAL TOOLS
Core Text Book: Chapter 11:1, 2, and 3, Chapter 14:1
and 2, Chapter 17:1
Vocabulary:
Genetics, Probability, Punnett square, Trait, Gene, Factor,
Allele, Dominant, Recessive, Gamete, Homozygous,
Technology: (see p.2)
1. Glencoe: Virtual Lab: Punnett Squares
2. NDSU: Mendelian Genetics
3. EDC.org: Web Lab: Incomplete Dominance and
Codominance
4. Chapter 11 Mystery: Green Parakeets
5. Untamed Science Video: Genetics Takes Root
6. Chapter 11.2: Interactive Art: Punnett Squares
7. Chapter 11.3 Art Review: Types of Dominance
8. Chapter 33 Mystery: In the Blood
9. Chapter 14.2 Art in Motion: Nondisjunction Disorders
10. Punnett Squares –Monohybrid, Dihybrid, and SexLinked Crosses –chicagoagr.org
11. Bozeman Podcast: Mendelian Genetics
12. Bozeman Podcast: Genetics
13. Bozeman Podcast: Genotypes and Phenotypes
14. TED Talks: How Mendel’s Pea Plants Helped Us
Understand Genetics
15. Khan Academy: Introduction to Heredity
16. Khan Academy: Punnett Square Fun
17. HippoCampus Biology: The Mendelian Model of
Inheritance: Summary
18. HippoCampus Biology: Mendel's Law of Segregation
19. HippoCampus Biology: Mendel's Law of Independent
Assortment
20. HippoCampus Biology: Mendel's Experiments
21. Edgenuity
22. Extended Learning Modules
Page 1 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
SC.912.L.16.2
Course Code: 200031001
Mouse Genetics (One Trait) Mouse Genetics (Two Traits) Human KaryotypingInheritance
Video
Standard:
SC.912.L.14.6
Science
Content
Collection
Obesity and Genetics
What Are Nutritional Disorders?
Exploring Nutritional Disorders
Multifactorial Disorders
Risk Factors for Breast Cancer
Interpreting Epidemiological Data
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Air Pollution and Public Health
Water in Manila's Poor Communities
Chemicals in the Environment
Introduction to Waste
Everyday Water Pollution
PCBs: What They Are and Where They
Come From
 Evolution in Action: Genetic Drift
 Genetic Drift
 Evolution in Action: Gene Flow
 5 Factors That Contribute to Gene Pool
Changes Over Time
Audio
 Evolution: Sources of Variability:
Genetic Drift
 Evolution: Sources of Genetic
Variability: Gene Flow
Video
Division of Academics – Department of Science
Third Nine Weeks
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Contamination and Human Health
Anthrax
Invisible Poison
Wastewater Germs
Contaminated Eggs
Food Safety
 Human Body, Human Health
Video
Standard:
SC.912.N.15.14
Standard:
SC.912.N.15.15
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 Evolution in Action
 Natural Selection and Mutations
 Genetics
Page 2 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
Course Code: 200031001
Audio
 Evolution: Sources of Variability:
Recombination
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Video
Standard:
SC.912.L.16.1
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Audio
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Video
Standard:
SC.912.L.16.2
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Audio
Division of Academics – Department of Science
Third Nine Weeks
Garden Pea Reproduction and CrossPollination
The Law of Segregation
The F² Generation
The Law of Independent Assortment
Biology Concepts for Students:
Genetics: Introduction
Hybrids
Mendel's Experiments
Principle of Dominance
Principle of Segregation
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Mendel's Hypotheses Review
Punnett's Square
Inheritance Patterns
The Hardy-Weinberg Equilibrium
Biologix: The Hardy-Weinberg
Principle
Gregor Mendel's Reseach on Pea
Plants and His Development of
Theories of Inheritance
Genes, Chromosomes, and Alleles
Punnett's Square
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Inherited Human Traits and Patterned
Sex-Linked Inheritance
Color Blindness
Organizing Information About SexLinked Inheritance in Pedigree Charts
Hemophylia
Closing Remarks: Sex-Linked
Inheritance
Sex-Linked Traits
Single Gene Disorders
Heredity: Sex Linkage
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Punnett's Contributions to Genetics:
Development of a Tool to Predict the
Outcomes of Matings
Introduction: Dihybrid Crosses
Simulating a Dihybrid Cross
Breeding White Songbird Canaries
Through a Dihybrid Cross
Probability
Possible Combinations of Human
Alleles
Genetics: Working with a Punnett
Square
Genetics: Using Probability as an
Alternative to Punnett
Patterns of Inheritance
Survey and Data Analysis: Dominant
and Recessive Traits for Hairline,
Thumb, and Earlobes
Research Results
Introduction: Sex-Linked Inheritance
Research on the Genetic Make-up of
the Fruit Fly Drosophila
Karyotype: A Key to the Study of SexLinked Inheritance
Heredity: Problems Using Sex
Chromosomes and Sex Linkage
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Incomplete Dominance in
Snapdragons
Incomplete Dominance in Humans
and Plants
Reviewing Key Terms That Relate to
Patterns of Inheritance
Multiple Alleles and Co-Dominance in
Human Blood Types
Rabbit Breeding
Page 3 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
Course Code: 200031001
Video
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Audio
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Standard:
HE.912.C.1.7
Video
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The Role of Genes
Mendel's Laws of Inheritance
Inheritance Patterns
Heredity: How Our Parents' Genes
Affect Us
Basic Facts About Cancer
Obesity
Diabetes
Is Tone Deafness Hereditary?
Can Your Grandfather's Diet Shorten
Your Life?
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Hunting Down the Genes Involved in
Disease
DNA and the Genetics of Cancer
Genetic Disease
Families and Genetic Disease
Genetic Case Study: Addison's
Disease
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Risk Factors for Heart Disease
DNA Screening
High & Low Risks for Cancer
High & Low Risks for Cardiovascular
Disease
High & Low Risks for Diabetes
Cystic Fibrosis
Gene Therapy Offers New Hope to Cancer Patients
Researchers Discover Genes Linked to Deadly Cancers
No Interest in the Gym? It May Be Genetic
Researchers: "Junk DNA" Plays Critical Role
Critics Unconvinced of Genetically Modified Salmon
Genetic Test Can Help Tailor Breast Cancer Treatment
Changing Mosquito Genes
Gene May Predict Lung Cancer in Smokers
Six Million New Genes Identified in Marine Organisms
DNA Testing Connects Unlikely Cousins
Scientists Discover New Gene That Could Help Pinpoint Cause of Alzheimer's Disease
Searching Genes, Genome, for Health Predispositions
Mapping the Human Genome
"Fountain of Youth" Anti-Aging Gene Found in Earthworms
"Designer Babies"? New Processes Let Parents Select Baby's Sex
Division of Academics – Department of Science
Third Nine Weeks
Page 4 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Learning Goals
BIOLOGY I
Course Code: 200031001
SC.912.L15.14: Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. (Level 3: Strategic Thinking & Complex Reasoning)
SCALE
LEARNING PROGRESSION

