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Katy Adam, Brenda Leader, and Michael Nussbaum
====**Title of the unit:**  Introduction to Genetics ====

**Rationale for the unit / Statement of Philosophy:**
====Besides a basic understanding of cells, knowledge of how cells reproduce and how the genetic information inside the cell affects all living things is one of the most important principles in biology. Students cannot leave a biology classroom without a basic understanding of genetics. Genetics helps us understand so many aspects of life such as heredity, genetic disorders, current genetic research, evolution, and population dynamics. Without genetics, many of the concepts in biology would still be a mystery. Since this unit covers such an important topic, the individual goals of the unit and the instructional choices play a key role in the success of the unit. Genetics deals with some pretty abstract concepts as well as some concrete ideas, which is why it is crucial to examine genetics by presenting the most basic information first and moving on to the consequences of the basic principles only after the students master the material. Every lesson will build on the previous lesson, and the assignments and instructional activities will become more hands-on and open-ended as the unit progresses. The students will use laboratory and discussion-based methods to gain a deeper understanding of why genetics is important to everyone and everything, and they will complete some inquiry-based assignments so that they have a chance to truly demonstrate their interests and abilities. The extent to which the topics expand will depend upon the individual classes and their capacity for learning the material as well as their excitement to learn beyond the classroom content. Extra activities are an option if pacing and time allow. Many of the links within this unit have multiple activities that teachers could investigate and implement even though they are not specifically addressed in this unit plan. ====

G.5.3 To describe the processes of genetic research
====G.5.4 To apply the importance of genetic discoveries and future investigations to ethical and controversial decision-making and debates ====

**Professional Organization Standards**
> >
 * **Life Science**:
 * 9-12 Molecular basis of heredity
 * **Science as Inquiry**
 * 9-12 Abilities necessary to do scientific inquiry
 * 9-12 Understanding about scientific inquiry
 * **Unifying Concepts and Processes**

> > > 
 * **Science in Personal and Social Perspectives**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12 Personal and community health
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12 Science and technology in local, national, and global challenges
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Science and Technology**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12 Abilities of technological design
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12 Understanding about science and technology
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**History and Nature of Science**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12 Science as a human endeavor
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12 Nature of scientific knowledge
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12 Historical Perspectives
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Mathematics: Data Analysis and Probability Standard**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">M1: Understand the differences among various kinds of studies and which types of inferences can legitimately be drawn from each
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">M2: Know the characteristics of well-designed studies, including the role of randomization in surveys and experiments
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">M3: Understand the meaning of measurement data and categorical data, of univariate and bivariate data, and of the term variable

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**SD K-12 Content Standards**
> > > <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Science**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12.L.1.1. Students are able to relate cellular functions and processes to specialized structures within cells.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12.L.2.1. Students are able to predict inheritance patterns using a single allele.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12.L.2.1A Students are able to predict to predict the results of complex inheritance patterns involving multiple alleles in genes.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12.L.2.2. Students are able to describe how genetic recombination, mutations, and natural selection lead to adaptations, evolution, extinction, or the emergence of new species.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Nature Science**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12.N.1.1. Students are able to evaluate a scientific discovery to determine and describe how societal, cultural, and personal beliefs influence scientific investigations and interpretations.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12.N.1.2. Students are able to describe the role of observation and evidence in the development and modification of hypotheses, theories, and laws.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12.N.2.1. Students are able to apply science process skills to design and conduct student investigations.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Science, Technology**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12.S.1.1. Students are able to explain ethical roles and responsibilities of scientists and scientific research.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries on historical events and social, economic, and ethical issues.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Mathematics**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12.S.2.1. Students are able to distinguish between experimental and theoretical probability.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12.S.2.2. Students are able to predict outcomes of simple events using given theoretical probabilities.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Overview of the instructional progression of the unit:**
<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**The Cell Cycle and Mitosis:** ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The first lesson covers cell reproduction through mitosis. Mitosis is the reproduction of somatic (body) cells. The students will learn the stages that a cell goes through during cell reproduction up to mitosis as well as the details of all the phases of mitosis. They will learn the checkpoints that the cell goes through to manage and control cell growth and reproduction. Students will learn what can happen when control is lost, and the cell goes through the cell cycle unchecked. Students will use microscopes to look at slides of cells going through the stages of mitosis and identify each phase as well as any visible organelles in the cell. ====

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Cell Reproduction Through Meiosis:**
====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The second lesson covers cell reproduction through meiosis. The students will recall information of the previous cell reproduction lesson on mitosis while they learn the process of meiosis. The two processes have a lot of similarities as well as a few important differences, which becomes important later in the lesson. The students will learn about spermatogenesis and oogenesis as two of the important processes associated with meiosis. The lesson will end with the students working on an activity to help distinguish between mitosis and meiosis. They will be given a worksheet for homework over both the first and second lessons (mitosis and meiosis). The homework should prepare them for the quiz the next day. ====

