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UNIT COVER PAGE

School District: Bremen Dist. 228 Department: Science Course: Biology

Unit Title: Mendelian & Non-Mendelian Genetics Grade Levels: 9-10

Topic Areas:

Time Frame: 4 weeks Date Created: 5/19/08 Date Modified:

Unit Designer(s):

JoAnne Hellinga, Chad Robson, Jane Molek, Kris Cardinal, Grace Fontana,

Peg Macabobby

Link to National/State Standards 12.11.12

12.11.13

12.11.14

12.11.16

12.11.19

12.11.20

Understand Mendel’s law of segregation and also that genes do not always separate as

hypothesized by Mendel’s law of segregation. Understand that if genes are located close to

each other on the same chromosome, then they are linked and may undergo independent

assortment.

Identify and be able to apply the following concepts; trait, alleles, dominant allele, recessive

allele, gametes, genotype, homozygous, heterozygous, chromosome, meiosis, and mitosis.

Answer questions about give Punnett squares.

Understand how random chromosome segregation explains the probability that a particular

allele will be in a gamete.

Understand how to predict possible combinations of alleles in a zygote from the genetic

makeup of the parents for simple dominant/recessive traits.

Understand that a multicellular organism develops from a single zygote, and its phenotype

(i.e., its outward appearance) depends on its genotype (i.e., its genetic makeup), which is

established at fertilization.

Summary of Unit

The purpose of the unit is to help students understand how traits are passed on through a variety

of modalities.

Resources Deck of cards/dice

Easter egg lab

Probability lab

Baby lab

Practice handouts

Key Words Mendel

Heterozygous

Heterozygous – dominant/recessive

Gene/allele/trait

Dominant/recessive

Diploid

Haploid

Law of segregation/gametes

Genotype/phenotype

Incomplete – sex linked

Codominant – multiple alleles

Hybrid/purebred

Probability

Punnett square

Monohybrid/dihybrid


STAGE 1: IDENTIFY DESIRED RESULTS

Enduring Understandings

Students will understand that

sexual reproduction is the result of independent events in which traits are inherited from

parents in a predictable manner based on probability.

genes, which are located on chromosomes, are composed of segments of DNA which

control inherited traits.

individuals receive half of their genetic information from each parent; in cases in which

two or more forms of the gene exist, some may be dominant and others are recessive.

alleles for different genes segregate independently of each other.

not all traits are inherited in a dominant/recessive pattern.

Essential Questions

What is the key idea in genetics?

How do patterns of inheritance relate to me?

How might the Punnett squares help to predict our own genotypes?

What are the limits of using probability in genetics?

What would it be like to walk in a hemophiliac/color blind person’s shoes, older

couple/consumer/person with history or Huntington’s

How might an insurance company feel about genetic screening?

How can I best show hot my traits were inherited or how traits may be passed to my

offspring?


Knowledge and Skills

Students will know

Mendel’s laws

understand genotype vs. phenotype

examples of non-Mendelian inheritance

- incomplete

- co-dominance

- sex-linked

- multiple alleles

Mendelian genetics

how probability can be expressed

- fraction

- ration

- percent

difference between haploid and diploid cells

Students will be able to

create a single-trait Punnett square

make predictions based on probability laws

determine genotype and phenotype

show how traits are passed from parent to offspring by solving various genetic problems

- dominance/recessive

- inc. dominance

- sex-linked

- multiple alleles

- co-dominance

* Honors: Perform dihybrid crosses

Students will be familiar with

dihybrid cross


STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

What evidence will show that students understand?

Required Assessments (brief description)

Who gets the money? (Applying Medelian – Genetic concepts to solve a problem.)

Other Assessments (brief description)

Vocabulary/tests/quizzes

Punnett square

- Dominant/recessive

- Incomplete dominance

- Multiple allele

- Co-dominance

- Dihybrid (honors)


PLAN LEARNING EXPERIENCES AND INSTRUCTION

What sequence of teaching and learning experiences will equip students

to develop and demonstrate the desired understandings?

Learning Activities

W

How will you ensure that all students know where they are headed in the unit, why they are

headed there, and how they will be evaluated?

The students will be able to complete a Punnett square in order to predict possible outcomes of a

genetic cross.

H

How will you hook students at the beginning of the unit?

Identify traits, share experiences

- Tongue rolling, left/right handed, hitchhiker’s thumb, PTC tasters.

E

What events will help students experience and explore the big idea and questions in the unit?

How will you equip them with needed skills and knowledge?

Simulate inheritance of traits through lab activity.

R

How will you cause students to reflect and rethink? How will you guide them in rehearsing,

revising, and refining their work?

Take the role of an insurance company lobbying for genetic testing of potential clients.

E

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and

understanding throughout the unit?

How does what you’ve learned relate to the present and future?

What questions and uncertainties do you still have?

T

How will you tailor and otherwise personalize the learning plan to optimize the engagement and

effectiveness of ALL students, without compromising the goals of the unit?

Students will have opportunities to work cooperatively.

O

How will you organize and sequence the learning activities to optimize the engagement and

achievement of ALL students?

