Unit Design
For
Patterns of Inheritance
Developed by
Danielle Sciatto
Marvin L. Winans Academy of Performing Arts
UBD Unit Design Worksheet / Saginaw Valley State University
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Understanding by Design
Unit Design Worksheet
Unit Title: Patterns of Inheritance
Topic: Cell division, differentiation, and
genetics
Course: Biology
Grade: High School
Name: Danielle Sciatto
Stage 1 - Desired Results
Established Goals:
Content Goals (High School Science Content Expectations):
1.
HS.LS-IVTb Use a model to explain how mitotic cell division results in daughter cells with identical
patterns of genetic materials essential for growth and repair of multicellular organisms.
2.
HS.LS-IVTc Construct an explanation for how cell differentiation is the result of activation or
inactivation of specific genes as well as small differences in the immediate environment of the cells.
3.
HS.LS-IVTd Use a model to describe the role of cellular division and differentiation to produce and
maintain complex organisms composed of organ systems and tissue subsystems that work together to
meet the needs of the entire organism.
4.
HS.LS-IVTa Ask questions and obtain information about the role of patterns of gene sequences in DNA
molecules and subsequent inheritance of traits.
5.
HS.LS-IVTe Communicate information about the role of the structure of DNA and the mechanisms in
meiosis for transmitting genetic information from parents to offspring.
6.
HS.LS-IVTf Communicate information that inheritable genetic variations may result from: (1) genetic
combinations in haploid sex cells, (2) errors occurring during replication, (3) crossover between
homologous chromosomes during meiosis, and (4) environmental factors.
7.
HS.LS-IVTg Use probability to explain the variation and distribution of expressed traits in a population.
Literacy Goals (Common Core State Standards):
8.
WHST.9-10.4 Produce clear and coherent writing in which the development, organizations, and style are
appropriate to task, purpose, and audience.
9.
WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of idea, avoiding plagiarism, and
following a standard format for citation.
10. RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to
the precise details of explanations or descriptions.
11. RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their
own experimentation), nothing when the findings support or contradict previous explanations or accounts.
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Understandings:
Students will understand that
Essential Questions:
1.
Why is mitotic cell division important for growth
and repair at the cellular level?
1b. somatic cells are necessary for the growth and
repair of multicellular organisms.
2.
How does gene activation and deactivation
determine a cell’s function?
2.
specific genes determine the development of a
cell.
3.
How are the intricate complexities of organisms
produced and maintained?
3.
cellular division and differentiation allow for
creation and maintenance of intricate organ
systems.
4.
How do genotypic patterns determine
phenotype?
5.
4.
the phenotypes of individuals are determined by
specific genotypic sequences.
Are DNA structure and meiosis mutually
exclusive?
6.
What factors determine the amount of genetic
variation in a population?
7.
What role does probability play in explaining the
variation and distribution of expressed traits in a
population?
1a. somatic cells are created by mitosis.
5.
DNA structure and mitosis are interwoven
processes that allow the transmission of genetic
information from parent to offspring.
6.
genetic variations arise from four main sources.
7.
probability can explain the variation and
distribution of expressed traits in a population.
8.
clear and coherent communication is achieved
through thoughtful research and selective
integration of textual evidence.
9.
clear and coherent communication is achieved
through thoughtful research and selective
integration of textual evidence.
10. comparing and contrasting multiple sources in
imperative to thoughtfully integrate and cite
specific textual evidence.
11. comparing and contrasting multiple sources in
imperative to thoughtfully integrate and cite
specific textual evidence.
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Students will know
Students will be able to
1a. that somatic cells are created by mitosis.
1a. describe and draw the formation of somatic cells.
1b. explain the function and purpose of somatic
cells.
2. compare gene activation and deactivation to a
light switch.
2. explain the effect of a cell’s immediate
environment on cell differentiation.
3. use the hierarchy of life as a tool to explain how
an organism’s complexity is dependent on
cellular division and differentiation.
4. predict the protein sequence produced by a
strand of DNA based on gene sequence patterns.
4. participate in a mock criminal investigation
where they ask questions and record information
regarding gene sequence patterns in order to
determine the protein combination of the
“criminal”.
5. explain and illustrate the central dogma through
the production of a DNA storybook.
