SlideShare una empresa de Scribd logo
1 de 9
Unit: Genetics – Block 2<br />Introduction <br />Lesson topic: Intro to Genetics<br />Length of Lesson: 45 min lesson; 30 min lab<br />VA Standards of Learning: <br />° BIO 6.d – Students will investigate and understand how to predict the inheritance of traits based on the Mendelian laws of heredity<br />Cognitive Objectives for All Students: <br />SWBAT understand how to apply mathematical principles of probability to Mendel’s laws of heredity in order to predict the results of simple genetic crosses<br />SWBAT demonstrate knowledge by completing data sheet<br />SWBAT demonstrate prior knowledge by completing entrance ticket anticipatory guide<br />SWBAT participate – at least by listening – in the class discussions<br />SWBAT participate in small group probability practice, discussions, and lab work<br />SWBAT rate themselves on their understanding of the content by reviewing the anticipatory guide after the lesson; and the exit ticket<br />Cognitive Objectives for Some Students:<br />SWBAT participate – by contribution – in the whole class discussions and probability work<br />SWBAT use critical thinking skills for how Mendelian principles apply to meiosis<br />SWBAT assist other students in lab work and probability work<br />SWBAT decipher how the media portrays mutations<br />Materials and Advanced Preparation <br />Miller and Levine’s Biology textbook  CITATION Mil08  1033 (Miller & Joseph, 2008): Chapter 11.1 – 11.3<br />PowerPoint lecture with accompanying fill-in-the-blank handout<br />Data Sheet<br />Life cycle diagrams for<br />° Rhizopus <br />° A moss <br />° A fern <br />° An animal, such as a human<br />° Chlamydomonas or Ulva<br />° Nitella <br />Teaching and Learning Sequence <br />Introduction/Anticipatory Set <br />° Begin with an oral overview of what was taught the day before, answering questions as needed (Reflection – previous day)<br />° Have the students fill out an anticipatory guide (attached) for the understanding of mathematics, Mendel, and simple genetics (Preparation) <br />° After discussing the above, ask if students know what plants Mendel worked with, simple genetics, and important vocabulary<br />Lesson Development (Assistance)<br />° Quick overview of who Mendel was<br />° Discuss the importance of genes and dominance<br />° Discuss the process of segregation, having the students draw representative figures in their personal journals (see attached email) <br />° Explain genetics and probability, with having students work examples on the board<br />° Introduce Punnett Squares<br />° Have students summarize Mendel’s Principles in their personal journals  <br />° Discuss the exceptions: incomplete dominance and codominance; have students summarize in their personal journals <br />° Discuss the differences between polygenic traits and multiple alleles; have students summarize in their personal journals <br />° Explain the effect of the environment on genetics; have students discuss Chernobyl and Hiroshima (from articles they gathered from last night’s homework)<br />Closure <br />° Oral: Ask students the difference between complete dominance, incomplete dominance and codominance?  The difference between multiple alleles and polygenic traits? (Reflection)<br />° Group work: Separate them into their groups to do probability examples first in their seats, then on the board; Discuss as a group the anticipatory guide: have their feelings changed?  Have them discuss and write down a movie that deals with people whose genetics have changed do to environmental factors? (Reflection) <br />° Students will review in their groups the handouts on life cycles of various organisms and complete the Meiosis lab (that was started last class)  CITATION Vir102  1033 (Virginia Department of Education, 2010) <br />° Have students fill in the data table and conclusion (exit-ticket) for assessment; mutations lab <br />° During the last five minutes, have students relate this lab to Mendel’s Laws of heredity<br />° Assign chapter 11.1 thru 11.3 to read again for homework in preparation of the next day’s lesson; paying particular attention to Punnett Squares in preparation of the next day’s lab; mutations lab <br />Homework <br />Assign chapter 11.1 thru 11.3 to read again for homework in preparation of the next day’s lesson; paying particular attention to Punnett Squares in preparation of the next day’s lab; mutations lab<br />Assessment <br />Formative – Asking the students questions during the lesson to re-enforce the segment being taught; anticipatory guide; exit-ticket about movie that deals with environmental effects on genetics/conclusion on the lab; group work on probability problems <br />Summative – After completion of the lab, students will be evaluated on their data sheet, which incorporates the lesson; mutations lab group project due in two weeks (requirements below) <br />References <br />Miller, K., & Joseph, L. (2008). Biology. Pearson Prentice Hall.<br />Virginia Department of Education. (2010). Science: Biology: Scope and Sequence. Retrieved August 31, 2010, from Virginia Department of Education: http://www.doe.virginia.gov/testing/sol/scope_sequence/science_scope_sequence/scopeseq_science_biology.pdf<br />Appended Materials <br />Instructional Content and Strategies Organizer <br />Curriculum Framework Document  <br />Anticipatory Guide<br />Data Sheet<br />Instructional Content and Strategies Organizer<br />,[object Object],Anticipatory Guide<br />Place a √ (checkmark) next to the statements that you think are true:<br />,[object Object]
___√__  The principle of dominance says that some alleles are dominant while others are recessive
___√__  The Punnett square is used to predict genetic variance
_____  Heterozygous means the same, while homozygous means different
____√_  Phenotypes = physical characteristics, Genotypes = genetic characteristics
___√__  Ratios are often expressed as a fraction
_____  Incomplete dominance is when both alleles contribute to the phenotype (red flower + white flower = flower with red and white spots)
___√__  The environment can affect genetics
_____  Self-pollination occurs when the pollen of one plant attaches to the stigma of another plant