Survey traits and experiences. Mendel’s laws. Introduce key terms. Probability & Punnett squares Genetic crosses

- dominant/recessive

- incomplete dominant - sex-linked - multiple allele - co-dominant - dihybrid

Performance assessment. Introduce key terms.


Essential Questions at Topic Level

Use the six facets of understanding to generate possible essential questions for the topic of

your three-circle audit (curricular priorities).

Explanation

Interpretation Application

Empathy

Self-Knowledge

Perspective

(Topic Area)

What is the key

idea in genetics?

How might the Punnett squares

help to predict our own

genotypes?

How do patterns

of inheritance

relate to me?

What would it be like to

walk in a

hemophiliac/color blind

person’s shoes, older

couple/consumer/person

with history of

Huntington’s?

How might an insurance

company feel about

genetic screening?

How can I best show how my

traits were inherited or how my

traits may be passed to my

offspring?

What are the limits of

using probability in

genetics?

Mendelian & Non-

Mendelian

Genetics


Student Performance Task

Unit: Mendelian & Non-Mendelian Genetics Course: Biology

Task: Application Time Frame: 1 period

Overarching Understanding:

Students will understand that the relationships among living things are ongoing and

interconnected by biological principles.

Enduring Understanding:

Students will understand that individuals receive half of their genetic information

from each parent in cases in which two or more forms of the gene exist. Some may be

dominant and others are recessive. Not all genes.

Essential Question:

How can I best show how my traits were inherited or how my traits may be passed

to my offspring?

Vignette:

You have been hired to determine which one of the five men claiming to be the son

of Mr. and Mrs. Jones, is the rightful heir to their estate. To evaluate your success you

will create punnett squares to compare the possible outcomes resulting from the cross of

the Jones’ with the five men.

Standard:

You will be graded on the following scale:

Successful completion of punnett squares.

Selecting the correct heir.


Performance Task Blueprint

Unit: Mendelian & Non-

Mendelian Genetics

Type: Application

Topic Area: Time Frame: 1 class period

Goal

Your task is to solve a mystery involving genetics.

Role

You have been asked to determine who is the rightful beneficiary of the

inheritance money.

Audience

Your clients are the deceased through their will.

Situation

The context you find yourself in is five men fighting over inheritance

money.

Product or

Performance

You will need to develop a Punnett square based on the genotype of the

deceased in order to eliminate the imposters.

Standards &

Criteria for

Success

A successful result will identify the true heir.


Performance Task: Regular Biology

Who Gets the Money?

Purpose

To solve a mystery involving genetics.

Concepts

Punnett squares

Incomplete dominance

Sex-linked inheritance

Monohybrid cross

Codominance

Background

This story appeared in the local paper recently:

Mr. and Mrs. John Jones died in a tragic farm accident when the

tractor they were riding on rolled over in a ditch. Authorities

found one million dollars hidden in a feed bid in the chicken

coop. The couple is known to have a son, from whom they are

estranged. This man is the sole heir to the Jones fortune.

Five men show up, each claiming to be the couples’ long lost son who had run away to become a

sheep-herder. You are called in as a genetics expert to decide who is the rightful heir. This mystery

will be solved in three parts.

Procedure

Complete Parts One, Two, and Three of the Who Gets the Money? Worksheet as directed by your

instructor.

Safety

There are no particular safety concerns for this activity, but follow all normal laboratory safety

rules.

Investigation

6



Name: ________________________________________________

Who Gets the Money? Worksheet

Part One: Monohybrid Cross

Brown eyes are dominant over blue eyes, free earlobes are dominant over attached earlobes.

Mr. Jones Heterozygous, free earlobes, and homozygous brown-eyed.

Mrs. Jones Heterozygous, free earlobes, and heterozygous brown-eyed.

Carl Homozygous brown-eyed, and attached earlobes.

Ray Homozygous free earlobes, blue-eyed.

Dale Heterozygous free earlobes, homozygous brown-eyed.

Earl Heterozygous free earlobes, and heterozygous brown-eyed.

Robert Homozygous free earlobes, blue-eyed.

In the space below, draw two Punnett Squares showing the possible offspring of Mr. and Mrs. Jones:

one for eye color and one for earlobes.

Write each person’s genotypes in the chart below.

Person Eye Color Earlobes

Mr. Jones

Mrs. Jones

Carl

Ray

Dale

Earl

Robert

Which men can be eliminated by these traits? Explain your reasoning for each man.



Name: ________________________________________________


Part Two: Co-dominance and Incomplete dominance

Now that ______________________________ have been eliminated, lawyers order blood tests to try to

prove their claims. The lawyers have also done some research and read that hair texture is

inherited.

Type A and type B blood are co-dominant over type O.

Rh+ blood is dominant over Rh- blood.

Hair texture exhibits incomplete dominance. Homozygous dominants (HH) have curly hair.

Homozygous recessives (hh) have straight hair. Heterozygotes (Hh) have wavy hair.

Mr. Jones Homozygous type A blood, heterozygous Rh+, straight hair.

Mrs. Jones Heterozygous type B blood, homozygous Rh+, wavy hair.

