Unit Plan Appendix

Day 1Introductory ppt……………………………………………………………….provided on WeeblyIntroductory Vocabulary wksht…...…………………………………..……………………...p. 3-4PTC HW wksht…………………………………………………………………………………p. 5

Day 2Unit note packet……………………………………….…………………………………….p. 6-14Genetic Disease Project Description and Rubric…………………………………………..p. 15-18Vocabulary list……………………………………………………………………….…….p. 19-20

Day 3SpongeBob Worksheet 1...……………………………………………………provided on Weebly

Day 4Penny Lab Packet…..…………………………………………………………provided on Weebly

Day 5SpongeBob Worksheet 2...……………………………………………………provided on Weebly

Day 6Crime Lab packet...…………………………………………………………...provided on WeeblyBaby by Design HW wksht……………………………………………………………………p. 21

Day 7Discussion wksht…………………………………………………………………………..p. 22-23Current Event form……………………………………………………………………...…p. 24-25

Day 8Earth Day power-point………………………………………………………..provided on Weebly

Day 9Vocabulary review wksht……………………………………………………………………..p. 26Charles II pedigree………………………………………………………...….provided on Weebly

Day 10Vocabulary Quiz………………………………………………………………………………p. 27Pedigree Project power-point………………………………………………....provided on Weebly

Day 11Study guide……………………………………………………………………..………….p. 28-32

Day 12Genetics Problems Quiz……………………………………………………....provided on WeeblyVideo Worksheet……………………………………………………………………………...p. 33

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Day 13No Materials listed

Day 14Jeopardy Power-point…………………………………………………………provided on Weebly

Day 15Unit Test……................………………………………………………………provided on Weebly

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Group members:

What You KnowThis activity is meant to reveal to me and to you what you already know about this subject.Each group is assigned a term and must have a recorder and a speaker.

The recorder:-will write down all ideas, pictures, etc. for the group’s term.-will record the ideas of the other groups for the other terms.

The speaker:-will share the group’s ideas with the class.

**Note: I will assign the speaker before we share so everyone must be participating and ready to talk!

1. GENETICS

Ex.s

2. GENES

Ex.s

3. HYBRID

Ex.s

4. HEREDITY

Ex.s

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Discuss your assigned questions with your group and be sure to record your explanation!

1. Can mating two white rabbits produce brown babies?Why or why not?

2. If one parent has a genetic disease like sickle-cell anemia, does that mean their kids will also have it?

Why or why not?

3. Does a sperm cell contain all the genetic information necessary to make a baby? Why or why not?

4. What do people mean by the nature vs. nurture argument? What is the “nature” part and what is the “nurture” part?

Do you agree that one has more influence than the other?

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Name: Date: Block:

Phenylthiocarbamide Taste Test

Are you the lucky taster?

Phenylthiocarbamide (PTC) is an extremely bitter-tasting chemical that was discovered through poor lab techniques! Two chemists were mixing chemicals and tasting them (big NO NO!) to determine their properties and they chanced upon PTC. One chemist put the PTC on his tongue and didn’t taste a thing… the other chemist did the same and nearly cried at the bitter taste of the chemical! What was going on?

In humans, we either have the gene that allows us to be “tasters” of PTC or we don’t, “non-tasters.” There is no in between. If you have the gene as a taster, your body produces an enzymes found in your saliva glands that allows your spit to break down the harmless chemical PTC and taste its bitter taste. If you do not have the gene as a non-taster, you lack the enzymes in your spit to break down the chemical and thus you cannot taste it.

Taste-time!

Place the PTC paper strip on your tongue and wait a moment. You will know almost immediately if you are a taster or non-taster!

I am a:Taster: Non-taster:

Class data:

Total tasters: % of class who are tasters: Total non-tasters: % of class who are non-tasters: Class size:

1. If you are a taster, describe the taste and sensation of tasting PTC.

2. Is the breakdown of tasters to non-tasters in our class the same as the general population? Briefly research online what percentages of the population are tasters and non-tasters.How does our class compare? Include your source(s)!

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Ch. 11 Introduction to Genetics

Genetics:

11.1 The Work of Gregor Mendel

I. Mendel and his famous peas Mendel was an who taught high school math and science

while taking care of the monastery garden Used to study genetics and formed the basis of our

understanding today! Studied different traits in his pea plants

Trait: Ex.s – seed color, plant height, eye color, hair color, hairline, ear lobe attachment

Gene: chemical factors that determine , passed from generation to Allele:

Ex.s – yellow seeds, tall plants, brown eyes, blond hair, widow’s peak

Mendel’s 8 year experiment:

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??????????

