Unit 7: Heredity and Genetics
Unit 7: Heredity and Genetics Ch 10 & 11
- 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.