6. show that inheritable genetic variations can
result from: genetic combinations in gametes,
replication errors, crossing over events in
meiosis and environmental factors through the
design of their genetic disorder Facebook pages.
7. explain the variation and distribution of
expressed traits through the use of probability
and Punnett squares.
1b. that somatic cells are necessary for the growth and
repair of multicellular organisms.
2.
that specific genes determine the development of a
cell.
3.
that cellular division and differentiation allow for
creation and maintenance of intricate organ
systems.
4.
that the phenotypes of individuals are determined
by specific genotypic sequences.
5.
that DNA structure and mitosis are interwoven
processes that allow the transmission of genetic
information from parent to offspring.
6.
that genetic variations arise from four main
sources.
7.
that probability can explain the variation and
distribution of expressed traits in a population.
Literacy
8.
that clear and coherent communication is achieved
through thoughtful research and selective
integration of textual evidence.
9.
that clear and coherent communication is achieved
through thoughtful research and selective
integration of textual evidence.
10. how to compare and contrast multiple sources so
that they can thoughtfully integrate and cite
specific textual evidence.
11. how to compare and contrast multiple sources so
that they can thoughtfully integrate and cite
specific textual evidence.
Literacy
8.
create tangible products that are well- developed
and audience appropriate.
9.
actively research and sift through authoritative
print and digital sources to integrate and cite
supporting facts into their debates and public
service announcements.
10. accurately cite supporting textual evidence in
their debate preparation and their crime scene
investigation.
11. compare and contrast different reputable
opinions and findings to strengthen their debate
preparation.
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Unit Enduring Understanding:
Unit Question:
All students will understand that specific patterns and
processes dictate and allow for a randomized
population.
Why are all members of a population genetically
distinct?
Stage 2 - Assessment Evidence
Performance Tasks:
GOAL: Your task is to predict the probabilities of genetic variation in a specific population.
ROLE: National Geographic Research Analyst
AUDIENCE: The general public (who do not have a strong science background)
SITUATION: World-renowned scientists have just returned from the Congo rainforest with an important
announcement: They have discovered a new species! This species is being unofficially named Acomys
porcupinous, due to it similarities to the African Spiny Mouse. These scientists have asked YOU to analyze
the phenotypic information they have collected for at least 5 traits and determine the probabilities of each.
They predict that there are approximately 1000 individuals in the population. You must keep in mind that
you are communicating and reporting to the general public. In your report, you will need to provide
background information (what is mitosis, meiosis, DNA, differentiation, and inheritance?) as well as
explain why populations have variations.
PRODUCT: You will create a typed two to three page article to be released to the public in the next issue.
You should include figures, data and pictures.
STANDARD: Your article will be scored with a rubric.
Key Criteria:
Story Writing: National Geographic – Special Report
Teacher: ________________________________
CATEGORY
Student: _________________________________
5
Title is creative, sparks
interest and is related to
the article and topic.
3
Title is related to the
article and topic.
1
Title is present, but does
not appear to be related
to the article and topic.
No title.
Introduction
There is a "grabber" or
catchy beginning.
There is a weak
"grabber".
A catchy beginning was
attempted but was
confusing rather than
catchy.
No attempt was made to
catch the reader's
attention in the first
paragraph.
Focus on
assigned topic
All five traits analyzed
are related back to the
topic.
3-4 of the traits analyzed
are related back to the
topic.
1-2 of the traits analyzed
are related back to the
topic.
None of the traits
analyzed are related
back to the topic.
Accuracy of
Facts
All 5 traits are properly
analyzed, showing all
work.
3-4 traits are properly
analyzed, with all work
shown.
1-2 traits are properly
analyzed, with all work
shown.
None of the traits are
properly analyzed. No
work is shown.
Title
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5
Requirements
All of the written
requirements were met:
 2-3 pages
 Figures/ data for
ALL traits
 Pictures
Almost all (about 90%)
the written requirements
were met.
Most (about 75%) of the
written requirements
were met, but several
were not.
Many requirements
were not met.
Illustrations
Original illustrations
are:
 Detailed
 Attractive
 Colored
 Creative
 Relate to the text on
the page.
Almost all (about 90%)
the illustration
requirements were met.
Almost all (about 75%)
the illustration
requirements were met.
Many requirements
were not met.
RUBRICS FOR B LEVEL ACTIVITIES:
DNA Storybook
Facebook Page
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Include disease
and EXPLAIN
words:
Which
are youthe
assigned?