Used true-breeding plants: plants that produced offspring to themselves when allowed to , to study the traits of his peas for 8 years!

He cross-bred plants with varying and studied the results of his crosses

True-breeding: produce offspring to themselvestall plants produce tall plants produce tall plants….

Cross-breeding: mating of plants with to study how the traits are inheritedmust remove male part of plant

(stamen with pollen) to cross different plants

*Follow the short plantNo short plants in F1 and then reappear

in F2!

II. What’s going on?? To figure out what was happening,

Mendel let the F1 generation and observed short plants in the F2 generation

Therefore, Mendel reasoned that (short or tall variations of the trait) are either or … but they do not disappear.

Dominant – when a dominant allele is present, it will be exhibitedIn this experiment, the dominant allele =

Capital letter =

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???

✔

Recessive – the recessive allele can be exhibited when the dominant form is

In this experiment, the recessive allele =

Lowercase letter = Mendel drew 2 conclusions:1. is determined by factors passed from one generation to the next (genes)2. Some alleles are dominant and some are recessive –

III. Segregation

The reappearance of the short allele in the F2 generation indicated that at some point the allele for shortness had been from the allele for tallness. A phenomenon known as

Mendel suggested that this separation of alleles happened during the formation of gametes:

When gametes are formed, they can only carry a copy of each gene. Each parent gives one so that offspring end up with genes for each trait.

11.2 Probability and Punnett Squares

How did Gregor Mendel know what was being passed on from generation to generation in his peas plants?Could he see the alleles and the genes?

He used his observation skills of various (plant height, seed color, pod color) and MATH to figure out what was happening at the genetic level.

I. Genetics and Probability

Probability:

**Mendel used the principles of to predict the outcomes of genetic crosses

Genetic cross:

What is the probability of flipping a coin and getting heads?

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Parental alleles

Parent alleles

What is the probability of flipping a coin 3 times in a row and getting heads each time?

are multiplied when past events do not affect future ones

II. Punnett Squares

Used to predict the outcomes of particular (breeding events)Provide valuable information about parent and offspring

Ways to label alleles within individuals

1. Homozygous:

2. Heterozygous:

Phenotype: Genotype:

Mendel observed his plants’ and used and to determine their .

III. Probability and Predictability

Mendel crossed (mated) 1,000’s of plants during his experiments and found a pattern to the outcomes of certain matings.

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Probabilities predict the outcome of a number of events but they cannot predict the outcome.

In genetics, the the number of offspring, the the resulting numbers will get to values.

*Observed a predictable of 3 dominant traits expressed to 1 recessive trait in .

Genotypic ratio: (genetic make-up)

Phenotypic ratio: (physical traits)

% TT = % Tall = % Tt = % Short = % tt =

11.3 Exploring Mendelian Genetics

*Turn back to page 3 and review segregation of alleles – review with a partner what this means.

So the for “shortness” in Mendel’s peas did not , it was simply recessive and it from the allele for tallness!

Does the segregation of one pair of alleles affect the segregation of another?

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Meaning, if the alleles for plant height segregate independently (they DO NOT affect each other), do the different genes for traits segregate independently, too?

Does the segregation of the seed color gene affect the segregation of the plant height gene?

I. Independent Assortment

After figuring out that alleles segregate independently, Mendel wanted to figure out if also segregated independently.

To check this, he conducted that examined the of two different genes.

He concluded that genes for traits can segregate during the formation of gametes: .

gametes =

* Segregation of alleles – the separation of different * Independent assortment – the separation of different

Summary of Mendel’s Famous Findings1. are the mode of inheritance of different traits2. , various forms of genes, may be or 3. In most sexually reproducing offspring, each adult has copies of each ,

one from each parent.4. for different genes segregate independently from one another

Genes and alleles = on again/off again relationship!

Traits like hair color and eye color go togetherBlond-haired people have blue or green eyesDark haired people have brown eyesDark skinned people have dark eyes

BUT ≠

**The exceptions to these “rules” prove to us that and happen!

II. Beyond Dominant and Recessive Alleles

A few exceptions to the rules…

Incomplete dominance: one is not completely dominant over anotherEx. red flower crossed with white flower = red flowers, pink flowers, white flowers

Codominance: alleles of the gene contribute to the of offspring

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Ex. red flower crossed with white flower = flowers with both red and white on petals

Multiple alleles: traits produced by the interaction of Ex. – human blood type

Blood Types:AB = O = A and B = AB = O =

*Alleles A and B are to the o allele.*Alleles A and B are with each other.

