UNIT OF WORK GENETIC
(80+40min.)
1.1.
Chromosomes, genes, mutations and meiosis
1.2.
Meiosis and genetic variation
1.3.
Homologous Chromosomes
1.4.
The phases of meiosis
1.5.
Down’s Syndrome
1.6.
Karyotypes
(80+40 min.)
2.1.
Theoretical Genetic
2.2.
Genotype, phenotype and test cross
2.3.
Modification of the 3:1 monohybrid ratio Punnet Square
2.4.
Human inheritance investigated by pedigree chart
2.5.
Sex chromosomes and gender
(80+80min)
3.1.
Genetic engineering and biotechnology
3.2.
The steps of genetic engineering
3.3.
Issues raised by genetic engineering
3.4.
DNA Profiling
3.5.
Human Genome Project
3.6.
The new discipline of bioinformatics
3.7.
Cloning
3.8.
Current uses of genetically modified organisms
3.9.
Ethical issues surrounding therapeutic cloning
(80+80min.)
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4.1.
Genetic II- Mendel’s Law
4.2.
Dihybrid crosses and gene linkage
4.3.
The dihybrid test cross
4.4.
Linked Genes
4.5.
Polygenes and continuous variation
4.6.
Polygenetic inheritance in a plant species
Lesson planning sheet 1
Class: 11th grade MEB
Date of lesson:
11th grade IB/SL-HL
Lesson title: GENETICS ( Define chromosomes
Number in class: 20
,genes mutations, meiosis and genetic variation and
their functions)
Attainment range of students:
Length of lesson: 80 min.
Teaching goal (conceptual
Behavioral (learning) objectives
understanding and strategy)
Explain how chromosomes are paired.
Distinguish between autosomes and sex
Students will be able to define
 chromosome, genes, mutations, meiosis
chromosomes.
List the phases of meiosis I and meiosis II
and describe the events characteristic of
each phase.
Define nondisjunction, explain how it can
and genetic variation
 that every person is unique
Students will be able to explain

how mutation may cause a gene to be
defective
occur, and describe what can result
Describe the causes and symptoms of

phases of meiosis
Down syndrome

separation of homologous chromosomes
Explain how and why karyotyping is
performed
Assessment strategies
Links to curriculum
Homework ( form key vocabulary and
11th MEB
define all unknown words and
IB Biology HL 10th or 11th
terminology)
Questioning
Prior teaching/learning
Cell division
Mitosis and meiosis
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Common misconceptions
Cell cycle
Students often seem confused by the difference
between a DNA molecule and a chromosome.
This is especially problematic when discussing
DNA replication.
Key vocabulary
Homework
Chromosomes
The phases of meioses ( Students will draw all
Genes
phases with colorful pen and get understand
Alleles
process)
autosomes
Write new terms on vocabulary part in their
cell cycle
Cell division
notebook.
(I do not want to exact meaning of dictionary;
the main aim is students get familiar
centromeres
terminology.)
chiasma (plural, chiasmata)
chromatin
chromosome
crossing over
Students with special needs and support
planned
Extension activities
Down syndrome
Homologous chromosomes
Cross curricular issues
karyotype
Psychology lesson ( Learning Ability- Down
locus
Syndrome)
Meiosis
Mutations
nondisjunction
sex chromosome
Resources
Risks and safety precautions
11th MEB Biology Text Book
N/A
IB SL-HL Biology Text Book
Campbell Biology 7th Edition
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IGCSE 9,10 Biology Text Book
Time
Student activity
Teacher activity
Content notes
Take attendance
Prepare a presentation
Answer the question
Setting the class to settle
before the lesson.
Settle down
down
First 5 or 10 minutes for
Prepare their materials.
Asking daily question
prepare the students to
General admin
10
attend lesson.
.
Lesson starter
10
Listen to teacher
Explain the lesson
Teach how students form
Ask and answer the
Give information about
key words booklet.
questions
chromosomes, genes, Dna,
Students usually cannot
locus, nucleotides (distinguish
separate which structure
and shows which one is
bigger than other.
bigger than other.)
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20 Listen to teacher
“The phases of meiosis”
Take notes
Interphase
Draw the phases of
Prophase
meiosis on their
Metaphase
notebooks.
Anaphase
(Use PPT for shows their
view during the meiosis.)
Give some examples
Sister chromatids,
look like fruit fly. Why
centromeres and daughter
they are important in
chromosomes are important
genetic?
Lesson core
terms and be sure students are
able to distinguish them.
30 Watch animation
Take notes
Show animation about the
https://www.youtube.co
phases of meiosis and explain
m/watch?v=QwmpD0O
one more time with
B3AQ
animation.
Ask questions
Give time them to write and
Answer the questions
draw
If there is time and it
Give post test ( It is about this
lesson and main goal is
learning what they learn or
not)
should be minimum 10
minutes, apply test about
the lesson useful.
Students study the topic
before come to lesson.
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Final plenary
10 Listen
Make summary
Make a keywords
Give homework and explain
notebook.
how they will do.
It is very important for
this unit because they
will learn so many new
Asking and answering
words and terminology.
Asking and answering
questions
questions
Explaining task is very
important, even giving
instruction, students
cannot read them.
Lesson planning sheet 2
Class: 11th grade
Date of lesson:
Lesson title: Theoretical Genetics ( Gregor Mendel, Number in class: 20
Punnet Square
Attainment range of students:
Length of lesson: 80 min.
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Teaching goal (conceptual understanding
Behavioral (learning) objectives
and strategy)
Students will be able to
Define genotype, phenotype, allele,

