AO+Lesson+5+Linkage,+Mapping,+and+Mutation

Lesson Plan 5
 **NAME OF COURSE / CLASS: ** 10th Grade Biology


 * UNIT TITLE: **Introduction to Genetics


 * LESSON TITLE: ** Gene Linkage, Mapping, and Mutations (Lesson 5 of 5)


 * ANTICIPATED INSTRUCTIONAL TIME: ** The lesson should take three to four 50-minute class periods.


 * ENDURING UNDERSTANDING: ** Once students understand the basic underlying principles of inheritance, they are able to explore the more complex processes of genetic mapping and decoding as well as the applications of this information. An important aspect of the study of genetics is its impact on society. The information we have uncovered through genetic mapping and studying gene expression has dramatically affected the world in which we live. Students will understand how continued genome investigations serve to increase our knowledge.


 * RATIONALE: **The study of genetics and heredity is fundamental to future investigations of both our own and other species of organisms. By analyzing various genomes, we are able to discover and predict patterns of inheritance. The study of inheritance is beneficial to us as a society in being able to treat various diseases caused by mutations on chromosomes that are genetically transmitted from one generation to the next. In addition, we can continue to uncover links to our evolutionary history and use this additional information to help inform us about the future.

 G.5.1 To synthesize the relationship between DNA, chromosomes, and genes <span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">G.5.2 To analyze the importance of the study of genetics to human beings <span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">G.5.3 To describe the processes of genetic research <span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">G.5.4 To apply the importance of genetic discoveries and future investigations to ethical and controversial decision-making and debates OBJECTIVES OF THE LESSON: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">O.5.1 Students will identify the structures that assort independently. <span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">O.5.2 Students will accurately describe independent assortment. <span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">O.5.3 Students will demonstrate and explain how gene maps are produced. <span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">O.5.4 Students will analyze how an effort to map genomes has advanced human knowledge. <span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">O.5.5 Students will analyze and predict future applications of genome mapping projects. <span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">O.5.6 Students will identify current topics relating to ethical issues in genetic research. <span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">O.5.7 Students will use technology to investigate the processes of genetic research. <span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">O.5.8 Students will accurately identify human genetic disorders.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">GOALS OF THE LESSON: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

Day One: The lesson will begin with a brief question and answer session to verify student understanding of genetics up to the present. Subsequently, new foundational material will be presented through a Power Point presentation. The presentation will include new vocabulary as well as new concepts that are necessary for a complete investigation of genetics. Some of the information presented here will be only briefly presented to allow students to explore further on their own. In addition, some of the topics briefly touched upon here will be covered in more depth in another unit. Day Two: The lesson will continue by reiterating the material specific to the day’s activity regarding gene mapping. The students will then be given a Gene Mapping Activity/Web Quest in which they will be learning the gene mapping process through the use of interactive gene mapping tools. In groups of two, the students will visit and explore several different websites with interactive activities relating to genetics. The remainder of the class period will be spent on this activity. Day Three: The class period will begin with a brief review of the Internet activities, providing insight regarding the students’ thoughts about the Internet activity. Students will then work in small groups discussing their current event homework activity. Students will be asked to analyze the ethical issues regarding their chosen article. Students will then individually present their current event, briefly explaining the article as well as the impact of the topic on society. Day Four: This class period will be used to finish individual presentations, formulate discussion regarding the presentations, and to give a quiz over the entire lesson.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">MULTIPLE REPRESENTATIONS (TOOLS): **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Multiple teaching strategies will be used for the lesson including cooperative/collaborative, inquiry-based, problem-based, and lecture/traditional strategies as follows:

