Subject/Grade or Course: HS - Biology
Unit Name: Genetics (10,12)
Overarching Understandings(s):
Traits are inherited from parents.
Essential Questions:
 What steps in the scientific method aided Mendel in developing his
laws of heredity

 How does meiosis maintain a constant number of chromosomes
within a species?
 Predict how a human trait can be determined by a single dominant
allele?
 How are human characteristics affected by non-Mendelian
genetics?
Pacing:
 Semester 2
 6 weeks
 Weeks (4-9)
Knowledge,
Reasoning, or Skill
Targets
“What I need to know.”
“What I can do with what I
know”
“What I can demonstrate”
Performance
Targets:
“What I can make to show my
learning.”
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Topics Covered:
 Mendelian Genetics
 Meiosis
 Patterns of Heredity
 Human Genetics
STUDENT-FRIENDLY LEARNING TARGET STATEMENTS
Predict the probable offspring of a genetic cross by using a Punnett square.
Analyze how meiosis maintains a constant number of chromosomes within a species.
Predict how human genetic traits can be determined by a single recessive or dominant gene.
Distinguish between incomplete dominance and co-dominance patterns of inheritance
Differentiate between autosomal and sex-linked patterns of inheritance
Research the effects of abnormal chromosome numbers in humans
I can use a monohybrid and dihybrid cross to predict probable offspring ratios.
I can interpret informational text to predict the offspring of the F1 and F2 generations.
I can use graphic models of inheritance patterns to predict patterns of inheritance.
MATERIALS FOR LESSON PLANNING
Labs/Activities
Common
Assessment
Subject/Grade or Course: HS - Biology
Idaho State Content Standards
9-10.B.3.3.3 Explain how cells use DNA to
store and use information for cell functions.
(651.01c)
Unit Name: Genetics
Corresponding NGSS
Students who demonstrate understanding can:
CCSS ELA
ELA –
SL.1 Propel conversations by posing and
responding to questions that relate the
HS.LS-IVT Inheritance and Variation of Traits
current discussion to broader themes or
larger ideas; actively incorporate others
CL: D
Students who demonstrate understanding can:
Content Limit: Items should address DNA
a. Ask questions and obtain information about the role of into the discussion; and clarify, verify, or
replication and mitosis as the mechanism for
challenge ideas and conclusions.
patterns of gene sequences in DNA molecules and
transferring DNA to the next generation of
W.1 Write arguments to support claims in
subsequent inheritance of traits.
cells.
an analysis of substantive topics or texts,
e. Communicate information about the role of the
using valid reasoning and relevant and
structure of DNA and the mechanisms in meiosis for
9-10.B.3.3.4 Explain how selective expression transmitting genetic information from parents to
sufficient evidence.
of genes can produce specialized cells from a
offspring. [Assessment Boundary: The focus is on conceptual W.9 Draw evidence from literary or
single cell. (651.01e)
understanding of the process; details of the individual steps of informational texts to support analysis,
reflection, and research.
CL: D
the process of meiosis are beyond the intent.]
Content Limit: Items should address the role f. Communicate information that inheritable genetic
RST.9-10.1 Cite specific textual evidence
genes play in differentiation.
to support analysis of science and
variations may result from: (1) genetic combinations in
technical texts, attending to the precise
haploid sex cells, (2) errors occurring during replication,
9-10.B.5.2.1 Explain how science advances
details of explanations or descriptions.
(3) crossover between homologous chromosomes during
technology. (655.01a)
RST.9-10.3 Follow precisely a complex
meiosis, and (4) environmental factors. [Clarification
multistep procedure when carrying out
CL: E
Statement: Information on genetic variation should include
Content Limit: Use scientists whose
experiments, taking measurements, or
evidence of understanding the probability of variations and
discoveries have significance and
the rarity of mutations.] [Assessment Boundary: The focus is performing technical tasks, attending to
ramifications in today’s world to frame items. on conceptual understanding of the sources of genetic
special cases or exceptions defined in the
text.
variation that are heritable.]
9-10.B.5.2.2 Explain how technology
RST.9-10.7 Translate quantitative or
g. Use probability to explain the variation and
advances science. (655.01a)
technical information expressed in words
distribution of expressed traits in a population.
in a text into visual form (e.g., a table or
CL: E
[Assessment Boundary: Hardy-Weinberg calculations are
Content Limit: Use common pieces of
chart) and translate information expressed
beyond the intent of this standard.]
technology (lenses, electricity, computers,
visually or mathematically (e.g., in an
etc.) as the foundation for items that lead
equation) into words.
HS-ETS-ED Engineering Design
students to see the role technology has in
RST.9-10.8 Assess the extent to which
advancing science.
the reasoning and evidence in a text
d. Plan and carry out a quantitative investigation with
support the author’s claim or a
physical models or prototypes to develop evidence on the
9-10.B.5.2.3 Explain how science and
recommendation for solving a scientific or
effectiveness of design solutions, leading to at least two
technology are pursued for different purposes.
technical problem.
(656.01b)
CL: E
Content Limit: Items should address the role
of technology in applying science to improve
some aspect of human life, and the role of
science in answering questions and extending
knowledge.
Goal 1.1: Understand Systems, Order, and
Organization
Goal 1.2: Understand Concepts and Processes
of Evidence, Models, and Explanations
Goal 1.3: Understand Constancy, Change, and
Measurement
Goal 1.4: Understand the Theory that
Evolution is a Process that Relates to the
Gradual Changes in the Universe and of
Equilibrium as a Physical State
Goal 1.5: Understand Concepts of Form and
Function
Goal 1.6: Understand Scientific Inquiry and
Develop Critical Thinking Skills
Goal 1.7: Understand That Interpersonal
Relationships Are Important in Scientific
Endeavors
Goal 1.8: Understand Technical
Communication
rounds of testing and improvement. [Clarifying Statement:
F or example, physical models or prototypes to conduct a
quantitative investigation to determine if an ultraviolet light
can purify water equally well as a chlorine-based system.]
e. Use computational thinking to create, simulate, and
compare different design solutions, checking to be certain
that the simulation makes sense when compared with the
real world. [Clarifying Statement: For example, students
create a computer simulation of a model building to see how
different modifications could save energy and reduce CO 2
emissions.] [Assessment Boundary: Students use existing
modeling software.]
f. Refine a solution by prioritizing criteria and taking into
account the life cycle of a given product or technological
system and factors such as safety, reliability, and
aesthetics to achieve an optimal solution. [Clarifying
Statement: F or example, choose the best possible heat pump
technology for a campus building; determine the optimum
method for extracting oil and natural gas; or best method for
treating soil prior to planting crops.]
RST.9-10.9 Compare and contrast
findings presented in a text to those from
other sources (including their own
experiments), noting when the findings
support or contradict previous
explanations or accounts.
RST.11-12.3 Follow precisely a complex
multistep procedure when carrying out
experiments, taking measurements, or
performing technical tasks; analyze the
specific results based on explanations in
the text.
WHST .9 Draw evidence from
informational texts to support analysis,
reflection, and research.