Unit Curriculum Map for:
Biology
Cook County Schools
Unit: Genetics
# of Days: 20
Key Concept(s)
a.
b.
c.
d.
Heredity
Genetics
Nucleic Acids
Genetic technology
Standards/Elements
SB2. Students will analyze how biological traits are passed on to successive generations.
b. Distinguish between DNA and RNA
c. Explain the role of DNA in storing and transmitting cellular information
d. Using Mendels’s laws, explain the role of meiosis in reproductive variability
e. Describe the relationships between changes in DNA and potential appearance of new traits
including:
 Alterations during replication
 Insertions
 Deletions
 Substitutions
 Mutagenic factors that can alter DNA
 High energy radiation (x-rays and ultraviolet)
 Chemical
f. Compare the advantages of sexual reproduction and asexual reproduction in different situations
Examine the use of DNA technology in forensics, medicine, and agriculture
Unit Essential Questions
a.
b.
How are biological traits passed on to successive generations
How far should we go with genetic technology
Content
 The structure of DNA enables it to encode genetic information
 DNA and genetics play an important role in forensics, medicine, and agriculture
 DNA and RNA, although structurally different, work together during transcription and translation in the
production of proteins
Key Terms/Vocabulary – “Language of the Standard/Elements”
DNA, RNA, phenotype, genotype, gene, pedigree, recessive trait, dominant trait, sexual reproduction, asexual
reproduction, meiosis, Punnett square, chromosome, transcription, translation, replication, allele, homozygous,
heterozygous, hybrid, purebred, gamete, genetics, double helix, mutation, mutagen, carrier, inheritance,
incomplete dominance, codominant,
Skills
 Model the structure of DNA and RNA
 Compare the roles of DNA and RNA
 Analyzing the benefits of meiosis
 Compare and contrast sexual and asexual reproduction
 Use Mendel’s genetic principles to solve basic genetic problems
 Relate genetic engineering to forensics, medicine, and agriculture
Assessment(s)
Performance tasks
Transcription/translation lab
Demonstrating of Punnett square use
M&Ms lab
Create-A-Kid lab
Taste Strips lab
Other evidence of assessment:
Quizzes: Vocabulary, Word problems
Guided practice: Practice word problems
Test: Multiple choice
Lab reports:
UNIT TITLE: WHAT MAKES US WHAT WERE ARE?
Course/Grade Level: Biology
Subject/Topic Areas: Genetics
Designed by: L. Folsom, B. Drawdy, B. Clyburn,
Brief Summary of the unit:
Student will
 Relate the structure of DNA to its function
 Explain the role of DNA in protein production
 Distinguish among the different types of mutations
 Identify the basic concepts of genetics
 Examine the process of meiosis
 Compare the inheritance of recessive and dominant traits in humans
 Analyze the inheritance incompletely dominant and codominant traits
Stage 1: Unpacking the Standard
Major Emphasis:
SB2. Students will analyze how biological traits are passed on to successive generations.
g. Distinguish between DNA and RNA
h. Explain the role of DNA in storing and transmitting cellular information
i. Using Mendels’s laws, explain the role of meiosis in reproductive variability
j. Describe the relationships between changes in DNA and potential appearance of new traits
including:
 Alterations during replication
 Insertions
 Deletions
 Substitutions
 Mutagenic factors that can alter DNA
 High energy radiation (x-rays and ultraviolet)
 Chemical
k. Compare the advantages of sexual reproduction and asexual reproduction in different situations
l. Examine the use of DNA technology in forensics, medicine, and agriculture
BIG IDEAS:




Heredity
Genetics
Nucleic Acids
Genetic technology
ENDURING UNDERSTANDINGS
Students will understand that:
 The structure of DNA enables it to encode genetic information
 DNA and genetics play an important role in forensics, medicine, and agriculture
 DNA and RNA, although structurally different, work together during transcription and translation in the
production of proteins
ESSENTIAL QUESTIONS
a. How are biological traits passed on to successive generations
b. How far should we go with genetic technology
NEED TO KNOW (Knowledge)
a. Structures and roles of DNA and RNA
b. Meiosis and reproductive variability
c. Alternation and mutation factors
d. Sexual vs, asexual reproduction
e. Basic Mendelian genetics
f. DNA technology
LANGUAGE
DNA, RNA, phenotype, genotype, gene, pedigree, recessive trait, dominant trait, sexual reproduction,
asexual reproduction, meiosis, Punnet square. Chromosome, transcription, translation, replication, allele,
homozygous, heterozygous, hybrid, purebred, gamete, genetics, double helix, mutation, mutagen, carrier,
inheritance, incomplete dominance, codominant alleles
BE ABLE TO DO (Skills):
 Model the structure of DNA and RNA
 Compare the roles of DNA and RNA
 Analyzing the benefits of meiosis
 Compare and contrast sexual and asexual reproduction
 Use Mendel’s genetic principles to solve basic genetic problems
 Relate genetic engineering to forensics, medicine, and agriculture
STAGE 2
What evidence will show that students understand?
Performance tasks
Transcription/translation lab
Demonstrating of Punnet square use
M&Ms lab
Create-A-Kid lab
Taste Strips lab
Other evidence of assessment:
Quizzes:
Vocabulary, Word problems
Guided practice: practice word problems
Test:
Lab reports:
multiple choice
STAGE 3—PLAN LEARNING EXPERIENCES AND INSTRUCTION
BLOCK SCHEDULING
1





6




Intro to Unit
Hook: Onion
DNA extraction
Introduce DNA
structure
H.W.- Students
draw and label
structure of
DNA
vocab. words
Test –
DNA/RNA
Assign vocab.
Words
H.W. One page
description of
the
contributions of
Mendel
Extra CreditMinimum of a
3 generation
pedigree of
either parents’
side of the
family (Due by
the end of Ch.
Test
11
 DNA
Technology
 Vocab. Test
 Review for test
2



Check H.W.
Discuss DNA
replication and
have students
make DNA
models
Content
Mastery cloze
(study guide)
3


Discuss the
structure of
RNA and
distinguish
differences
between
DNA/RNA
4



Quiz/Review

7



Discuss
Mendel’s law
of Independent
Assortment/
Segregation
Introduce
Punnet squares
and how they
are used and
applied when
working with
dominant/
recessive alleles
H.W. assign
genotypes and
have them use a
Punnett square
to demonstrate
a monohybrid
cross
12
 Chapter Test
8



Check H.W.
Lab- M&M’s
(groups)
Study
Guides(H.W.)
13
 Performance
Assessment
over Unit
9



Discuss the 3
types of RNA
Identify roles in
transcription/
translation
Trace activation
of genes
through the
building of
proteins
H.W.- Problem
solving lab 11.2
pg. 297 MiniLab 11-1 pg.
299
Check H.W.
Lab- Create-AKid
Lab-Taste
Strips
5




Check H.W.
LabTranscription/
translation lab:
Have students
write up
procedures and
describe the
results
Vocab test
Review
DNA/RNA
10
 Discuss
mutations,
mutagens, and
types of
(deletions ,
substitutions,
insertions)
 Video: “DNA
Revolution”