Más contenido relacionado

Similar a Meiosis Block 2

7th heredity & genetics 10 13-08
7th heredity & genetics 10 13-087th heredity & genetics 10 13-08
7th heredity & genetics 10 13-08
Gregory Baker
 
Upcoming news emily cothran
Upcoming news emily cothranUpcoming news emily cothran
Upcoming news emily cothran
evcothran
 

Similar a Meiosis Block 2 (20)

7th heredity & genetics 10 13-08
7th heredity & genetics 10 13-087th heredity & genetics 10 13-08
7th heredity & genetics 10 13-08
 
Introduction to Genetics PowerPoint
Introduction to Genetics PowerPointIntroduction to Genetics PowerPoint
Introduction to Genetics PowerPoint
 
Genetics block 3
Genetics block 3Genetics block 3
Genetics block 3
 
Life science lesson
Life science lessonLife science lesson
Life science lesson
 
Using Issues To Teach 21st Century Skills In Science
Using Issues To Teach 21st Century Skills In ScienceUsing Issues To Teach 21st Century Skills In Science
Using Issues To Teach 21st Century Skills In Science
 
Introduction to Genetics PowerPoint
Introduction to Genetics PowerPointIntroduction to Genetics PowerPoint
Introduction to Genetics PowerPoint
 
Plan unidad photosynthesis noveno
Plan unidad photosynthesis novenoPlan unidad photosynthesis noveno
Plan unidad photosynthesis noveno
 
ITL518 Learning Map
ITL518 Learning MapITL518 Learning Map
ITL518 Learning Map
 
A Cognitive Tutor For Genetics Problem Solving Learning Gains And Student Mo...
A Cognitive Tutor For Genetics Problem Solving  Learning Gains And Student Mo...A Cognitive Tutor For Genetics Problem Solving  Learning Gains And Student Mo...
A Cognitive Tutor For Genetics Problem Solving Learning Gains And Student Mo...
 
Jon Freshman Yr.
Jon Freshman Yr.Jon Freshman Yr.
Jon Freshman Yr.
 