<span style="color: #231f20; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> > > <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**NATIONAL CONTENT STANDARDS:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> 1.) Why is it important for the average person to learn about the study of genetics? 2.) Can learning this information be made a little easier? 3.) Do scientists know where all of my genes are located? 4.) How can I find out which genes I carry? 5.) Why would someone want to clone an animal? 6.) What is genetic engineering and how is it important?
 * RESEARCH & BEST PRACTICES:** According to Markowitz, Dupré, Holt, Chen, and Wischnowski (2008), using PBL strategies in science enables students to access and interpret relevant scientific information and data, collaborate with other students, and develop ownership of their “solution” to a real-life problem. These strategies are often employed using a specific curriculum. <span style="color: #231f20; font-family: 'Times New Roman','serif'; font-size: 12pt;"> In addition, Marbach-Ad, Rotbain, and Stavy (2008) found that when used properly, technology can enhance students’ achievement in molecular biology. This finding encourages further educational research into future approaches to teaching scientific topics using new technologies, such as computer animations. Their findings show that computer animations work, especially when teaching about dynamic processes in comparison to using traditional methods alone.
 * <span style="font-family: 'Times New Roman','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','serif'; font-size: 12pt;">Science <span style="font-family: 'Times New Roman','serif'; font-size: 11.5pt;"> **
 * <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.2.2. 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;">**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;">**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Nature Science **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"><span style="font-family: 'Times New Roman','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;">**Unifying Concepts and Processes**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> **Science as Inquiry**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12 Abilities necessary to do scientific inquiry
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12 Understanding about scientific inquiry
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Life Science**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">9-12 Molecular Basis of Heredity
 * <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;">**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;"> **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
 * SESSION-RELATED QUESTIONS:**

Day One: Students’ understanding will be assessed by reviewing previously taught material and by having a brief question and answer session regarding the material. If problems are perceived, the material will be clarified. Day Two: Observations of students will be made as they work through their Internet activity to ensure their grasps of the concepts. I will be making sure that all students have a good understanding of the information presented through the simulations as well as how the information is used in real genetic investigations. Day Three: By listening to group discussions, an attempt will be made to evaluate student understanding relating to the ethical issues of genetics as well as to their understanding of the topics they have researched. In addition, further individual evaluation and assessment will take place during student presentations. Day Four: Upon the conclusion of individual presentations, students will be encouraged to ask questions regarding what they see are the most provoking and intriguing topics presented. Class discussion will be held to allow for further assessment of both group and individual understanding. Topics covered in class will then be assessed using a summative quiz.
 * EMBEDDED / FORMATIVE ASSESSMENT OPPORTUNITIES:**

