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September 2017
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Unit 7: Heredity and Genetics

Unit 7: Heredity and Genetics Ch 10 & 11


Learning Objectives:

  • Compare and Contrast Mitosis and Meiosis
  • Describe how the study of genetics began
  • Define heredity and explain how genes control inherited traits
  • Demonstrate how gene combinations can be predicted using a Punnet Square
  • Analyze genetic patterns to determine dominant or recessive inheritance patterns
  • Give presentation of  examples of dominant and recessive disorders
  • Explain how the environment can influence the phenotype of an organism

Class Power Points:

Unit 7 Assignment List:          Glencoe Biology Ch 10 & 11

**Assignment list may be adjusted as unit progresses**

_____ Daily Bell Work Assignments

_____ Class Lecture Notes; CPS Responses

______ National Geographic Magazine Articles and Responses

_____ Edmodo Reading Responses, Polls, Quizzes, Etc.

_____ Study Guides for Textbook as assigned

_____ Group Jigsaw Reading and Presentation Assignments

_____ “The Science of Dogs” Video Notes: How Humans have used Genetic Engineering to change dogs

_____ Mitosis vs. Meiosis Graphic Organizer

_____ Facebook page for Gregor Mendel

_____ Wksht #49 and #17

_____ Punnet Square practice worksheets (Spongebob Genetics)

_____ Complex Patterns of Heredity Notes

_____ Punnet Square Quiz

_____ Genetics with a Smile Activity

_____ Human Dominant and Recessive Disorders CPS Presentation

_____ Human Genetic Disorder Jigsaw Student Presentations

_____ Environmental Impact on Human Genetics Lesson

_____ “Clone Days” Video Notes

_____ Unit 7 Review and Unit 7 Test

CA Content Standards Addressed in Unit 7:
Area : Biology/Life Sciences
Sub-Strand : Genetics
Concept 2: Mutation and sexual reproduction lead to genetic variation in a population. As a basis for understanding this concept:
a: Students know meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to pro-duce gametes containing one chromosome of each type.
b: Students know only certain cells in a multicellular organism undergo meiosis.
c: Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete.
d: Students know new combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization).
e: Students know why approximately half of an individual’s DNA sequence comes from each parent.
f: Students know the role of chromosomes in determining an individual’s sex.
g: Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of the parents.

Concept 3: A multicellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization. As a basis for understanding this concept:
a: Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive).
b: Students know the genetic basis for Mendel’s laws of segregation and independent assortment.