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Mendelian Genetics:**
====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Before the start of lesson three, students will take a short quiz over mitosis and meiosis. In lesson three, students will try and match genetic terms with the correct definition in a short amount of time. Through this activity, I will be able to tell if the students have any prior knowledge of genetic vocabulary. We will go over the correct answers as a class, allowing the students to get the correct definitions for all of the terms. After we have defined all of the terminology, the students will practice the terminology using the white-boards. Then, they will play Pictionary in groups, using their new genetics terms. With a firm grasp on the terminology, the students will start their research assignment. In order to learn more about genetic technology and Gregor Mendel and his contributions to genetics, the students will use their textbooks, the Internet, and extra books provided by the teacher to research Gregor Mendel and his work. With their research in mind, the students will compose an epitaph for Mendel, thanking him for his specific contributions to the scientific community. Each student will also write down at least ten questions that they encounter while conducting their research and find the answers to no fewer than six of their questions. The letter activity is intended to be a major research project that is due at the end of the genetics unit. ====

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Day One:
====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">To start the class, students will complete the coin toss activity, which is supposed to test their knowledge of probability, an important concept in genetics problems. We will discuss the results of the activity as a class, and they I will deliver a Power Point presentation as a form of notes on probability and punnett squares with monohybrid and dihybrid crosses. The students should start to see how the cell reproduction, especially meiosis, is important for genetic inheritance. Once the students understand the crosses, they should be able to apply that knowledge to several types of problems. I will check their understanding by having the students do problems on individual white boards in class. The problems will be about dominance/ recessiveness, monohybrid/ dihybrid crosses, progeny ratios, and probability. The students will complete a review worksheet as homework due the following class day to check how well each student retains the information. ====

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Day Two:
====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">With a firm understanding of the basic crosses and progeny ratios involved in genetics, the students should be ready to move into the exceptional crosses and concepts. In order to introduce the students to the fact that not every trait is controlled by simple mechanisms, the students will complete the adult height activity at the beginning of class. We will discuss the activity to make sure that all of the students understand that real life is not as simple as the dominant, single-allele traits problems make it seem. In order to explore Mendel’s Laws/ Principles, codominance, incomplete dominance, multiple alleles, polygenic traits, and how the environment and genes interact, the students will complete an inquiry worksheet on one of the previously listed topics. They will then share their results with the class. By the end of the class period, all of the students will have exposure to each of the concepts covered in this lesson. ====

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Day One:
====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">To start the class, students will review the important concepts and connections between DNA, chromosomes, genes, and heredity. This will take place in the form of a review and question/answer session. Notes will be presented over new material regarding gene linkage, crossing over, and mutations as well as gene mapping. New vocabulary words will be presented within the notes and a handout will be provided for students to fill out. Important connections will be made to current studies and findings in the field of genetics. The students will begin working on homework activity 1, which is an essay about current genetic research. ====

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Day Two:
====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Class will begin with a brief question/answer session to diagnose how well the students understood the material from the previous day. Students will review the basic concepts of gene mapping and will then form groups of two to complete a gene mapping activity and web quest. The activity will take place for the remainder of the class period. During this time, the teacher will observe the class to ensure that students stay on task. The teacher will remind the students to complete their essays on a current event about genetics and bring them the following day. ====

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Day Three:
====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Class will begin by forming discussion groups of 3-4 students. Students will be given 10-15 minutes to discuss their articles/essays on their current event topics. Students should address the important ethical issues regarding their topic and should exchange viewpoints. Individual presentations will account for the remainder of the class time. ====

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Day Four:
====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Students will finish giving their individual presentations. The class will then have time to discuss issues of interest or concern. Students will then have a short amount of time to review material for the quiz. The final 15 minutes of class will be used for taking the quiz. ====

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Plan for __D__iagnostic, __F__ormative, and __S__ummative assessment:**