define genotype, phenotype, allele,
dominant, recessive, codominant allele,
dominant, recessive, codominant allele,
locus
locus
Define homozygous, heterozygous, test

cross
distinguish homozygous, heterozygous, test
cross

use Punnet Square

investigate Gregor Mendel’s work

distinguish allele and gene.

define genotype phenotype and ratios by
completing Punnet square for different
characteristics of pea plant
Assessment strategies
Links to curriculum
Homework from last lesson ( The phases of
11th MEB
meiosis and key vocabulary)
IB Biology
Homework ( form key vocabulary and
IGCSE 9,10 Biology
define all unknown words and terminology)
Questioning
Prior teaching/learning
Common misconceptions
From 10th grade they are familiar these
Genes contain alleles
terms.
Alleles contain genes
Monohybrid crossing
Alleles and genes are the same
DNA Replication occurs in prophase
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Key vocabulary
Homework
Allele
Gregor Mendel life and his works.
Codominant allele
Worksheet about Punnet square and monohybrid
Dominant allele
ratio.
Genotype
Heterozygous
Students with special needs and support
Homozygous
planned
Locus
Inheritance
Nondisjunction
Extension activities
Monohybrid ratio
Read an article about Mendel
Phenotype
Punnett Square
Recessive allele
Cross curricular issues
Test cross
Mathematic ( Monohybrid ratio, calculation )
Resources
Risks and safety precautions
11th MEB Biology Text Book
N/A
IB SL-HL Biology Text Book
Campbell Biology
IGCSE 9,10 Biology Text Book
http://learn.genetics.utah.edu/content/begin/t
raits/karyotype/
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Time
General admin
5
Student activity
Teacher activity
Content notes
Students can look
Take attendance
Prepare a presentation before
each other works.
Setting the class to settle down.
the lesson.
If some of them
Collect the homework and give +
Collect homework and check
did not find some
or – to students.
one by one. If you give
Asking daily question for warm to
homework and not check
lesson.
them, they will not do next
of terms, they can
learn each other
and add their
time.
vocabulary part.
Doing homework is useful
for students to understand
topic.
.
Lesson starter
5
Listen to teacher
Ask question about previous
“Who want to explain genes
Ask and answer of
lesson.
function?”
questions
Answer students’ questions
“Which structure is carrying
“Do you have any question about
genes?”
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meiosis?”
15
Listen to teacher
Define genetic variation and
Students might recall some
Take notes
mutation.
basic genetics, remembering
Down’s syndrome
that for many traits a person
Explain Down syndrome and how
is it occurs?
receives a separate “signal”
from mom and dad. These
separate signals for the same
Trisomy 21, shows karyotyping of
Down Syndrome.
10
Make a Karyotype
Answer the
Lesson core
Explain what nondisjunction is.
chromosomes, such as the
Shows healthy human karyotypes.
freckle. (Teaching tips from
Go to computer lab
Campbell.)
(Every student makes karyotype,
http://learn.genetics.utah.edu
and not enough computers for all
/content/begin/traits/karyoty
students, this activity can change
pe/
cut and paste activity in
Students should come to the
Listen to teacher.
classroom.)
board and solve some
During the
Theoretical Genetic
problems in front of the
teachers’
Define genotype, phenotype,
other students. It gives
explanation, they
dominant allele, recessive allele,
opportunity to all students be
can come to the
codominant alleles, locus,
self confidant and make
board and write
homozygous, heterozygous,
them aware of the topic and
homozygous,
carrier and test cross on board and
questions.
heterozygous
shows some example with PPT.
Especially if students do not
Determine the genotypes and
understand topic, they can
phenotypes of the offspring of a
come to board and teacher
monohybrid cross using a Punnett
can help him/her.
Take notes
examples and
solve one problem
about test
crossing.
10
portion of homologous
if there is no internet connection
questions
20
trait are carried on the same
Answer the
grid.
Punnet Square Activity
question and
( Attached )
complete the
activity.
10
Give post test (It is about this
lesson and main goal is learning
what they learn from this lesson.)
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Pea Plant Punnet Square
5
Listen
Give homework
Remind homework
Final plenary
Gregor Mendel’s work
Asking and
Make summary and finish the
answering
lesson.
Keyword notebook
questions
Lesson planning sheet 3
Class: 11th grade
Date of lesson:
Lesson title: Study Pattern of Inheritance
Number in class: 20
Attainment range of students:
Length of lesson: 80 min.
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Teaching goal (conceptual understanding
Behavioral (learning) objectives
and strategy)
Students will be able to

Explain how the sex chromosomes

control gender by referring to the
inheritance of X and Y chromosomes
in humans.

crosses.

predict which blood type is inherited.

understand how sex is determined and
Explain why Mendel’s decision to
inherited in humans and patterns of
work with peas was a good choice.
Define and distinguish between truebreeding organisms, hybrids, the P
generation, the F1 generation, and
determine the probability of different
inheritance of sex-linked genes

trace a gene as it is passed down from
generation to generation.
the F2 generation.

