Ninth Grade Biology
Unit 3 – Growth and Heredity
Asexual and Sexual Reproduction: (SB2e)
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What is the role of DNA in storing and transmitting cellular information?
How are genes, chromosomes and DNA related?
What are the advantages of sexual reproduction and asexual reproduction in different environmental situations?
How do sexual and asexual reproduction in organisms compare?
Vocabulary:
Genes
Chromosomes
Haploid
nitrogenous bases
(A,T,C,G)
DNA
RNA
Diploid
Binary Fission
Sexual Reproduction
Asexual Reproduction
Conjugation
Zygote
Regeneration
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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Questionnaire- Students are given a short questionnaire to determine their prior knowledge of mitosis and meiosis, genes, and
chromosomes(pre-assessment)
Fun Bugs Activity- Illustrates mitosis, meiosis, sexual and asexual reproduction. ( Students must have prior knowledge of genes and
chromosomes)(Comprehension)
Group discussion panel on the advantages of sexual and asexual reproduction in various organisms in various environmental
situations.(Evaluation)(Gifted)
English Language Learners (ELL): Make a compare/contrast chart of organisms based on sexual or asexual reproduction.
Suggested Laboratory Activities: (Reference: Biology, Glencoe)
o Comparing Sexual and Asexual Reproduction
o Reproduction lab- Protists and Fungi
Internet Resources:
o Asexual Reproduction
o Detailed discussion of asexual reproduction in plants and animals
o Venn Diagram on Asexual vs. Sexual Reproduction
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 3 – Growth and Heredity
Cell Growth: (SB1a;SB2b)
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What is the role of cell organelles in cell reproduction?
Why is regulation of the cell cycle important?
What causes uncontrolled cell growth?
What is the difference between embryonic stem cells and adult stem cells?
What is programmed cell death?
Vocabulary:
Cell cycle
Mitosis
Meiosis
cyclins
centriole
spindle fiber
chromosomes
cell differentiation
embryonic stem cell
adult stem cell
malignant tumor
apoptosis
crossing over
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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Think-Pair-Share: Have students work with a partner and share prior knowledge of mitosis and meiosis(pre-assessment)
Have students make flip books of mitosis and meiosis using yarn to represent the chromosomes.(Comprehension)
Debate the use of adult versus embryonic stem cells for research (Debate Protocol)
Prepare a presentation on current stem cell research.(Evaluation)(Gifted)
English Language Learners (ELL): Make a foldable comparing mitosis and meiosis. (See Glencoe Resources)
Suggested Laboratory Activities: (Reference: Biology, Glencoe)
o Online Onion Root Tip Lab
o Meiosis Lab
Internet Resources:
o Mitosis and Meiosis Activities
o Meiosis Square Dance Video (free trial available- this video is worth it)
o Apoptosis
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 3 – Growth and Heredity
Mendelian Genetics: (SB2c)
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Using Mendel’s laws, what is the role of meiosis in reproductive variability?
How can genetic variations be hidden in one generation and expressed in the next?
What are some patterns of gene expression?
phenotype
test cross
Punnett Square
Vocabulary:
genotype
probability
karyotype
Allele
codominance
trait
homozygous
Gene
incomplete
dominance
homologous
heterozygous
Dominant
Recessive
hybrid
Law of Dominance
Law of Independent Assortment
Law of Segregation
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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“Sticky Bars”- Teacher puts multiple choice questions on the board one at a time using Powerpoint or electronic whiteboard. Students
write their answers anonymously on sticky notes and the teacher collects them and places them on the board to show the responses in a
bar graph format. (Electronic voting may also be used) (pre-assessment)
Read and discuss the article on the Blue People of Kentucky as a springboard for discussion on inheritance of traits. Have students
write for two minutes on what they have learned from the article (formative assessment)
List some common assumptions (misconceptions) about genetic inheritance. Give the scientific basis for your
corrections.(Evaluation)(Gifted)
English Language Learners (ELL): View a list of dominant and recessive traits and research which of your friends or members of your
family have the same traits. Have students complete the "Handy Family Tree" activity (Spanish instructions included).
Suggested Laboratory Activities: (Reference: Biology, Glencoe and Internet Resources)
o Dragon Genetics Lab
o Dominant and recessive traits lab
o Solving Genetics Problems
o Human genetics webquest
o Karyotype and genetic traits lab
o Pedigree Lab
Internet Resources:
o Punnett Squares
o Mendelian Genetics Resource
o Handout on dominant and recessive traits
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 3 – Growth and Heredity
DNA and RNA Processes: (SB2a,b)
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What are the differences between DNA and RNA?
What is the role of DNA in the storing and transmitting of genetic information?
What is the role of RNA in the transcription and translation of genetic information?
transcription
genes
Vocabulary:
translation
tRNA
DNA
codon
mRNA
RNA
anticodon
rRNA
Replication
cDNA
mtDNA
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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“No-Hands Questioning”- Teacher poses a question, practices wait time, and then calls on students to answer the question. Prepare
questions ahead of time, including probe questions to extend student thinking. Make sure to practice the proper wait time for students
to answer(pre-assessment)
Class Activity: Making Codon Messages(DNA's Secret Message)
Game: Codon Bingo
Gifted Extension: Students prepare an annotated bibliography of current research on DNA and RNA (Evaluation)
English Language Learners (ELL): Students make models of DNA using craft resources or make candy models of DNA.