A = B = O =

Phenotype(Blood type)

Genotype

*The average person contains pints. You can donate 1 pint every days!

-Check for understanding-

Using correct genotypes, cross and O person with an AB person.

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Do Mendel’s apply only to peas?? No! They apply to…

11.4 Meiosis

I. Chromosome numbers

Every human body cell contains chromosomes (condensed DNA). There are two copies of each chromosome, making pairs of chromosomes.One copy is from the and one copy is from the .

So, if the cells that transmit our from parent to offspring are , (egg and sperm) and we get one copy of each from each parent, sex cells must only contain the normal number of chromosomes.

Diploid: cell that contains sets of chromosomes, all cells.

Haploid: cells that contain single sets of chromosomes, cells only (gametes).

II. Meiosis

How do sex cells get only copy of their chromosomes?

Through a process called : the division of cells in which the number of chromosomes is cut in half by separating chromosomes in a cell.

Meiosis I: similar to except that tetrads of chromosomes form and may do crossing over. Two cells are formed.

Meiosis II: second division of cells, following meiosis I, daughter cells are formed. Chromosome number is reduced by .

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III. Comparing mitosis and meiosis

Mitosis Meiosis

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Genetic Disease Project

Introduction:

There are nearly 4,000 genetic diseases that affect human beings. Genetic diseases result when normal DNA is altered in some way and because DNA is replicated and passes on to every cell in our bodies, altered DNA can be passed on from generation to generation.

Some genetic diseases, such as Down’s Syndrome, result from a problem that occurs as sex cells are being created. The egg or sperm receive extra chromosomes or are lacking the total number of chromosomes for healthy humans. Many other diseases, such as albinism, are a result of a mutation that is passed on. Whatever the cause of the mistake, altered DNA cannot properly code for the specific protein that it intended to make. When the proteins are absent or malformed, a genetic disease is the result.

Task:

Your task is to become the class expert on a specific disease and share with us what you learn. This is a sometimes emotionally taxing assignment that requires the sensitivity and understanding of everyone. Please remember while researching that you peers may be or may know someone who is affected by one of the following diseases:

Down’s Syndrome Tay Sach’s Cystic Fibrosis Osteogenesis ImperfectaSickle Cell Anemia Cri-du-Chat’sSpina Bifida Hutchison-Gilford ProgeriaMarfan Syndrome AchondroplasiaHemophilia

The class will be divided into groups of three and each member of the group will be assigned one of the three perspectives through which they will study the disease: the geneticist, the physician, or the parent/patient.

The Roles:

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The Geneticist is the highly trained professional who has the task of gathering information on the genetic basis of the disease. The geneticist must answer the following questions:

1. What is the genetic basis of this disease?a. Provide chromosome number and/or gene affected

2. How is the disease inherited?a. Is the disease dominant, recessive, or inherited through random mutation?

3. How common is this disease in the population? a. Consider age, sex, race, ethnicity

4. What are the chances of the parents of the afflicted individual having another child with the same disease?

a. Hint = punnett square!

The Physician is the professional who has the task of gathering information about the effect the disease has on the human body and how it might be treated. They must answer the following:

1. How is the disease diagnosed? What tests are performed?2. What are the physical symptoms of the disease?3. What are the treatment options for this disease?4. What is the life expectancy of someone with this disease? Has it changed? Life

expectancy in the past?

The Patient or Parent is the person who lives with the disease or cares for someone with the disease. This person must express to others how being born or caring for a child with this disease affects his or her life. Must answer the following:

1. What is everyday life like? Describe a typical day from morning to night.2. How do you feel physically and mentally?3. What limitations does this disease place on everyday life for you/them?4. How do you feel about the future?

Process:Once you have thoroughly researched the assigned disease, the three members of your group will meet to discuss the disease and compare notes. During this time, you must:

1. Decide how you want to present your information2. Create a fact sheet compiling 3-4 facts from each role

*The presentation may be completed in the form of a

-Role play/skit -Journal-Powerpoint -Poem-Informative poster -Photo story/digital story

It MUST include at least 3 photos, 3 citations for each member, and be 15 to 20 minutes long!

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*The fact sheet must include at least 12 facts about your disease, 3 images, and be neat, creative, and easy to read. The purpose of the fact sheet is to easily represent the key facts about your disease.

Evaluation:Each student will earn an individual grade for their particular role in the project, except for the fact sheet grade, which will be shared by the group.

Genetic Disease studied:

The Geneticist (name):3 2 1 0 Comments

Genetic basis Complete and correct explanation given

Most details given Very little or incorrect info.