______Transcription
(2 points)
a. Down’s Syndrome
______Translation
(2
points)
b. Turner’s Syndrome
______Replication
(2
points)
c. Tay- Sachs Disease
______DNA (2 points)
d. Huntington’s Disease
______RNA (2 points)
e. Additional
choice
with teacher approval
______Protein
Synthesis
(2 points)
______Amino Acid (2 points)
Your Facebook profile must include the following:
______Show that A pairs with T and C pairs with G (6 points)
______theProfile
picture:
Karyotype
(5 RNA
points)
______Explain
difference
between
DNA and
(5 points)
______Have
characters
andOther
a storygenetic
line (make
it as creative
and wacky
you want!)
(15 points)
______
Friends:
disorders
or people
that it as
affects
(5 points)
______Have
illustrations
(8 points)
______
About Me:
Symptoms (5 points)
______Be
coloredPages:
(2 points)
______
Effects it has on human function (learning disabilities, etc) (5
points)
______ Sources: At least 3 (5 points)
______ Creative/ Neat/ Colored (5 points)
______ Status updates/ Wall posts: Extra credit
Other Evidence:
Before
Do Now: (to be done on different
days)
– Where in the body do we
find DNA? What is the
function of DNA?
– What organelle makes
protein?
– Why do we look the way
that we do?
Brainstorming: What is a pattern?
Are there patterns in nature? Give
evidence for your claim. Why do
these patterns exist?
During
After
Do Now: (to be done on different
days)
– What are the bases of
DNA?
– What are the bases of
RNA?
– What is the central dogma?
For mitosis:
 Students will create scripts
and act out the process of
cell division.
Differentiate between replication,
transcription and translation.
What molecules or organelles are
involved in each process? How do
they all work together?
For cell differentiation:
 Students will write or given
an oral presentation
arguing for (or against) stem
cell research. They must
use concepts of cellular
differentiation in their
defense.
Exit Slips: (to be done on different For DNA/ meiosis:
Chalk Talk: What caused the
days)
 Students will create
pattern? (Have a different pattern or
– What are the 5 phases of
storybooks to explain the
scenario on each sheet of paper)
mitosis?
role of DNA structure and
–
How
is
meiosis
similar
to
meiosis in transmitting
Gallery Walk: Multiple true/ false
mitosis? How is it
genetic information from
statements will be posted around
different?
Give
at
least
3
parent to offspring.
the room regarding patterns,
examples.
inheritance, cell division and DNA.
For genetics:
– How is DNA similar to
Students will be asked to walk
 Students will research
RNA? How is it different?
around and mark on a sheet of
genetic disorders and create
Explain.
paper whether they think that each
Facebook pages or a short
– What factors are
statement is true or false. Once
research paper that
responsible for genetic
they return to their seats, they will
explains how inheritable
variation in a population?
be asked to justify why they think
genetic variations may
– How is probability related
certain statements are false. Discuss
result from genetic
to genetic variation?
as a class when everyone has
combinations in haploid sex
completed his or her justifications.
K-W-L: Give each student three
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sticky notes, with a different color
for each hour. On three wall- size
sticky notes, write “I already
knew”, “I knew this but I had
forgotten”, and “I learned”. Have
students fill out a sticky note and
place it on each wall- sized note.
Discuss as a class trends in
learning. The following day,
revisit the charts and look at the
responses from the other hours as
well. This can be done for the
main ideas of cell division, DNA
and inheritance to gauge
understanding before moving on.
Daily assignments and practice
problems: Students will complete
daily assignments and practice
problems that will be graded to
assess understanding.
cells, errors occurring
during replication, crossover
between homologous
chromosomes during
meiosis, and environmental
factors.
For the unit:
 Students will complete a
GRASP to predict the
probabilities of genetic
variation in a specific
population.
 Students will take an
objective- based test that
gauges their understanding
and affords them practice
taking a multiple- choice
test.
Hand Signals: “Thumbs Up/
Thumbs Down” will be used
throughout the unit to informally
assess student understanding.
Describe the assessment/s and state the prompt if
applicable.
xF xS
See above for descriptions
What type of scoring tools will be used for evaluation?
x Analytic rubric
□ Holistic rubric
□ Criterion rubric
x Checklist
x Answer Key
x Other (Participation)
The National Geographic article will be graded with an
analytic rubric. All other materials will be graded based on a
checklist, answer key or participation in activity.