Explain how family pedigrees can
help determine the inheritance of
many human traits.
Assessment strategies
Links to curriculum
Homework
11th MEB
Questioning
IB Biology
Discussion
IGCSE 10 grade
Prior teaching/learning
Common misconceptions
Students know Punnet square from previous
lesson.
Students know blood cells and type names.
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Key vocabulary
Homework
Inheritance
Reading textbook before come to school
Homozygous
Terminology notebook
Heterozygous
Watch video for experiment
Allele
http://www.youtube.com/watch?v=hOpu4iN5Bh4
Patterns
Punnet square
Blood Type
Students with special needs and support
Pedigree
planned
X-Y sex chromosomes
Color Blindness
Extension activities
Autosomal chromosomes
Worksheet
Haemophilia
Textbook Questions
Cross curricular issues
Resources
Risks and safety precautions
11th MEB Biology Text Book
N/A
IB SL-HL Biology Text Book
Campbell Biology
IGCSE 9,10 Biology Text Book
http://www.youtube.com/watch?v=hOpu4iN
5Bh4
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Time
General admin
10
Lesson starter
10
Student activity
Teacher activity
Content notes
Try to find out key
Take attendance
Prepare a presentation before
word and answer
Setting the class to settle
the lesson
questions
down
They should do problems by
Listen to teacher
Asking daily question for
themselves.
Sit in a group and
warm to lesson
They need to know or learn
answer the questions.
Check pre knowledge.
monohybrid crossing.
Listen to teacher
Show different pedigree
They need to remember
Ask and answer of
Describe patterns of sex-linked
meaning of fertilization,
questions.
inheritance, noting examples in
gametes and offspring.
fruit flies and humans.
If they do not remember,
solve questions about
Verbal questions and giving
reminds them.
pedigree.
exercise on board about sex
Open text books and
linked.
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20
Listen to teacher
Teach key words; solve
Take notes
problem, show family tree
and sex-linked diseases.
Asking questions to students
one by one.
Show some figures and give
different kind of question.
Lesson core
Explain why sex-linked
disorders are expressed
much more frequently in
30
Try to understand and
men than in women.
use terminology.
Verbal questions and giving
Students have to read
Solve the problems with
exercise on board about sex
textbook before come to
Punnet square and
linked.
school. They have to know
conventional pattern.
all terminology meaning and
Learning genetic
what we will do in this
diseases.
lesson.
Learning pedigree and
family relationship.
10
Listen
Summarize the lesson by
Final plenary
asking questions.
Answer the question.
Take notes
Give worksheet about
Pedigree as homework.
board.
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Homework Family Blood
Type pedigree
Answer of questions.
Answer the question on
Make a keywords notebook.
Check students’ textbooks.
Lesson planning sheet 4
Class: 11th grade
Date of lesson:
Lesson title: Genetic engineering and
Number in class:
biotechnology
Attainment range of students:
Length of lesson: 80 min.
Teaching goal (conceptual understanding
Behavioral (learning) objectives
and strategy)
Students will be able to discover ethical issues
Outline the use of polymerase chain reaction
surrounding the practice of genetic engineering in
(PCR) to copy and amplify minute quantities reproductive medicine.
of DNA.
Students will be able to understand key terms and
