Genetics
Unit 5
For honors credit, students must complete a project during the second semester in one of the following:
Bioethics
Links between the environment and genetic disorders
Widespread genetic screening and its ethical questions
See the grading rubric for grading standards.
UNIT TITLE: Diversity and Evolution of Living Organisms
Enduring Understanding:


Explain the role of reproduction isolation in the process of speciation
Explain the connection between diversity and the evolution of living organisms
Essential Questions
1. Name the key elements that make
up all living things.
2. What did the Stanley Miller’s
experiments contribute to the
beginning of life hypothesis?
State Benchmark from Course Description (pacing 1 period)
SC.912.L.15.5 Describe the scientific explanation of the origin of life on Earth




Students will be able to discuss and explain the four-stage sequenced for how
life could have begun, understanding that this is a hypothesis
Students will be able to describe the contributions of the Stanley Miller
experiment to the beginnings of life hypothesis.
Students will be able to name the key elements in living things
Also address SC.912.N.1.2: Describe and explain what characterizes science
and its methods and SC.912.N.3.5: Describe the function of models in science,
and identify the wide range of models used in science.
SC.912.L.15.14 Discuss mechanisms of evolutionary change other than natural
selection such as genetic drift and gene flow. Pacing ( 2 days)
2. How has genetic drift and gene flow
affected the gene pool?
3. Required Topic: Gene Pools
4. Explain how genetic drift and gene
flow has contributed to evolution.





Students will be able to define genetic drift
Students will be able to define gene pool
Required Topics: Gene Pools – Suggested Activity: Gene Pool Lab
Students will be able to explain the significance of gene pools in evolution
Student will be able explain how gene drift and gene flow contribute to the gene
pool.
Sc. 912.L.15.14 Describe how mutation (and genetic recombination) increase genetic
variation Pacing (4days)
1. Compare and contrast sister
chromatids and homologous
chromosome.
2. Does genetic variation occur by
adaption or mutation?
3. How do mutations occur and what
are the four major types?
4. How does a silent mutation differ
from other point mutations and
increase diversity in the gene pool?
5. Identify at least two different
mutagens
1. What conditions lead to struggle for
existence for an individual in a
population?
2. How does natural selection affect
changes in allele frequency in a
natural population?
3. Explain the four main premises of
evolution by natural selection.








Students will be able to define homologous chromosome
Students will be able to connect the concept of crossing over to homologous
chromosome and sister chromatid.
Students will be able to explain how crossing over contributes to genetic
variation.
Students will be able define and explain mutation.
Student will be able to describe the types of mutations that can affect gene
expression.
Students will be able to define mutagen.
Students will be able explain how mutations increase variation in the gene pool.
Student will be able to discuss the affects of mutagens on DNA expression
SC.912.L.15.13 Describe the conditions required for natural selection, including:
overproduction of offspring, inherited variation and the struggle to survive, which
results in differential reproductive success.





Students will be able to define natural selection.
Students will be able to define adaptation.
Students will be able to explain how adaptation contributes to overproduction of
offspring
Students will be able to relate inherited variation to natural selection
Students will be able to explain how the struggle for survival dictates natural


1. Name the factors that lead to
equilibrium.
2. List the assumptions made by the
Hardy- Weinberg law and how is it
different from microevolution.
3. Use the Hardy-Weinberg equation to
calculate the frequency of alleles in a
population.
Required Topic: Hardy-Weinberg
Equilibrium
selection.
Students will be able to define natural selection and identify factors that elicit
natural selection.
Students will be able to summary Darwin's Theory of natural selection.
SC.912.L.15.12 List the conditions for Hardy-Weinberg equilibrium in a population and
why these conditions are not likely appear in nature. Use the Hardy-Weinberg equation
to predict genotypes in a population from observed phenotypes.






Students will be able to define equilibrium in terms population.
Students will be able to identify the factors required for Hardy-Weinberg (HW)
Equilibrium to occur.
Students will be able to calculate frequency of alleles appearing in a gene pool
that is in equilibrium using the HW equation
Students will be able explain why these situations are not common in nature.
Students will be able to explain how HW differs from microevolution.
Required Topic: Hardy-Weinberg – Suggested Lab: Hardy-Weinberg
Equilibrium
1. List the types of prezygotic and post
zygotic isolation barriers.
2. Explain how they contribute to
natural selection.
SC.912.L.15.9 Explain the role of reproductive isolation in the process of speciation



Students will be able to define speciation
Students will be able to identify isolations barriers and how they contribute to
variation.
Students will be able to identify prezygotic and post zygotic isolations barriers.
Temporal, ecological, behavioral incompatibility, mechanical
isolation and gametic isolation.
Enduring Understanding: The sperm from the male reproductive system unites with the egg in the process of fertilization. After
implantation, 9 months of gestations follows ending in the birth of the baby. The gestation period is divided into trimesters which are
defined by the developmental stages of the embryo/fetus.
1. What are the structures and functions of
the male reproductive system? (1 day)
SC.912.L.16.13 Describe the basic anatomy and physiology of the human reproductive
system. Describe the process of human development from fertilization to birth and
major changes that occur in each trimester of pregnancy.
2. What are the structures and functions of
the female reproductive system? (1 day)

Students will describe the structures and functions of the male reproductive
system.
3. What is the process of fertilization from
ovulation to implantation? (1 day)

Student will trace the path of sperm through the system from testes to
ejaculation.
4. What is the process of human
development from fertilization to birth?
(1 days)

Students will describe the structures and functions of the female reproductive
system.

Students will describe the phases of the menstrual cycle and the associated
events.

Students will describe the process of fertilization from ovulation to
implantation.

Students will describe the process of human development from ovulation to
birth, identifying the milestone events of the 3 trimesters of pregnancy.