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Student Self-Assessment and Reflection:
Students will have continual opportunities to metacognitively assess their knowledge and understanding of the
subject matter. At the end of every class, they will be asked to write down two things that they understand
more clearly and two questions that they still need answered. At the beginning of class on the following day,
students will engage in a Think- Pair- Share to share their current understandings of the content and discuss
further questions that they have. As a class, we will reconvene and discuss important points and questions that
still have not been answered. Throughout the unit students will engage in class discussions, activities and
projects that allow them to reflect on their current understandings and demonstrate their mastery. After the
National Geographic article and the unit test, students will have the opportunity to complete a final journal
entry where they reflect on their brainstorming from the beginning of the unit and discuss the content- specific
and real world knowledge that they will take away from the unit.
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Stage 3 - Learning Plan
Differentiated Instruction:
C Level (All activities are mandatory; 40 points)
1. Vocabulary dictionary of key terms from the unit. Students must include a definition and a symbol or
image for each* (20 points)
2. “Do Now” log of bell work activities* (10 points)
3. Brainstorming prompts* (10 points)
B Level (160 points)
(Students must do 1 and need to pick one activity each from the following clusters: 1 & 2; 3 & 4; 6 & 7; 8 & 9;
10 & 11)
1. DNA storybook (50 points)
2. Mitosis Skit (20 points)
3. Mitosis Comic Strip (20 points)
4. Stem Cell research argument (written) (20 points)
5. Stem Cell research presentation (3-5 minute oral presentation) (20 points)
6. Facebook page (with 3 sources) (30 points)
7. Research paper (2 pages with 3 sources) on a genetic disorder. (30 points)
8. Practice problems: Replication, Transcription, Translation (20 points)
9. Design and solve 3 problems involving the central dogma (20 points)
10. Practice problems: Mendelian genetics (20 points)
11. Design and solve one story problem requiring a monohybrid cross and one story problem requiring a
dihybrid cross. (20 points)
A Level (150 points)
(Students must do 1 & 2, and have a choice between 3 & 4)
1. Unit Test* (30 points)
2. GRASP: National Geographic article* (30 points)
3. Research the history, effects and current outlook on cloning. Write a 2 page letter to a congressman
explaining your opinions on cloning and what stance you believe the government should take on the
issue. (45 points)
4. Research and determine the criminal from a given set of evidence. Write a 2 page response explaining
who the criminal is and what evidence you have to make that claim. (45 points)
*denotes mandatory activity/350 points
Learning Activities:
W
Where are we going? To a deeper understanding of the specific patterns and processes that dictate and
allow for a randomized population.
Why? Because this empowers us to think critically and engage in intellectual discussion of current
genetic engineering endeavors, research of genetic disorders and controversial issues, such as stem cell
research. Through education and intellectual discourse now, students will be equipped to be more
thoughtful future voters.
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What is expected? Discussion of the unit goal and structure, performance requirements and evaluative
criteria.
H
I will hook student interest by posing the question – “Are all members of a giraffe population genetically
distinct? Why or why not?” Finally, I will hold student interest through different modalities, allowing
students to think and express the content in visual and verbal ways.
E
Students will be equipped to do well on this unit through think- pair- share activities, a variety of lessons
and assignments (both visual and written), class discussions, and the final National Geographic article
project.
R
Students will be asked to rethink and revise their work through journaling and peer editing before,
during, and after the unit is completed. The National Geographic article is designed to incorporate all
aspects of the unit in written form while allow students the freedom to do so in a creative way.
E
Students will self-evaluate through journaling activities and a reflection activity at the end of the unit.
T
Learning will be tailored by using the differentiated instruction above.
O
The unit will be organized so that key concepts build upon one another. See calendar below for day-byday schedule.
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Essential Vocabulary
Activation: To make active; cause to function.
Cells: A usually microscopic structure containing genetic and cytoplasmic material and enclosed by a semi
permeable membrane; the smallest unit of life.
Cellular division: The process by which a parent cell divides into two or more daughter cells.
Combinations: To bring into or join in a close union or whole; unite.
Crossover: The interchange of corresponding chromatid segments of homologous chromosomes with their
linked genes.
Daughter cell: A cell that forms from cell division.