concepts related to the science of genetic
State that gel electrophoresis of DNA is
used in DNA profiling.
engineering.
Define DNA profile
Outline the steps of genetic engineering.
Students will be able to discuss “Is genetic
(Cutting DNA, Making recombinant DNA ,
engineering a good or bad thing?” ( With ethical
Cloning, Screening )
issues )
Assessment strategies
Links to curriculum
Homework ( form key vocabulary and
11th MEB
define all unknown words and terminology)
IB Biology
Questioning
IGCSE 10 grade
Handout: Different Perspective on Genetic
Engineering.
Prior teaching/learning
10th grade
DNA structure
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Common misconceptions
Key vocabulary
Homework
Bioethics
Reading textbook before come to school
Biotechnology
Keyword notebook
Deoxyribonucleic acid
Research biotechnology benefit and risks for
Eugenics
discussion.
Genetic code
Genetic engineering
Students with special needs and support
PCR
planned
Cloning
Extension activities
Worksheet
Textbook Questions
Cross curricular issues
Resources
Risks and safety precautions
11th MEB Biology Text Book
N/A
IB SL-HL Biology Text Book
Campbell Biology
IGCSE 9,10 Biology Text Book
http://www.mcw.edu/bioethicsandmedhuma
nities.htm
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Time
General admin
10
Student activity
Teacher activity
Content notes
Try to find out key
Take attendance
Student should read textbook
word and answer
Setting the class to settle
before come to school.
questions
down
Listen to teacher
Asking daily question for
Sit in a group and
warm to lesson
answer the questions.
Check pre knowledge.
Explain the topic of genetic
engineering and asking
questions
Lesson starter
10
Listen to teacher
Discussion about the topic
Ask and answer of
and ask questions about
questions.
genetic engineering.
Open text books
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20
Listen to teacher
The steps of genetic
If students have
Take notes
engineering.
misconception try to fix
1. Cutting DNA
them and teach right way.
2. Making recombinant
DNA
3. Cloning
4. Screening
http://www.biotechnologyonline.
State that gel electrophoresis gov.au/popups/int_dnaprofiling.
of DNA is used in DNA
20
html
profiling.
Find the suspect from
internet site.
Shows DNA profiling game.
Give information about
Lesson core
bioinformatics.
Outline a technique for
cloning using differentiated
animal cells
They had to read before
come to school and this
lesson. They had to know all
terminology meaning and
what we will do in this
lesson.
Asking questions to students
one by one.
Listen to discussion and ask
different questions.
10
Discussion about
genetic engineering.
Do you worry about
eating GM (genetically
modified) food?
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They prepare some
documents for discussion.
Final plenary
10
Listen
Answer the question.
Summarize the lesson by
Take notes
asking questions.
Answer of questions.
Answer the question on
Give worksheet
board.
Check textbook
Check students’ textbooks.
questions.
Lesson planning sheet 5
Class: 11th grade
Date of lesson:
Lesson title: The Human Genome Project
Number in class: 20
Cloning
Attainment range of students:
Length of lesson: 80 min.
Teaching goal (conceptual understanding
Behavioral (learning) objectives
and strategy)
Explain Human Genome Project and goals
Outline outcomes of the sequencing of the
complete human genome.
Discuss the ethical issues of therapeutic
Students will be able to