Carl Heterozygous type A blood, heterozygous Rh+, wavy hair.

Dale Heterozygous type A blood, homozygous Rh+, wavy hair.

Earl Type O blood, Rh-, straight hair.

In the space below, draw three Punnett Squares showing the possible offspring of Mr. and Mrs.

Jones: for blood type, Rh type, and hair textures.


Person Blood Type Rh Type Hair Texture

Mr. Jones

Mrs. Jones

Carl

Dale

Earl

Which men can be eliminated now? Justify your answers for each man.



Name: ________________________________________________


Part Three: Sex-linked Inheritance

We’re down to just _________________________________. The lawyer now orders that a vision test be

performed to test for red-green color blindness.

Mr. Jones Color blind

Mrs. Jones Homozygous for normal vision

Carl Color blind

Dale Normal vision

In the space below, draw a Punnett Squares showing the possible offspring of Mr. and Mrs. Jones

for color blindness.

Write the genotypes of the persons in the table below:

Person Vision

Mr. Jones

Mrs. Jones

Carl

Dale

SO: WHO GETS THE MONEY? (Don’t forget to justify your answer!)


Performance Task: Honors Biology

Who Gets the Money?

Purpose

To solve a mystery involving genetics.

Concepts

Punnett squares

Incomplete dominance

Sex-linked inheritance

Monohybrid cross

Codominance

Background

This story appeared in the local paper recently:

Mr. and Mrs. John Jones died in a tragic farm accident when the

tractor they were riding on rolled over in a ditch. Authorities

found one million dollars hidden in a feed bid in the chicken

coop. The couple is known to have a son, from whom they are

estranged. This man is the sole heir to the Jones fortune.

Five men show up, each claiming to be the couples’ long lost son who had run away to become a

sheep-herder. You are called in as a genetics expert to decide who is the rightful heir. This mystery

will be solved in three parts.

Procedure

Complete Parts One, Two, and Three of the Who Gets the Money? Worksheet as directed by your

instructor.

Safety

There are no particular safety concerns for this activity, but follow all normal laboratory safety

rules.

Investigation

6



Name: ________________________________________________


Part One: Dihybrid Cross

Brown eyes are dominant over blue eyes, free earlobes are dominant over attached earlobes.

Mr. Jones Heterozygous, free earlobes, and homozygous brown-eyed.

Mrs. Jones Heterozygous, free earlobes, and heterozygous brown-eyed.

Carl Homozygous brown-eyed, and attached earlobes.

Ray Homozygous free earlobes, blue-eyed.

Dale Heterozygous free earlobes, homozygous brown-eyed.

Earl Heterozygous free earlobes, and heterozygous brown-eyed.

Robert Homozygous free earlobes, blue-eyed.

In the space below, complete a dihybrid cross showing the possible offspring of Mr. and Mrs. Jones:

one for eye color and one for earlobes.


Person Eye Color Earlobes

Mr. Jones

Mrs. Jones

Carl

Ray

Dale

Earl

Robert

Which men can be eliminated by these traits? Explain your reasoning for each man.



Name: ________________________________________________


Part Two: Co-dominance and Incomplete dominance

Now that ______________________________ have been eliminated, lawyers order blood tests to try to

prove their claims. The lawyers have also done some research and read that hair texture is

inherited.

Type A and type B blood are co-dominant over type O.

Rh+ blood is dominant over Rh- blood.

Hair texture exhibits incomplete dominance. Homozygous dominants (HH) have curly hair.

Homozygous recessives (hh) have straight hair. Heterozygotes (Hh) have wavy hair.

Mr. Jones Homozygous type A blood, heterozygous Rh+, straight hair.

Mrs. Jones Heterozygous type B blood, homozygous Rh+, wavy hair.

Carl Heterozygous type A blood, heterozygous Rh+, wavy hair.

Dale Heterozygous type A blood, homozygous Rh+, wavy hair.

Earl Type O blood, Rh-, straight hair.

In the space below, draw three Punnett Squares showing the possible offspring of Mr. and Mrs.

Jones: for blood type, Rh type, and hair textures.


Person Blood Type Rh Type Hair Texture

Mr. Jones

Mrs. Jones

Carl

Dale

Earl

Which men can be eliminated now? Justify your answers for each man.



Name: ________________________________________________


Part Three: Sex-linked Inheritance

We’re down to just _________________________________. The lawyer now orders that a vision test be

performed to test for red-green color blindness.

Mr. Jones Color blind

Mrs. Jones Homozygous for normal vision

Carl Color blind

Dale Normal vision

In the space below, draw a Punnett Squares showing the possible offspring of Mr. and Mrs. Jones

for color blindness.

Write the genotypes of the persons in the table below:

Person Vision

Mr. Jones

Mrs. Jones

Carl

Dale

SO: WHO GETS THE MONEY? (Don’t forget to justify your answer!)

Documents

UNIT COVER PAGE - Bremen High Schoolil01001099.schoolwires.net/cms/lib6/IL01001099/Centricity/Domain/... · Easter egg lab Probability lab Baby lab ... using probability in genetics?