Digital Unit Plan Template

Unit Title: Genetics Name: Precious Daileg

Content Area: Biology Grade Level: 9th 12th
CA Content Standard(s)/Common Core Standard(s):
NGSS
HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and
maintaining complex organisms.
HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the
instructions for characteristic traits passed from parent to offspring
HS-LS3-2: Make and defend a claim based on evidence that heritable genetic variations may result from: (1) new
genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused
by environmental factors.
HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits
in a population.
Common Core
RST.11-12.9 - Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a
coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
SL.11-12.5 - Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements)
in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
WHST.9-12.1 - Write arguments focused on discipline-specific content.
HSF-IF.C.7 - Graph functions expressed symbolically and show key features of the graph, by hand in simple cases
and using technology for more complicated cases.

Big Ideas/Unit Goals:

Big Ideas
Traits are heritable.
Some children look just like their parents, while some do not or they look more like another family relative
Twins look exact alike but could sometimes act very different.
Genetic diversity is produced through crossing-over and the Law of Independent Assortment.
Punnett Squares can help predict genetic outcomes of offsprings in different organisms.
 The modes of inheritance of traits can be traced by looking at a pedigree of a family.
Nondisjunction during meoisis can lead to genetic disorders like Down Syndrome, Tay Sachs and more.

Unit goals
Students will explain how Gregor Mendels work contributed to our knowledge of genetics.
Students will explain the Principle of Dominance.
Students will use probability as a way to predict genetic outcomes.
Students will use Punnett Squares to predict the phenotype and genotype of the offspring.
Students will investigate if predicted outcomes from Punnett Squares and actual outcomes from real
organisms match.
Students will explain the role of meiosis in inheritance.
Students will explain the difference between Meiosis I and Meiosis II.
Students will list and draw the phases of mitosis.
Students will list and draw the phases of meiosis.
Students will differentiate mitosis and meiosis
Students will identify the mode of inheritance of a trait or disorder using a pedigree.
Students will create a karyotype and determine the disorder of their patient.
Students will explain the structure of DNA.

Unit Summary:
This unit explores the concept of inheritance through Gregor Mendel's work and findings after that. It will go through
the work that Mendel did with his pea plants and the conclusions of inheritance that he made. Students will also learn
about the molecular component of genetics and how DNA contributes to inheritance. They will know how genes are
organized on the chromosomes and how it results in different types of phenotypes in various organisms. They will also
know the mechanism in which gametes are produced through the process of meiosis, and how genetic diversity results
from it. Students will learn how to use Punnett Squares and probability to predict genetic outcomes incorporating
different modes of inheritance such as single cross, double cross, codominance, incomplete dominance, multiple alleles
and sex-linked. There will also be some labs that will require students to investigate how Punnett Squares are applied to
real life organisms.

Assessment Plan:
Entry-Level:
A. Students will start with a class
discussion regarding a corgi
picture. The corgi picture will
have corgi parents and their
corgi puppies with different
coat colors. The students will
have 3 minutes to write down
as much observations as they
can regarding the puppies. For
example, they can write about
their fur color, their ears, their
sizes, etc. The students will
share some of the traits that
they have written down to the
rest of the class. These ideas
will be kept in mind and will be
revisited throughout the unit.
Lesson 1 (Teacher Lecture)
Student Learning Acceptable
Objective: Evidence
Formative: Summative:
A. Concept Map Students will A. Lab Report on the Genetics of
complete a concept map Corn Students will complete
regarding what they know this after gathering data on the
about the topic. They will be corn (both monohybrid and
adding on to this concept map dihybrid) in class.
as we continue through the B. Poster on Family Pedigree
unit. Students will create a pedigree
B. Quiz on Webercise and Graphic of their family to their great-
Organizer Students will be great grandparents regarding a
given this quiz after completing trait of their choosing,
both the webercise and the approved by the teacher
graphic organizer
C. Worksheet Students will be
given several practice
worksheets on Punnett Squares
and different inheritance
patterns
D. Class Discussion Students will
be given a sheet containing
nucleotides which they will
complete to show the structure
of DNA. They will bring this
completed and color coded
model in their notebook to
class. The class will have a
discussion of the observations
they have made regarding their
model.
Lesson Activities:
Entry Level Assessment: Class discussion on Corgi Puppies
 Students will (Assessments): Guided notes and lecture
explain how Be able to
Gregor explain
Mendels Mendels
work experiment
contributed to Be able to
our explain the
knowledge of principle of
genetics. dominance
Students will Complete the
explain the guided notes
Principle of accurately
Dominance.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Acceptable Lesson Activities:
Objective: Evidence: Webercise
Students will Demonstrate Quiz based on webercise
list and understandin
explain the g of
phases of webercise by
mitosis. completing
the quiz
Lesson 3 (Graphic Organizer)
Student Learning Acceptable Lesson Activities:
Objective: Evidence: Graphic organizer
Students will Completion of
explain the the graphic
difference organizer
between meeting the
mitosis and rubric
meiosis
 Students will
explain the
difference
between
Meiosis I and
Meiosis II
Students will
list and draw
the phases of
meiosis
Unit Resources:

https://www.youtube.com/watch?v=CBezq1fFUEA
https://www.youtube.com/watch?v=ya7h-Y-9l8c
https://www.youtube.com/watch?v=qIGXTJLrLf8
https://www.youtube.com/watch?v=h2xufrHWG3E
https://www.youtube.com/watch?v=9O5JQqlngFY
https://www.youtube.com/watch?v=i-0rSv6oxSY
http://highered.mheducation.com/sites/0072495855/student_view0/chapter3/animation__how_meiosis_works.html
http://learn.genetics.utah.edu/content/basics/inheritance/
http://learn.genetics.utah.edu/content/basics/
https://concord.org/stem-resources/geniverse

Useful Websites:

http://ed.ted.com/lessons/how-mendel-s-pea-plants-helped-us-understand-genetics-hortensia-jimenez-diaz
http://ed.ted.com/lessons/james-watson-on-how-he-discovered-dna
https://ca.pbslearningmedia.org/resource/biot11.sci.life.gen.structureofdna/the-structure-of-dna/#.WPwyDdLytdg

Website Walk Through: http://screencast-o-matic.com/watch/cbf01mXXDc