No explanation

Inheritance Correct pattern provided Mostly correct Partially correct None provided or incorrect

Prevalence in Population

Complete and correct statistics

Incomplete statistics Incomplete or incorrect statistics

None provided

Chance of passing on

Correct calculations Mostly correct Incorrect calculations

None provided

Presentation Creative, neat, large amount of effort and thought

Info. clearly reported, not very creative or thoughtful

Very little effort put forth, not very thoughtful

No attempt made

Visual aides 3 provided 2 provided 1 provided NoneOral presentation

High level of communication, clear, easy to follow

Knows facts and information, reads directly from visual aides

Stumbling, very little knowledge and confidence in material

No attempt made

Fact sheet At least 12 facts, creative, neat, use friendly

Info. clearly reported, did not put forth much effort

Very little effort, incomplete info.

No attempt made

Resources 3 2 1 0Use of class time

Diligent and focused, on task

Adequate use of time with minimal distraction

Little work, off topic and distracting

No work completed during allotted time

Total

The Physician (name):3 2 1 0 Comments

Diagnosis Complete and correct explanation given

Most details given Very little or incorrect info.

No explanation

Symptoms explained

All symptoms provided Mostly symptoms Partially correct None provided or incorrect

Treatments Complete and correct treatments

Incomplete treatments Incomplete or incorrect treatments

None provided

Life expectancy

Correct expectancy Mostly correct Incorrect expectancy

None provided

Presentation Creative, neat, large Info. clearly reported, not Very little effort put No attempt made

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amount of effort and thought

very creative or thoughtful forth, not very thoughtful

Visual aides 3 provided 2 provided 1 provided NoneOral presentation

High level of communication, clear, easy to follow

Knows facts and information, reads directly from visual aides

Stumbling, very little knowledge and confidence in material

No attempt made

Fact sheet At least 12 facts, creative, neat, use friendly

Info. clearly reported, did not put forth much effort

Very little effort, incomplete info.

No attempt made

Resources 3 2 1 0Use of class time

Diligent and focused, on task

Adequate use of time with minimal distraction

Little work, off topic and distracting

No work completed during allotted time

Total

The Patient or Parent (name):3 2 1 0 Comments

Everyday life Thoughtful and sensitive descriptions

Good insight into life Very little or incorrect info.

No explanation

Physician/mental condition

Thoughtful insight into feelings and conditions

Nice detail on feelings, etc.

Very little insight None provided or incorrect

Limitations Complete and correct limitations

Incomplete limitations Incomplete or incorrect

None provided

Future Prognosis Clear and realistic ideas Good ideas shared Little effort None provided

Presentation Creative, neat, large amount of effort and thought

Info. clearly reported, not very creative or thoughtful

Very little effort put forth, not very thoughtful

No attempt made

Visual aides 3 provided 2 provided 1 provided NoneOral presentation High level of

communication, clear, easy to follow

Knows facts and information, reads directly from visual aides

Stumbling, very little knowledge and confidence in material

No attempt made

Fact sheet At least 12 facts, creative, neat, use friendly

Info. clearly reported, did not put forth much effort

Very little effort, incomplete info.

No attempt made

Resources 3 2 1 0Use of class time Diligent and focused,

on taskAdequate use of time with minimal distraction

Little work, off topic and distracting

No work completed during allotted time

Total

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Ch. 11 Genetics Vocabulary

Term Definition Picture, cue, exampleGenetics

Trait

Hybrid

Gene

Allele

Homozygous

Heterozygous

Incomplete Dominance

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Codominance

Phenotype

Genotype

Diploid

Haploid

Homologous

Meiosis

Punnett Square

Independent Assortment

Name: Date: Block:

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Baby by Design

Visit the website:http://www.teachersdomain.org/resource/tdc02.sci.life.gen.babiesbydesign/

Under HTML Interactive, click on the “view” button. Carefully read the information about Designer Babies and then answer YES or NO.Watch at least one video.Use clear handwriting and complete sentences when appropriate.

1. Series of yes/no answers I chose:1.2.3.4.5.

2. If you changed your mind throughout the reading, what made you change your position?

3. Which video did you chose to watch and what did you learn? Did it change your opinion?

4. Share 2 questions you still have.

5. Share one thing that wow’ed you.

Name: Date:

Read the following questions and answer in at least 3 complete sentences.

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1. You and your spouse go to a fertility clinic to use donated sperm to fertilize your egg. You have the ability to select certain traits about the donor OR test what diseases the sperm potentially contains, but not both.

Which testing do you chose to have done?-If you select for traits you want in your child, which ones and why?-If you select genetic testing for diseases, why?