ELS-DLP Q2-Genetics987686567575675476.docx
ELS-DLP Q2-Genetics987686567575675476.docxELS-DLP Q2-Genetics987686567575675476.docx
ELS-DLP Q2-Genetics987686567575675476.docx
 
Green Open Educational Resources - Prof.Dr.Franz.X.Bogner - #occathens
Green Open Educational Resources - Prof.Dr.Franz.X.Bogner - #occathensGreen Open Educational Resources - Prof.Dr.Franz.X.Bogner - #occathens
Green Open Educational Resources - Prof.Dr.Franz.X.Bogner - #occathens
 
Upcoming news emily cothran
Upcoming news emily cothranUpcoming news emily cothran
Upcoming news emily cothran
 
DLL_SCIENCE 6_Q2_W8.docx
DLL_SCIENCE 6_Q2_W8.docxDLL_SCIENCE 6_Q2_W8.docx
DLL_SCIENCE 6_Q2_W8.docx
 
Plant Buddies - Greening Australia
Plant Buddies - Greening AustraliaPlant Buddies - Greening Australia
Plant Buddies - Greening Australia
 
First Pages Cotner 907-6
First Pages Cotner 907-6First Pages Cotner 907-6
First Pages Cotner 907-6
 
FINAL PROJECT (Group A)
FINAL PROJECT (Group A)FINAL PROJECT (Group A)
FINAL PROJECT (Group A)
 
5 e plan boxes (2) animal long term investigation project in elementary schoo...
5 e plan boxes (2) animal long term investigation project in elementary schoo...5 e plan boxes (2) animal long term investigation project in elementary schoo...
5 e plan boxes (2) animal long term investigation project in elementary schoo...
 
Biomes lessonplan
Biomes lessonplanBiomes lessonplan
Biomes lessonplan
 
Nyu Pte Methods For Math & Science Teachers Oct 8, 2009 1
Nyu Pte Methods For Math & Science Teachers Oct 8, 2009 1Nyu Pte Methods For Math & Science Teachers Oct 8, 2009 1
Nyu Pte Methods For Math & Science Teachers Oct 8, 2009 1
 

Más de Christen Mamenko

Más de Christen Mamenko (8)

Meiosis Block 2 PPT Breakdown
Meiosis Block 2 PPT BreakdownMeiosis Block 2 PPT Breakdown
Meiosis Block 2 PPT Breakdown
 
Meiosis Block 1 PPT Breakdown
Meiosis Block 1 PPT BreakdownMeiosis Block 1 PPT Breakdown
Meiosis Block 1 PPT Breakdown
 
Kingdoms (Animals) - Block 5
Kingdoms (Animals) - Block 5Kingdoms (Animals) - Block 5
Kingdoms (Animals) - Block 5
 
Block 5 PowerPoint Breakdown
Block 5 PowerPoint BreakdownBlock 5 PowerPoint Breakdown
Block 5 PowerPoint Breakdown
 
Block 5 lesson plan
Block 5 lesson planBlock 5 lesson plan
Block 5 lesson plan
 
Field trip unit plan
Field trip unit planField trip unit plan
Field trip unit plan
 