define DNA profile

explain cloning

understand function of gel electrophoresis

investigate cutting, copying and pasting
cloning in humans.
genes

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Assessment strategies
Links to curriculum
Homework from last lesson about discussion 11th MEB
Homework ( form key vocabulary and
IB Biology
define all unknown words and terminology)
IGCSE 9,10 Biology
Questioning
Handout
Prior teaching/learning
Common misconceptions
From previous lesson and mid school
Cloning and copying
Dolly’s cloning procedure
Key vocabulary
Homework Cloning Dolly
DNA profile
Read article about Human Genome Project
Electrophoresis
Ligase
Students with special needs and support
Clone
planned
Therapeutic cloning
PCR
Extension activities
Human Genome
Read article about Human Genome Project
Gene Transfer
Transgenic Plants
Resources
11th MEB Biology Text Book
IB SL-HL Biology Text Book
Campbell Biology
IGCSE 9,10 Biology Text Book
http://www.genome.gov/10001772
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Cross curricular issues
Risks and safety precautions
Time
General admin
10
Teacher activity
Content notes
Try to find out key
Take attendance
Prepare a presentation before
word and answer
Setting the class to settle
the lesson
questions
down
.
Asking daily question for
warm to lesson
10
Lesson starter
Student activity
Listen to teacher
Check homework
Ask and answer of
Ask questions about DNA
questions
and DNA Profile
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Answer students’ questions
Try to find misconceptions.
20
Listen to teacher
Exploring DNA
Take notes
The Human Genome Project
Outline outcomes of the
sequencing of the complete
human genome.
Discuss the ethical issues of
Lesson core
therapeutic cloning in
30
Discussion about
humans.
cloning human with
ethical issues.
Ask questions
Give time them to write and
draw
Give post test ( It is about
this lesson and main goal is
learning what they learn or
not)
10
Listen
Make summary
Remind homework
Final plenary
Give homework
Asking and answering
Asking and answering
Next week students have
questions
questions
exams about first 5 lessons.
Lesson planning sheet 6
Class: 11th grade
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Date of lesson:
Lesson title: Genetic II- Mendel’s Law
Number in class:
Attainment range of students:
Length of lesson: 80 min.
Teaching goal (conceptual understanding
Behavioral (learning) objectives
and strategy)
Students will be able to
1. Define linkage group.

apply and define the Law of Segregation.

