Lesson Title: Heredity Unit Review/Synthesis

Terminal Objective:
Students will create a diagram tracing the course of genomes from mother and father to a potential child. The diagram will detail meiosis while highlighting the processes of replication, recombination, crossing over, independent assortment, genotype ratios, and phenotype ratios. Students will verbally narrate the chart, describing the path genes take from mother and father to child.

Content Standard:
Common Core: 11-12.RST.4. Determine the meaning of symbols key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 1112 texts and topics. 11-12.RST.9. Synthesize information from a range of into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Arizona Science Standards: Strand 4: Concept 2: PO 1. Analyze the relationships among nucleic acids (DNA, RNA), genes, and chromosomes. PO 2. Describe the molecular basis of heredity, in viruses and living things, including DNA replication and protein synthesis. PO 3. Explain how genotypic variation occurs and results in phenotypic diversity. PO 4. Describe how meiosis and fertilization maintain genetic variation. Next Generation Science Standards HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

Language Standard:
Arizona ELP Standards LI-3: summarizing main ideas/concepts and supporting details from fiction and nonfiction read-alouds in complete sentences. LI-7: responding to questions and statements in academic discussions by asking questions and sharing ones views on facts, ideas, and/or events. LI-5: asking and responding to academic questions in complete sentences.

Time

Task Analysis (Sub-Objectives w/ Bloom)

Students write one observation and 1 question regarding deleterious alleles.

Teaching Strategies
Bellwork: Teacher plays NPR Audio story Perfection Is Skin Deep: Everyone Has Flawed Genes

Active Student Participation (Check for Understanding)

Bellwork: Students listen to audio story and record the following in their notebook: 1) Write 1 interesting observation from the story 2) Write one question you have relating to the story.

4 min

Bloom: Understanding Students answer review questions regarding deleterious genes. 8 min Sample questions include: 1) What does it mean to carry a disease without knowing it? 2) What does it mean to be a carrier? 3) How can that trait become activated or expressed? Remembering 5 min Check for Understanding: Teacher instructs Students verbally describe properties students to take turns explaining the meaning of and functions of deleterious genes with deleterious recessive alleles with a partner. While a partner. students are talking teacher walks around and listens for misconceptions. If any widespread issues are hear, they are addressed as a class. Understanding Lesson Into: Teacher explains what the lesson will Students break into groups and move be and its objectives. Students are shown a model Check for Understanding: Students take turns explaining the meaning of deleterious recessive alleles with a partner. Discussion: Teacher uses questioning strategies to Discussion: Students participate in questioning review and discuss principles of deleterious alleles. activity. Level of concern is raised and maintained Popsicle sticks and proper wait times will be used. by using popsicle sticks.

Lesson Into: Students listen to into and ask questions for clarification. They then

12 min

to tables for next part of lesson.

of the completed diagram. Students are then broken into random groups using popsicle sticks and move to the back tables, one group per table. Each group gets 2 erasable markers. Lesson Segment 1: Teacher draws first segment of mom meiosis and chromosome charts. All labels are left blank. Teacher leads the class in filling in the blanks with questioning. (interphase and replication) Check for Understanding: Teacher walks around and observes as student groups fill in dad parts of segment 1. Lesson segment 2: Teacher draws second segment of mom meiosis and chromosome charts. All labels are left blank. Teacher leads the class in filling in the blanks with questioning. (Meiosis I, prophase I, recombination) Check for Understanding: Teacher walks around and observes as student groups fill in dad parts of segment 2. Lesson segment 3: Teacher draws third segment of mom meiosis and chromosome charts. All labels are left blank. Teacher leads the class in filling in the blanks with questioning. (end of meiosis I, all of meiosis II) Check for Understanding: Teacher walks around and observes as student groups fill in dad parts of segment 3. Lesson segment 4: Teacher walks around and observes as student groups construct and fill in a Punnett square for the gametes they produced.

break into groups and move to a table.

Students draw and fill in diagram. 7 min Applying Students draw and fill in diagram. 10 min Analyzing Students draw and fill in diagram. 6 min

Lesson Segment 1: Students draw the diagram and fill it in on their desktops using erasable markers. (interphase and replication)

Check for Understanding: Student groups draw and label dad component of segment one on their desk. Lesson segment 2: Students draw the diagram and fill it in on their desktops using erasable markers. (Meiosis I, prophase I, recombination)

Applying 10 min Students draw and fill in diagram. Analyzing Students draw and fill in diagram. 6 min Lesson segment 3: Students draw the diagram and fill it in on their desktops using erasable markers. (end of meiosis I, all of meiosis II) Check for Understanding: Student groups draw and label dad component of segment two on their desks.

Applying 10 min Students draw and fill in diagram. Analyzing 10 min Students draw and fill in Punnett Square. They describe and draw their resulting phenotypes. Analyzing Lesson segment 4: Students create a Punnett square and fill it in on their desk, using the gametes resulting from meiosis II. Check for Understanding: Student groups draw and label dad component of segment three on their desks.

20 min

Students copy diagram into notebook and narrate charts with a partner. Analyzing

Closure: Teacher walks around and observes as students update their notebooks and narrate the charts.

Closure: Students copy diagram into their notebooks. They take turns narrating the entire chart within groups.

Materials Needed:
NPR audio story: http://www.npr.org/blogs/health/2012/12/06/166648187/perfection-is-skin-deep-everyone-has-flawed-genes Black top lab work tables (1 per group) Erasable markers (2 per group) Model Chart (attached)

Notes on the Lesson

This lesson is a review/synthesis exercise for AP biology. The intention is to help students see the real-life links between meiosis, chromosomes, DNA, and Punnett squares all under the umbrella of heredity.