Lecture eight
Lecture eightLecture eight
Lecture eight
 
Lecture nine
Lecture nineLecture nine
Lecture nine
 

Meiosis Block 2

  • 1.
  • 2. ___√__ The principle of dominance says that some alleles are dominant while others are recessive
  • 3. ___√__ The Punnett square is used to predict genetic variance
  • 4. _____ Heterozygous means the same, while homozygous means different
  • 5. ____√_ Phenotypes = physical characteristics, Genotypes = genetic characteristics
  • 6. ___√__ Ratios are often expressed as a fraction
  • 7. _____ Incomplete dominance is when both alleles contribute to the phenotype (red flower + white flower = flower with red and white spots)
  • 8. ___√__ The environment can affect genetics
  • 9. _____ Self-pollination occurs when the pollen of one plant attaches to the stigma of another plant
  • 10. __√___ Parents = P generation, offspring = F generationIntroduction to Genetics Lecture Notes<br />Gregor Mendel<br />Worked with common garden peas to study genetics<br />True-breeding plants are plants that, if allowed to self-pollinate, would produce offspring _________________ to themselves<br />To prevent self-pollination, Mendel cut off the male reproductive structure off one plant. He then pollinated the plant with pollen from another plant - __________-pollination<br />Genes and Dominance<br />Mendel studied seven different pea plant traits - a specific characteristic, such as seed color or plant height that varies from one individual to another<br />The original pair of plants are the _____ generation<br />The offspring are called the _______ generation<br />The offspring of crosses between parents with different traits are called ________________<br />Genes and Dominance<br />The F1 generation had the character of only of the parents<br />Mendel drew two conclusions<br />Biological inheritance is determined by factors that are passed from generation to the next<br />The principle of dominance - some alleles are ________________and others are _______________<br />Genes are _____________ factors that determine traits<br />Alleles are different ___________ of the __________<br />Segregation<br />Had the recessive alleles disappeared, or were they still present in the F1 plants?<br />He allowed the F1 plants to self-pollinate to produce the F2 generation, in which all of the recessive alleles had reappeared<br />When each F1 plant flowers and produces gametes, the two alleles segregate from each other so that each gamete carries only a single copy of each gene. Therefore, each F1 plant produces two types of gametes - those with alleles for tallness and those with the allele for shortness<br />Genetics and Probability<br />The ____________________ that a particular event will occur is called probability<br />The principles of probability can be used to predict the outcomes of genetic crosses<br />Punnett Squares<br />The Punnett square can be used to predict and compare the genetic variations that will result from a cross<br />Homozygous means that the organism has two _____________ alleles for a particular trait<br />Heterozygous mean that the organism has two ______________alleles for a particular trait<br />Phenotypes are ________________characteristics<br />Genotypes are _________________ characteristics<br />Probability and Segregation<br />For each of Mendel’s seven crosses, ¾ of the plants showed the trait controlled by the dominant allele, while ¼ of the plants showed the trait controlled by the recessive trait - a ________ ratio<br />Probabilities predict the average outcome of a large number of events - the larger the number of offspring, the closer the resulting numbers will get to expected values<br />The Two Factor Cross: F1<br />Two different genes passing from generation to another<br />First, Mendel crossed tree-breeding plants (RRYY x rryy)<br />All of the F1 offspring produced the dominant genes<br />The Two Factor Cross: F2<br />Mendel knew that all the F1 plants were heterozygous for both genes<br />The F2 generation shows how alleles segregate<br />Since the alleles for both genes segregated independently of each other (independent assortment), the ratio was _____________<br />The principle of independent assortment states that genes for different traits can segregate independently during the formation of gametes. Independent assortment helps account for the many genetic variations observed in plants, animals, and other organisms<br />Summary of Mendel’s Principles<br />The inheritance of biological characteristics is determined by individual units known as genes. Genes are passed from parents to their offspring<br />In cases in which two or more alleles of the gene for a single trait exist, some forms of the gene may be dominant and others may be recessive<br />In most sexually reproducing organisms, each adult has two copies of each gene - one from each parent. These genes are segregated from each other when gametes are formed<br />The alleles for different genes usually segregate independently of one another<br />Incomplete Dominance<br />Cases in which one allele is ___________completely dominant over another <br />The heterozygous phenotype is somewhere between the two homozygous phenotypes<br />Codominance<br />Both alleles contribute to the _________________<br />Multiple Alleles<br />Many genes have more than two alleles<br />This does not mean that an individual can have more than two alleles, it only means that more than two possible alleles exist in a population<br />Polygenic Traits<br />Traits controlled by two or more genes are said to be _________________ traits<br />Genetics and the Environment<br />The characteristics of any organism are not determined solely by the genes it inherits, but by interaction between genes and the ____________________<br />Genes provide a plan for development, but how that plan unfolds also depends on the environment<br />