Response:

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2. You used donated sperm from a fertility clinic to have your baby. Your child is now 10 and the clinic contacts you to inform you that your child may carry a gene that will give them a debilitating disease later in life.

Do you have your child tested for the gene? Why or why not?-CONSIDER: Is it your 10-year-old’s choice to know if they have the gene?

How does your life change based on whether or not you know your child’s fate?

Response:

Name ____________________________________________ Date ____________ Block _____

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Current Event

Circle One: Local State National International

*Source: Where you got your news story (website, magazine, etc) and date of

article._____________________________________________________________

__________________________________________________________________

Title:

_______________________________________________________________

Author:

_____________________________________________________________

Who or what does this event involve? (List names)

Where did this event take place? (Be specific)

When did this event happen? What time period? This could include date(s),

month(s), season or year(s).

What happened in this news event? Provide details.

Why/How did this event happen? Give facts and/or speculation.

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How does this news story make you feel? Be specific and explain why you feel theway you do.

What might happen now because of what happened in this news event? Think ahead and project your thoughts!

Similarity Word Pair Difference

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1. Gene

Allele

2. Hybrid

Purebred

3. Somatic cell

Gamete

4. Homozygous

Heterozygous

5. Dominant

Recessive

6. Codominance

Incomplete dominance

7. Phenotype

Genotype

8. Diploid

Haploid

9. Meiosis

Mitosis

10. Segregation of Alleles

Independent Assortment

Name: Date Block:

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Ch. 11 Genetics Vocabulary

Fill in the following with the correct vocabulary term.

1. A scientific study of heredity.

2. The shows the genetic makeup of an organism.

3. The shows the physical characteristics of an organism.

4. A diploid cell contains set of chromosomes.

5. A cell contains half the normal set of chromosomes.

6. A homozygous trait has two identical .

Define in complete sentences.

7. Punnett Square:

8. Independent assortment:

9. Heterozygous:

10. Gene:

11. Nucleus:

Name: _____________________________________________ Date __________Block ______

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Chapter 11 - GeneticsStudy Guide

1. Why did Mendel study pea plants?

2. Summarize the 4 findings Mendel described as a result of his pea studies

1.

2.

3.

4.

4. Describe and give examples of each:

Principle of Dominance:

Ex.

Codominance:

Ex.

Incomplete dominance:

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Ex.

5. Explain

p generation:

F1 generation:

F2 generation:

6. How does probability relate to genetics? Why is it used by geneticists?

7. In genetics, the the number of offspring, the the resulting numbers will get to values.

8. The segregation (separation) of one pair of alleles affects the segregation of another. T or F

This represents the of .

9. Independent assortment is the independent of different during the formation of (sex cells).

10. Describe:

Polygenic Traits:

Ex.

Multiple alleles:

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Ex.

11. Blood TypesUniversal donor: Universal recipient:

12. Complete the punnett square for a person with AB type blood crossing with an Ao person.

12. What is meiosis? What does it form?

13. Humans have _____________ chromosomes. Gametes have _______ chromosomes

and this number is represented by ___________

14. All normal body cells are called , meaning they contain the full set of .

15. All sex cells are called , meaning they contain the number of chromosomes.

Diploid is represented by

Haploid is represented by Complete the chart comparing meiosis and mitosis: Include terms Haploid and Diploid.

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MITOSIS MEIOSIS

Complete the following using your vocabulary.

1. _________________________ is the scientific study of heredity.

2. Specific characteristics that varies from one individual to another: ___________________.

3. ____________________________: sequence of DNA that codes for a protein and determines a trait.

4. One of a number of different forms of a gene: ____________________________

5. ______________________________: Chromosomes that each has a corresponding chromosome from the opposite sex.

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6. An organism that has two different alleles from the same trait: ___________________________

7. __________________________ genetic makeup of an organism.

8. A cell that contains both sets of homologous chromosomes: ___________________________

9. ______________________________: specialized cell involved in sexual reproduction

10. Process in which homologous chromosomes exchange portions of their chromatids during

meiosis:

__________________________________

11. ________________________________ process by which the number of chromosomes per cell is cut in half through the separation of homologous chromosomes in a diploid cell.

12. Diagram showing the gene combinations that might result from a genetic cross:

__________________________________________Name: Date: Block:

Genetically Modified Organisms!

Answer the questions based upon the video. We will discuss these afterwards.

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Use clear handwriting and complete sentences.

1. What is a GMO?

2. Share three facts you learned that you didn’t previously know.

3. Share two things (or more) you’re still wondering about.

4. Share one thing that impressed/scared/surprised you!

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