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W
Introduce the unit using the essential questions. How do we know what we
know? Assess students' misconceptions about the inheritance of traits (round
robin). Handout performance guidelines, rubrics, and timeline.
H
List several physical characteristics that help to distinguish each of them
as individuals.
How many of these physical characteristics did you inherit from your parents?
How many were determined by your environment?
How do we inherit certain physical characteristics from our parents?
The combination of traits you acquire from your parents makes each of you
unique even though you share some common characteristics with other people.
E
Members of the same family often resemble one another.
A family tree may be used to analyze how family members are related to each
other.
People who are not related may share certain physical traits.
a.Examine photos of various families. Students will list traits that the
family members have in common. Explain whether shared characteristics result
from heredity or environmental factors.
b.Study their own family photos and list traits that their family members
have in common.
c.Analyze a family tree and answer several questions. (Pg. 492 and one about
Mrs. Schroeder) (PS)
d.Create their own family tree to trace back as many generations as possible.
Bring in photos of as many family members to observe physical
characteristics. (GO)
e.Lab on determining traits. (Exploration 1: page 493-494) Make a graph to
analyze results and answer questions. (CL, PS)
The processes in a living cell are controlled by the cell's nucleus.
The process by which a cell's nucleus divides to produce two identical nuclei
is called mitosis.
a.Lab on locating a cell's nucleus (Exploration 2: page 498) Each student
will have a role: algae handler (collect and prepare algae for viewing),
microscope expert (adjust microscope and to make sure each member observes),
director (read directions and clean slide when done), and artist (draw cells
and check for group approval) (CL, PS)
b.Notes over mitosis (cell division)
c.Students will make drawings to illustrate the phases of mitosis. (GO)
d.Not So Simple: page 502-504 Present as a play and ask highlighted questions
on page 502
Pairs of inherited factors determine traits.
Offspring inherit one factor for a specific trait from each parent.
a.Discuss Mendel and his experiments with pea plants.
b.Round table discussion of Mendel's experiments. Student will read text
starting on page 507 until they come to a question. The reader gives an
answer sheet to the person on his/her left. This student writes down the
question and an answer. The group may discuss and agree on an answer before
writing it down. This student will continue with the reading until they come
to an in-text question and will pass the answer sheet to the next student.
Students continue this process until all the information has been read and
discussed. (CL)
c.Students will construct a concept map using the following terms:
cross-pollination, factors, dominant, recessive, hybrid, genetics, and heredity.
(GO)
d.Exploration 3: Crossing Two Factors pg. 510-511. Students will simulate
Mendel's experiment and see if they come close to his results. (CL, PS)
e.Predicting Ratios: Punnett squares. Students will use punnett squares to
determine ratios of acquiring certain traits.
f.Quiz over using punnett squares.
g.Thinking Back: pg 513 Read and answer questions.
Chromosomes are structures in the nucleus of a cell that carry the hereditary
factors, or genes.
Genes are individual sections of chromosomes that control hereditary traits.
Reproduction can be either sexual or asexual.
a.Discussion on the number of chromosomes in each human body cell (46)
b.Human sex cells contain only 23 chromosomes.
c.Notes over meiosis (sexual reproduction)
d.Students will make drawings to illustrate the phases of meiosis. (GO)
e.Compare and contrast sexual and asexual reproduction (Venn diagram)
f.What are the benefits/drawbacks of sexual and asexual reproduction (PS)
Both heredity and the environment contribute to an organism's development and
well-being.
If something goes wrong with the genetic code, it is likely to result in the
abnormal development of an organism.
An organism's phenotype it the physical/external appearance of the organism.
An organism's genotype is the genetic makeup of an organism.
a.Add to your family tree. Pick 4 traits from a list and determine the
genotype and phenotype of as many people on your family tree that you can.
b.Read page 541 and answer questions c. Look at various twin studies where
they were separated at birth.
c.Exploration 2: How Alike? Page 542. Interview both identical and fraternal
twins. How much do they have in common?
Biologists can manipulate the genetic material of living cells.
Advances in the study of genetics may have a profound effect on the future.
Genetic engineering involves ethical questions that society will have to
answer.
a.Discuss biologists ability to manipulate the gene code.
b.What type of implications does this have in students' futures?
c.Do they agree or disagree with genetic engineering?
d.Improved ways of detecting genetic disorders early in pregnancy.
e.Discoveries about the location of genes that cause birth defects and
diseases.
f.Gene therapy.
g.Procedures for changing genes in a fertilized egg.
R
Students will work in groups to determine the answers to the following
questions.
a.What does it mean to "inherit" traits?
b.What part of a cell controls the formation of new cells? How is this
accomplished?
c.How do you distinguish asexual reproduction from sexual reproduction?
d.How is genetic information organized?
e.How can the environment affect development (both before and after birth)?
Think about the situations presented below. What would be the possible
effects on a couple's descendants if:
a.The father lost a finger due to an accident at the plant where he worked.
b.The mother (unvaccinated) was exposed to rubella during the early weeks of
pregnancy.
c.The mother abused drugs during pregnancy.
d.The mother went to a scary movie about vampires during the early weeks of
pregnancy.
e.The mother was exposed to radiation during the early weeks of pregnancy.
f.The father was exposed to rubella during the early weeks of the mother's
pregnancy.
g.A woman was vaccinated against rubella before she became pregnant.
h.A woman who abused drugs (of any sort, including alcohol and tobacco) gave
them up before she decided to have a child.
i.The father had abused drugs known to cause chromosome damage.
j.The father worked around insecticides suspected of causing genetic
mutations.
Straight or Curved Thumbs? Students will be given a family pedigree.
a.Draw a Punnett square to show the possible combinations among the children
shown in the pedigree chart.
b.Fill in the children's genotypes on the pedigree.
c.Who has straight thumbs and who does not in this family?
d.Use Punnett squares to show the possibility of straight thumbs among the
grandchildren.
E
The class will divide up into groups of 4 students. Within these cooperative
groups each student will be given an area of study that they will need to
attempt to draw conclusions from. In the end your group will need to display
the information that they find along the way as a class project. Your group
will need to create a multimedia presentation that will be shared with the
class and graded. You may want to include a suggested list of readings and/or
Internet sources that may be of interest to the class.Your group should
include 4 students total. One student will be a genetic counselor. One
student will be a disorder specialist. Another person will be a perspective
parent whose child will have the disorder. The last student will be the human
genome specialist.
1. Genetic Counselor - Your role as the genetic counselor is to examine what
types of treatment there are for the disorder and how you can advise these
perspective parents on the disorder that their child has been exposed to.
2. Disorder Specialist - Your role as the disorder specialist is to karyotype
the disorder, find out all of the signs and symptoms of the given disorder,
and to find out what different prenatal tests could have been provided to the
parent to have found out about this disorder prior to birth.
3. Parent - Your role as the parent is to find out what your child would look
like using your own genetic features along with 'your mate's' genetic
features. Using Punnett's squares you need to show what features will show up
in your children and what the possibilities are that they will show up. You
will also need to show a possible image of the child you and your mate could
have.
4. Human Genome Expert - Your goal as the human genome expert is to find out
all about the human genome project. What is it? What is their mission? How
far along are they? How long has this project been in progress? Why is it
important? And any other information that you feel is relevant that you would
like to share.
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