 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Assessment ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Type (D,F,S) ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Goal/Objective ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Lesson ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Observations of Students During Class ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">F ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.1.1, G1.2, G.1.3 O.1.1, O.1.2, O.1.3<span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: yellow none repeat scroll 0% 50%;"> ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">During Lesson 1 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Mitosis Questions at end of class. ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">F & S ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.1.1, G1.2, O.1.1, O.1.2, O.1.3<span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: yellow none repeat scroll 0% 50%;"> ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">End of lesson 1 lecturing ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Worksheet drawings of mitosis under a microscope ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">F ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.1.1, G.1.5, O.1.1 <span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: yellow none repeat scroll 0% 50%;"> ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">End of Lesson 1 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Observations of Students During Class ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">F ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.2.1, G.2.2, G.2.3, O.2.1, O.2.2, O.2.3 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">During lesson 2 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Homework Review Questions ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">S ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.2.1, G.2.2, G.2.3, O.2.1, O.2.2, O.2.3 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Homework after lesson 2 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Quiz ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">S ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.2.1, G.2.2, G.2.3, O.2.1, O.2.2, O.2.3 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Day after lesson 2 is completed ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Matching Worksheet ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">D ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.3.2, O.3.2, O.3.3 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Beginning of Lesson 3 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Corrections to Matching Worksheet ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">F ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.3.2, O.3.2, O.3.3 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">During 3 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Dry-Erase Board Activity ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">F ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.3.2, O.3.2, O.3.3 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">During 3 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Terminology Pictionary ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">F ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.3.2, O.3.2, O.3.3 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">During 3 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Observations of Students During Class ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">F ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.3.1, G.3.2, O.3.1, O.3.2, O.3.3 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">During 3 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Letter to Mendel ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">S ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.3.1, G.3.2, O.3.1, O.3.2, O.3.3 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">During 3 and Homework ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Coin Toss Questions ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">D ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.4.1, O.4.1 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Beginning of 4 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Dry-Erase Board Activity ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">F ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.4.1, G.4.2, O.4.1, O.4.2, O.4.3 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">During 4 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Review Worksheet-Punnett Squares and Probability ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">S ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.4.1, G.4.2, O.4.1, O.4.2, O.4.3 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Homework after day 1 of lesson 4 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Adult Height Activity ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">D ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.4.3, G.4.4, O.4.4, O.4.5 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Beginning of Day 2 Lesson 4 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Observations of Students During Class ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">F ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.4.3, G.4.4, O.4.4, O.4.5 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">During Day 2 of Lesson 4 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Inquiry Worksheet ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">F ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.4.3, G.4.4, O.4.4, O.4.5 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Worksheet During Day 2 of Lesson 4 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Genetics Extension Problems ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">S ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.4.3, G.4.4, O.4.4, O.4.5 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Homework after day 2 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Review of relationships between DNA, chromosomes, and genes ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">D ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.5.1, O.5.1<span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: yellow none repeat scroll 0% 50%;"> ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Beginning of 5 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Question/Answer ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">F ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.5.1, G.5.2, O.5.1, O.5.2, O.5.3<span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: yellow none repeat scroll 0% 50%;"> ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">During 5 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Homework Activity 1: Essay on Current Event ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">S ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.5.2, G.5.4, O.5.4, O.5.5, O.5.6<span style="-moz-background-clip: -moz-initial; -moz-background-inline-policy: -moz-initial; -moz-background-origin: -moz-initial; background: yellow none repeat scroll 0% 50%;"> ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Homework after day 1 of lesson 5 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Gene Mapping Activity ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">D ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.5.1, G.5.3, O.5.1, O.5.3 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Beginning of Day 2 Lesson 5 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Observations of Students During Class ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">F ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.5.1, G.5.3, O.5.1, O.5.2, O.5.3 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">During Day 2 of Lesson 5 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Presentations of Essay ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">F & S ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.5.2, G.5.3, G.5.4, O.5.4, O.5.5, O.5.6 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">During Day 3 of Lesson 5 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Quiz ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">S ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.5.1, G.5.2,G.5.3, O.5.1, O.5.2, O.5.3 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">After Day 3 of Lesson 5 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Presentations of Essay ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">F & S ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.5.2, G.5.3, G.5.4, O.5.4, O.5.5, O.5.6 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">During Day 3 of Lesson 5 ==== ||
 * ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Quiz ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">S ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">G.5.1, G.5.2,G.5.3, O.5.1, O.5.2, O.5.3 ==== || ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">After Day 3 of Lesson 5 ==== ||

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Summary of technology to be used in the unit:**
====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Power Point presentations are an important piece of technology used in lessons 1, 2, 4, and 5 to deliver notes. Students will also use the Internet in lessons 3, 4, and 5 as a gateway for conducting research. Students will have to use some source of technology to complete the research project introduced in lessons 3 and 5, either for research or for typing the final product. In lesson 1, students will use microscopes to look at slides of cells in each phase of mitosis and identify the phase and any visible organelles. If available, the teacher will also demonstrate proper microscope technique and show slides using SmartNotebook technology. Other sources of technology will be considered when revising the unit plan each year. ====

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Explanation of how the unit fits into a larger course of study:**
====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Understanding the cell cycle and cell reproduction both through mitosis and meiosis helps students understand how traits are inherited. It is also essential for later studies about reproduction and the different processes that organisms complete in order to reproduce. Genetic inheritance and knowledge of probability and punnett squares as well as the different patterns of inheritance are important for fully comprehending genetic diversity, which becomes an important concept in evolution and ecology. Gene linkage and gene mapping help students understand the exact mechanisms for genes to move from one individual to the next and how certain genes are connected. This becomes especially important when considering population dynamics in the study of ecology. Every concept in biology relates in a web of interconnected ideas that all lead to a greater understanding of life. ====

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">
====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Lesson 3: Mendelian Genetics<span style="color: #660000; font-family: 'Times New Roman',Times,serif;"> ** ==== ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**<span style="color: #660000; font-family: 'Times New Roman',Times,serif;">__Lesson 4: Probability and Punnett Squares__ ** ==== ====<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**<span style="color: #660000; font-family: 'Times New Roman',Times,serif;">__Lesson 5: Linkage, Mapping, and Mutation__ ** ====