I am able to assess the mechanisms resulting in evolutionary change.
Using a given scenario, predict the effect of genetic drift,
nonrandom mating, and gene flow on a population.

I am able to summarize the scientific mechanisms resulting in evolutionary change.
Use a graphic organizer to describe genetic drift, nonrandom
mating, and gene flow with specific examples from nature.

I am able to recognize some of the scientific mechanisms resulting in evolutionary
change.
Distinguish between genetic drift, nonrandom mating, and
gene flow.

I am able to recognize one scientific mechanism that results in evolutionary change.
Define genetic drift, nonrandom mating, or gene flow.

I am able to recognize life changes over time.
Score/Step 5.0
Score/Step 4.0
Score/Step 3.0
Target
(Learning Goal)
Score/Step 2.0
SAMPLE PROGRESS MONITORING AND ASSESSMENT
ACTIVITIES
Score/Step 1.0
Division of Academics – Department of Science
Third Nine Weeks
Page 5 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Learning Goals
BIOLOGY I
Course Code: 200031001
SC.912.L15.15: Describe how mutation and genetic recombination increase genetic variation. (Level 3: Strategic Thinking & Complex Reasoning)
SCALE
LEARNING PROGRESSION

I am able to relate mutation and genetic recombination to an increase in genetic
variation.
Design an experiment that would test the impact of
increased genetic variation on a population and relate the
cause of increased genetic variation to mutation or genetic
recombination.

I am able to relate how mutation and genetic recombination increase genetic
variation.
Use a graphic organizer to show how mutation and genetic
recombination leads to an increase in the genetic variation
of a population.

I am able to relate that mutation and genetic recombination increase genetic
variation.
Distinguish between mutation and genetic recombination
and relate each to increased genetic variation in a
population.

I am able to recall that mutation and genetic recombination increase genetic
variation.
Identify causes of increased genetic variation in a
population.

I am able to understand there is genetic variation in a population.
Score/Step 5.0
Score/Step 4.0
Score/Step 3.0
Target
(Learning Goal)
SAMPLE PROGRESS MONITORING AND ASSESSMENT
ACTIVITIES
Score/Step 2.0
Score/Step 1.0
Division of Academics – Department of Science
Third Nine Weeks
Page 6 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Learning Goals
BIOLOGY I
Course Code: 200031001
SC.912.L16.1: Use Mendel’s laws of segregation and independent assortment to analyze patterns of inheritance. (Cognitive Complexity: Level 3: Strategic Thinking & Complex
Reasoning)
SC.912.L16.2: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple
alleles. (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)
SCALE
Score/Step 5.0
Score/Step 4.0
LEARNING PROGRESSION

I am able to use Mendel’s laws to analyze patterns of inheritance.

I am able to analyze and predict inheritance patterns caused by various modes of
inheritance.
Given a pedigree chart, analyze the specific mode of
inheritance.
Using both parental phenotypes create an offspring.

I am able to relate use Mendel’s laws to analyze patterns of inheritance.

I am able to predict inheritance patterns caused by various modes of inheritance.

I am able to identify inheritance patterns caused by various modes of inheritance,
including Mendel’s laws.
Given two parental phenotypes or genotypes, use a Punnett
square to predict potential offspring outcomes for any of the
modes of inheritance listed below.

I am able to identify inheritance patterns caused by various modes of inheritance.
Use a graphic organizer to differentiate between the
following word pairs—dominant/recessive,
phenotype/genotype, homozygous/heterozygous—as well
as the meanings of the following modes of inheritance: codominance, incomplete dominance, polygenic, sex-linked,
and multiple alleles.

I am able to recall that inheritance is the passage of genetic material from parent to
offspring, and that Punnett squares can be used to predict offspring inheritance
outcomes.
Score/Step 3.0 Target
(Learning Goal)
Score/Step 2.0
Score/Step 1.0
SAMPLE PROGRESS MONITORING AND ASSESSMENT
ACTIVITIES
Division of Academics – Department of Science
Third Nine Weeks
Given an offspring outcome (percent, ratio, or fraction),
determine the parents’ genotype and phenotype and identify
the mode of inheritance.
Page 7 of 7