Build Your DNA and Eat It Too
Suggested Laboratory Activities: (Reference: Biology, Glencoe and Internet Resources)
o Building Origami DNA Models
o Modeling DNA Replication
o transcription and translation of DNA
Internet Resources:
o John Kyrk's Cell Biology Animation(Excellent)
o DNA Replication Animation
o mitochondrial DNA
Blue indicates hyperlink to Internet Site
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Animation of Transcription and Translation
o Activities for Biotechnology
o DNA Replication (Includes Quick Time Video animation)
Ninth Grade Biology
Unit 3 – Growth and Heredity
Chromosomes and Mutations and Biological Resistance: (SB2d;SB4d;SB5e)
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How do mutations affect evolution?
What are genetic diseases that are caused by mutations?
What are the different types of mutations that can occur in organisms?
What is the relationship of evolution to biological resistance? (pesticide and antibiotic resistance)
Vocabulary:
Single gene mutations
Polygenic mutations
Chromosomal mutations
Mitochondrial DNA mutations
nondisjunction
insertion
substitution
deletion
chromosomal translocation
mutagenic factors (radiation,
chemical)
biological resistance
point mutation
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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Working in groups, students write down the name of all the diseases that they believe are genetically related. The students will write
their responses on a small piece of whiteboard or poster board. The teacher will call on each group to share their responses and discuss.
As the discussion progresses, students may add or remove items from their list.(pre-assessment)
Make an informational brochure for the public about a particular genetic disease.(Application)
Gifted Extension: “What is the impact of overuse of antibiotics on biological resistance?”(Evaluation)
English Language Learners (ELL): Have students choose a genetic disease to research and present a Powerpoint presentation.
Suggested Laboratory Activities: (Reference: Biology, Glencoe and Internet Resources)
o "Does Sunscreen Protect My DNA?"(Practical application Lab)
o Mystery Yeast Mutation Lab
o Gene Therapy Webquest
Internet Resources:
o Genetic Disorders
o Development of Biological Resistance
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 3 – Growth and Heredity
Genetic Engineering and Bioethics: (SB2f)
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How has genetic engineering influenced food and medicine?
How is cloning currently used in food and medicine?
How is stem cell research being used to benefit humans?
What are the bioethics issues surrounding stem cell research and cloning?
Vocabulary:
Cloning
Transgenic animals
Stem Cells
Bioethics
Biological Resistance
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional Strategies
by Gayle Gregory and Carolyn Chapman)
o Questionnaire: Give students a short questionnaire to see what they know about genetic engineering (cloning, stem cells). Use this
questionnaire as a guide to instruction on these topics. (pre-assessment) What Do You Know About Stem Cells? (Pre-assessment
Activity)
o Construct a timeline of cloning using the activity "You've Come a Long Way Dolly"(Analysis)
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Students work in groups to explore the Bioethics of Human Cloning(Evaluation)
(Comprehension)
Have students make a hypothesis about biological resistance and the overuse of antibiotics (Analysis)
Conduct a debate about stem cell research or cloning.(Synthesis)(Gifted)
English Language Learners (ELL): Make a flow chart to show the cloning process or to illustrate how stem cells are used.
Suggested Laboratory Activities: (Reference: Biology, Glencoe and Internet Resources)
o Cloning In Focus Webquest
o Bioethics of Gene Therapy
o Embryos-R-Us Case Study (Bioethics)
o Meeting In Mutantville Case Study (Bioethics)
Internet Resources:
o Build a Gel Electrophoresis Chamber
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 3 – Growth and Heredity
DNA Technology (SB2f)
o How is DNA fingerprinting used to identify a person?
o What is the use of polymerase chain reactions (PCR)?
o How is bacterial transformation used in medicine?
o How is gel electrophoresis used in DNA technology?
Vocabulary:
Polymerase Chain Reaction
Gel Electrophoresis
Bacterial Transformation
DNA Fingerprinting
Southern Blotting Technique
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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“No-Hands Questioning”- Teacher poses a question, practices wait time, and then calls on students to answer the question. Prepare
questions ahead of time, including probe questions to extend student thinking. Make sure to practice the proper wait time for students
to answer(pre-assessment)
Class Activity: Forensics Lab Activity
Gifted Extension: Students design a webquest on DNA technology(Evaluation)
English Language Learners (ELL): Students solve a crime by using DNA fingerprinting evidence: Forensics Lab Activity
Suggested Laboratory Activities: (Reference: Biology, Glencoe and Internet Resources)
o Simulated Gel Electrophoresis Lab
o History of DNA Webquest (includes Griffith’s Transformation Experiment)
Internet Sites:
o Genetics Lesson Plan Ideas
o Build a Gel Electrophoresis Chamber
o Solving Crimes Using DNA Evidence
Blue indicates hyperlink to Internet Site