Mrs. Page - Science Teacher
Tam High - Spring 2012
Unit Plan - Spring 2012
Unit Name: Genetics
Subject/Topic Area(s): Inheritance,
Mendelian Genetics, Punnett Squares,
Genetic Disease
Course: Integrated Science 1-2
Time Frame: 4 Weeks
Class Description/Developmental Needs of Students
This class consists of 30 students (18 male, 12 female), including 4 students with IEPs,
1 student who was recently reclassified as Fluent English Proficient (RFEP) and 1
student who is classified as Initially Fluent English Proficient (IFEP).
Students are very social and high energy. They enjoy frequent interaction and
cooperative group learning experiences during class time. Most students are very
active in extracurricular activities (clubs, tennis, football, competitive gymnastics,
etc.) and seem to have limited time for homework.
There is a substantial range of prior knowledge, skill and motivation levels in the
class. Consequently, students need repeated opportunities to review and learn
material in multiple ways. They also benefit from explicit instruction on note-taking,
homework, study and test-taking skills.
There is one student who is highly allergic to peanuts.
Stage 1 - Desired Results
Mrs. Page, 1
Mrs. Page - Science Teacher
Tam High - Spring 2012
Class Description/Developmental Needs of Students
Established Goals (State and/or National Content Standard (s):
Biology/Life Science: 2. Genetics: Mutation and sexual reproduction lead to genetic
variation in a population. As a basis for understanding this concept:
d. Students know new combinations of alleles may be generated in a zygote through the
fusion of male and female gametes (fertilization).
e. Students know approximately half of an individuals DNA comes from each parent.
f. Students know the role of chromosomes in determining an individuals sex.
g. Students know how to predict possible combinations of alleles in a zygote from the
genetic makeup of the parents.
Biology/Life Science: 3. Genetics: A multicellular organism develops from a single zygote,
and its phenotype depends on its genotype, which is established at fertilization. As a basis
for understanding this concept:
a. Students know how to predict the probable outcome of phenotypes in a genetic cross
from the genotypes of the parents and mode of inheritance (autosomal or X-linked,
dominant or recessive).
b. Students know the genetic basis for Mendel’s laws of segregation and independent
assortment.
c. Students know how random chromosome segregation explains the probability that a
particular allele will be in a gamete.
g. Students know how to predict the probable mode of inheritance from a pedigree
diagram showing phenotypes.
Biology/Life Science: 7. Evolution: The frequency of an allele in a gene pool of a
population depends on many factors and may be stable or unstable over time. As a basis
for understanding this concept:
b. Students know why alleles that are lethal in a homozygous individual may be carried in
a heterozygote and thus maintained in a gene pool.
Investigation and Experimentation 1. Scientific progress is made by asking meaningful
questions and conducting careful investigations. As a basis for understanding this concept
and addressing the content in the other four strands, students should develop their own
questions and preform their own investigations. Students will:
a. Select and use appropriate tools and technology (such as computer-liked probes,
spreadsheets and graphic calculators) to perform tests, collect data, analyze relationships,
and display data;
b. Identify and communicate sources of unavoidable experimental error.
d. Formulate explanations by using logic and evidence.
e. Recognize the usefulness and limitations of models and theories as scientific
representations of reality.
Although not explicitly stated in the California State Standards, Tamalpais High School
requires that students learn to identify the causes, symptoms and treatments of genetic
disorders – both inherited and chromosomal.
Mrs. Page, 2
Mrs. Page - Science Teacher
Tam High - Spring 2012
Class Description/Developmental Needs of Students
Understandings
Students will understand that...
1. Mutation and sexual reproduction
provide for genetic variation in a
population.
2. An individual’s genotype determines its
phenotype, which can be predicted using
Mendel’s Laws of Segregation and
Independent Assortment.
3. Genetic disorders are caused by
dysfunctional genes, missing genes and
nondisjunction of chromosomes, and
can be diagnosed through karyotype
analysis and prenatal procedures.
Essential Questions:
1. To what extent is DNA destiny?
2. What are the benefits and limits of
Mendelian genetics?
3. What is the relationship between
probability and genetics?
4. Why do recent developments in
genetics involve ethical dilemmas?
How would you address these
dilemmas?
5. What creates genetic variation and
what is the result when something
goes wrong during that process?