Differentiation: The process by which cells or tissues change from relatively generalized to specialized kinds
during development.
DNA: Genetic material of a cell comprised of two nucleotide strands.
Environment: The aggregate of surrounding things, conditions, or influence.
Environmental factors: Any abiotic or biotic influence on living things.
Error: A deviation of accuracy or correctness.
Expressed: To be active the in the production of a protein.
Genes: The basic physical unit of heredity.
Growth: Size or stage of development.
Haploid: A single set of chromosomes.
Homologous: Having the same alleles or genes in the same order of arrangement.
Identical: Similar or alike in every way.
Inactivation: To stop the activity of.
Inheritance: The genetic characters transmitted from parent to offspring.
Mechanism: The means by which a purpose is accomplished.
Meiosis: The process of gamete formation.
Mitosis: The process of somatic cell replication.
Model: A representation to show the construction or appearance of something.
Multicellular: Consisting of more than one cell.
Needs: A requirement, necessary duty or obligation.
Offspring: A descendant.
Organ System: A group of organs that work together for a specific task.
Organism: A form of life considered as an entity.
Parents: Any organism that produces or generates another.
Pattern: A natural or chance marking, configuration, or design.
Population: All of the individuals of a specific type of organism living in a given area.
Probability: The relative frequency with which an event occurs or is likely to occur.
Repair: To mend.
Replication: To copy.
Sex cells: A spermatozoon or ovum; gamete.
Structure: Anything composed of parts arranged together in some way.
Tissue: An aggregate of similar cells and cell products forming a definite kind of structural material with a
specific function.
Traits: A distinguishing characteristic or quality.
Variation: Amount, rate, extent, of degree of change.
Sequencing the Learning
Monday
Tuesday
Wednesday
UBD Unit Design Worksheet / Saginaw Valley State University
Thursday
Friday
12
Introductory
question with
journaling
Gallery Walk
DNA/ Replication
Justifications
C Level Activities
B Level Activities
Brainstorm activity
Class discussion
DNA/ Replication
Do Now: Bases of
DNA
DNA/ Replication
C Level Activities
B Level Activities
C Level Activities
B Level Activities
K-W-L: DNA
Chalk Talk
Class Discussion
Monday
Tuesday
Wednesday
Thursday
Friday
Mitosis
Mitosis
Mitosis
Differentiation
Differentiation
C Level Activities
B Level Activities
C Level Activities
B Level Activities
C Level Activities
B Level Activities
C Level Activities
B Level Activities
C Level Activities
B Level Activities
Exit Slip: Stages of
mitosis
K-W-L: Cell
division
Monday
Tuesday
Wednesday
Thursday
Friday
RNA/ Central
Dogma
RNA/ Central
Dogma
Do Now: Bases of
RNA
Protein Synthesis
Do Now: Central
dogma
Protein Synthesis
Protein Synthesis
Do Now:
Differentiate
Replication,
Transcription and
Translation (with
additional
questions, listed
above under
“during”)
C Level Activities
B Level Activities
C Level Activities
B Level Activities
C Level Activities
B Level Activities
C Level Activities
B Level Activities
Exit Slip: DNA vs.
RNA
C Level Activities
B Level Activities
Monday
Tuesday
Wednesday
UBD Unit Design Worksheet / Saginaw Valley State University
Thursday
Friday
13
Meiosis
Meiosis
Meiosis
Genetic Variation
Genetic Variation
C Level Activities
B Level Activities
C Level Activities
B Level Activities
C Level Activities
B Level Activities
C Level Activities
B Level Activities
C Level Activities
B Level Activities
Exit Slip: Mitosis vs.
meiosis
Exit Slip: Causes
of genetic
variation
Homework: A level
activities (Article +
Choice)
Monday
Tuesday
Genetic Variation
Genetic Variation
C Level Activities
B Level Activities
C Level Activities
B Level Activities
Exit Slip: probability
and genetic variation
K-W-L: Genetic
variation
Homework: A level
activities (Article +
Choice)
Homework: A level
activities (Article +
Choice)
Homework: A
level activities
(Article + Choice)
Homework: A level
activities (Article +
Choice)
Wednesday
Thursday
Friday
Test Review
Unit Test
Post- Test
Reflection
Homework: A
level activities
(Article + Choice)
A Level activities
(2) due
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