Day One: <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;">Day Three: <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;"> Day One: <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;">Day Three: <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;"> Day One: 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. Homework Activity 1 will be explained and assigned to the class. Day Two: Class will begin with a brief question/answer session to diagnose understanding. Students will review the basic concepts of gene mapping and will then form groups of two to complete the Gene Mapping Activity/Web Quest. The activity will take place for the remainder of the class period. Observations will be made during this time to ensure student understanding. Students will be reminded about completing their current event essays and bringing them to class the following day. Day Three: Class will begin by forming discussion groups of 3-4 students. Students will be given 10-15 minutes to discuss their current event articles/essays. 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. Day Four: Students will finish giving their individual presentations. The class will then be allowed 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 20 minutes of class will be used for taking the quiz.
 * INSTRUCTOR MATERIALS:**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Projector screen or Smart Board
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Power Point Presentation/Notes (should have a printout as well)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Classroom white-board/ chalk-board (to use if technology fails)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Classroom dry-erase makers/chalk (just in case)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Computer
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Projector screen or Smart Board
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Student Computers
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Gene Mapping Activity/Web Quest instructions and websites
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Rubric for Scoring Homework Activity 1
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Rubric for Scoring Homework Activity 1
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Quiz 1 handouts
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Answer Key for Quiz 1
 * PARTICIPANT MATERIALS:**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Biology textbook
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Notebook
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Writing utensil
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Vocabulary Worksheet handout
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Homework Activity 1 handout
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Biology textbook
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Notebook
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Writing utensil
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Computers
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Gene Mapping Activity/Web Quest handout
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Current event article
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Completed homework assignment for discussion/presentation
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Biology textbook
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Writing utensil
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Current event article
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Completed homework assignment for discussion/presentation
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Biology textbook
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Writing utensil
 * TEACHING NOTES / LESSON SCRIPT / PROCEDURES:**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> **ASSESSMENT / HOMEWORK:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**ACCOMMODATIONS:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">
 * <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;">Question/Answer Session Reviewing Previously Taught Material || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">D, 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 <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Beginning of and During 5 ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Homework Activity 1: Research and 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="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> || <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;">Question/Answer Prior to Gene Mapping Activity || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">D, 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;">Beginning of Day 2 Lesson 5 ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Observations of Students During Class of Gene Mapping 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.5.1, G.5.3, O.5.1, O.5.2, O.5.3, O.5.7 || <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 Essays || <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 Days 3-4 of Lesson 5 ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Quiz 1 || <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, O.5.8 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">End of Day 4 of Lesson 5 ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> I will hand out printed Power Points for students who have trouble keeping up with notes in class or who have trouble seeing. I will also have the notes available online.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> I will provide ideas for students who have trouble finding their own current event topic and will provide simpler topics for those who are having trouble with the concepts.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> I will be available to the students before and after school to help with the homework activity and concepts.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> I will provide direct assistance during class for those who have trouble with the technology or the activity.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> I will choose the partners for the gene mapping activity and Web Quest so that students avoid off-task behavior and provide mutual support to each other throughout the activity.
 * EXTENSIONS:** This lesson will be built upon as necessary as we continue to gain new insights into the study of genetics. There is a massive amount of information available and many activities to go along with it. I will also look to student input as far as the types of activities they would like to do or for further investigation into topics that interest them.


 * REFLECTION / REVISION:** The lesson will be reflected upon and revised as necessary upon each completion as well as throughout its duration in an attempt to continue to improve it and to include the most up-to-date, relevant information. I will frequently check the research for better strategies to teach the information included.


 * REFERENCES:**

Marbach-Ad, G., Rotbain, Y., & Stavy, R. (2008). Using Computer Animation and Illustration Activities to Improve High School Students' Achievement in Molecular Genetics. //Journal of Research in Science Teaching, 45//(3), 273-292.
 * Research-based practices:**

Markowitz, D.G., Dupré, M.J., Holt, S., Chen, S., & Wischnowski, M. (2008). BEGIN partnership: Using problem-based learning to teach genetics & bioethics. //American Biology Teacher, 70//(7), 421-425.

Biggs, A. Crispen Hagins, W., Kapicka, C., Lundgren, L., Rillero, P., Tallman, K., Zike, D., & National Geographic Society. (2004). //Biology: The dynamics of life//. Columbus, OH: McGraw-Hill.
 * Notes:**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Brown University website: []

Kaskel, A., Hummer Jr., P.J., & Daniel, L. (2003). //Biology: An everyday experience//. Columbus, OH: McGraw-Hill.

Miller, K.R., & Levine, J.F. (2004). //Biology//. Upper Saddle River, NJ: Pearson Education.

Postlethwait, J., & Hopson, J. (2006). //Modern Biology//. Austin, TX: Harcourt Education.

Radford, A. & Baumberg, S. (1987). A glossary of terms for teaching genetics. //Journal of Biological Education////, 21//(2), 127-135.

Teacher Tube website: []

[] [|http://www.bing.com/images/search?q=genetics+pictures&FORM=IGRE#] [] []
 * Images:**

Florida Gulf Coast University website: []
 * Rubric:**

[] [] [] [] [] [] [] []
 * Gene Mapping/ Web Quest Activity:**

Appendix A: Lesson Script (full version) Appendix B: Instructor Materials Appendix C: Participant Materials Appendix D: Assignments/ Homework
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">APPENDICES: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Back to Unit Plan Overview

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