Mrs. Page, 3
Mrs. Page - Science Teacher
Tam High - Spring 2012
Class Description/Developmental Needs of Students
Knowledge
- Students know, explain and apply
the following terms: genetics, genes,
allele, heterozygous, homozygous,
mutation, sexual reproduction, zygote,
gamete, haploid, diploid, phenotype,
genotype, offspring, generation (P1, F1,
etc.), fertilization, DNA, chromosome,
dominant, recessive, autosomal, x-linked,
Gregor Mendel, Law of Segregation, Law
of Independent Assortment, Punnett
Square, Monohybrid Cross, pedigree
diagram, genetic disorder,
nondisjunction, karyotype
- Students know that genetic variation in
a population is the result of mutation and
sexual reproduction. In sexual
reproduction, the fusion of male and
female gametes at fertilization results in a
zygote that contains new combinations of
alleles, with approximately half of an
individual’s DNA from each parent.
- Students know that multicellular
organisms develop from a single zygote,
and its phenotype depends on its
genotype. Students know why
chromosomes have a significant role in
determining an individual’s sex.
- Students understand Mendel’s laws of
segregation and independent assortment,
and can use monohybrid cross to predict
the probable outcome of phenotypes in a
genetic cross from the genotypes of the
parents and mode of inheritance
(autosomal or X-linked, dominant or
recessive).
- Students know how to predict the
probable mode of inheritance from a
pedigree diagram showing phenotypes.
- Students know how to identify the
causes, symptoms and treatments of
genetic disorders – both inherited and
chromosomal.
Necessary Prior Knowledge:
From the previous unit on Cells,
including cell structure and function, cell
cycle, mitosis, meiosis:
Students will recall that:
1. Meiosis is an early step in sexual
reproduction in which the pairs of
chromosomes separate and segregate
randomly during cell division to
produce gametes containing one
chromosome of each type. (CA/Life
Science - Genetics 2a)
2. Only certain cells in a multicellular
organism undergo meiosis. (CA/ Life
Science - Genetics 2b)
3. Random chromosome segregation
explains the probability that a
particular allele will be in a gamete.
(CA/ Life Science - Genetics 2c)
Mrs. Page, 4
Mrs. Page - Science Teacher
Tam High - Spring 2012
Class Description/Developmental Needs of Students
Skills
Other
Students will be able to:
- Apply the scientific method (hypothesis,
observation and data collection, analysis
and presentation of data, discussion,
conclusion) to investigate genetic
variation.
- Utilize monohybrid crosses to predict the
probable outcome of offspring
phenotypes from the genotypes of the
parents and mode of inheritance
(autosomal or X-linked, dominant or
recessive). Students will use
mathematical calculations, including
multiplication, division, probability,
rations and percent frequency.
- Analyze a pedigree diagram (showing
phenotypes) to predict probable modes of
inheritance.
- Take notes on content, research and
present a topic to peers, and create a
study guide for the exam.
Stage 2 - Assessment Evidence
Mrs. Page, 5
Mrs. Page - Science Teacher
Tam High - Spring 2012
Class Description/Developmental Needs of Students
Performance Tasks
Students will demonstrate standard by...
1. Quiz on Genetics (1/22): This quiz
will include multiple choice questions
on the early ideas about genetics,
including Gregor Mendel’s Laws of
Segregation and Independent
Assortment, and short answer
questions on monohybrid Punnett
square. The purpose of the quiz is to
provide students with opportunities to
practice studying and test-taking prior
to the unit exam.
2. Unit Exam (1/31): This exam will
consist of multiple choice questions on
modes of inheritance, Mendelian
genetics, monohybrid and dihybrid
Punnetttt Squares and genetic disease
and short answer questions that
address genetic disease and punnetttt
squares.
Other Evidence (Formative)
Homework:
1. Textbook: Read pgs. 759-761, on pg.
761, do qs. 1-4 in complete sentences in
your own words!
2. Spongebob genetics worksheets 1&2
3. Genetics Exam Study Guide
4. Brine shrimp analysis/conclusion
questions
Classwork:
1. Warm-Ups 1-9
2.
Making Babies Lab
3.
Genetics Worksheet
2.
How to Use Punnett SQ PPT &
Notes
2.
Spongebob Genetics 1 &
Spongebob Genetics 2 Worksheets
3.
Science courseware.org fruit fly
virtual lab
4.
Karyotyping Activity
5.
Spongebob Practice Quiz
6.
Genetic Disorders PPT and Notes
7.
Pedigree Problems, Sheets 1-3
8.
Brine Shrimp Lab (Effects of
Alcohol on Embryos) & Organizer
Stage 3 - Learning Plan
Days/Steps - See Unit Calendar
Special Considerations/Adaptations
Mrs. Page, 6
Mrs. Page - Science Teacher
Tam High - Spring 2012
Special Considerations/Adaptations
ELLs
IEPs
Health Issues/Allergies
Other considerations:
Reflection
What worked?
What didn’t?
Important Lessons?
Template Adapted by Mrs. Page from Understanding by Design Unit Plan
Mrs. Page, 7