identify that meiosis reduces the
2. Illustrate Mendel’s Laws: Law of
Dominance, Law of Segregation, and
chromosome number by half

produces sex cells
Law of Independent Assortment
3. Use Punnett squares to solve basic

chromosomes)
4. Identify and explain Mendel’s Laws

identify that meiosis is a process that
undergoes 2 divisions
Law of Segregation, and Law of
Independent Assortment
define diploid (complete set of homologous
chromosomes) and haploid (half set of
problems in genetics.
of Genetics: Law of Dominance,
identify that meiosis is the process that

apply and define genetic terminology.
Assessment strategies
Links to curriculum
Homework
11th MEB
Questioning
IB Biology
Handout
IGCSE 10 grade
Prior teaching/learning
Common misconceptions

Students should know the
characteristics of a cell.

Students should understand DNA
and the Central Dogma of Molecular
Biology (DNA – RNA – Protein)


1. Students are often confused about how the
autosomes work in DNA.
2. Students do not understand the relationship
between linage and genes or traits.
3. Students are often confused about
Students should understand
chromosome migration during cell
chromosome structure.
division.
Students should understand mitosis
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4. Students often cannot tell the difference
Students should understand the human
between homologous chromosome pairs
reproductive system and be able to
and sister chromatid pairs.
understand the question- How do we
reproduce?
5. Students do not realize each parent
contributes an equal number of
chromosomes to their offspring.
6. Students often cannot tell the difference
between Mendel’s Law of Segregation and
Mendel’s Law of Independent
Assortment.
Key vocabulary
Homework
Prophase
Reading textbook before come to school
Metaphase
Keyword notebook
Anaphase
Example of dihybrid cross
Telophase
Crossing Over
Gametes
Mendel’s law
Students with special needs and support
Independent assortment
planned
Gene linkage
Dihybrid crosses
Extension activities
Autosomes and sex chromosomes
Worksheet
Polygenic inheritance
Textbook Questions
Cross curricular issues
Resources
11th MEB Biology Text Book
IB SL-HL Biology Text Book
Campbell Biology
IGCSE 9,10 Biology Text Book
D:\533581981.doc
Risks and safety precautions
Time
Teacher activity
Content notes
Listen to teacher
Take attendance
Prepare a presentation before
Sit in a group and
Setting the class to settle
the lesson
answer the questions.
down
They should solve problems
Asking daily question for
by themselves.
warm to lesson
They need to learn dihybrid
Check pre knowledge.
crossing.
Show a picture of a
Teacher can relate this to
mother/father and child –
Down Syndrome, Klinefelter
identify traits of the child
Syndrome, or Turner
that are common to mother
Syndrome
General admin
10
Student activity
and common to father
(cartoon picture)
Lesson starter
10
Listen to teacher
Discussion about the topic
They need to remember
Ask and answer of
and ask questions about
meaning of fertilization,
questions.
Pedigree and Punnet Square.
gametes and offspring.
Open text books
Verbal questions and giving
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exercise on board about sex
linked.
20
Listen to teacher
Take notes
 Calculate and predict
the genotypic and
phenotypic ratio of
Identify the process of
offspring of dihybrid
chromosome reduction
crosses involving
in the production of
unlinked autosomal
sperm and egg cells
genes.
during meiosis
They had to read before

30
Lesson core


Mendel’s law of
come to school and this
independent
lesson. They had to know all
assortment.
terminology meaning and
Dihybrid crosses and
what we will do in this
gene linkage.
lesson.
Autosomes and
chromosomes.
Try to understand and
use terminology.

Linkage group
Solve the problems with

Linked genes
Punnet square and

Offspring of a
conventional pattern.
Learn genetic diseases.
Genetic variety in
gametes.
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dihybrid cross

Polygenic
inheritance
Final plenary
10
Listen
Answer the question.
Summarize all lesson by
Take notes
asking questions.
Answer of questions.
Answer the question on
Give worksheet
board.
Check textbook
questions.
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Check students’ textbooks.
Make a keywords notebook.