Adam sharp Unit: Genetics Abstract

Student Understanding

Resource Use

In order for students to be able to understand future units such as evolution and population scale inheritance of traits students must first understand trait inheritance from an individual perspective. This requires an understanding of Mendelian genetics and its extensions. Up until this point, students have practiced biology in terms of defining observable biological entities and processes at the scale of the individual. Fundamentally, this concept is the students first encounter with individuals interacting outside of a closed system. This unit takes the first step towards population level biology by discussing heritability. Beginning this first step with simple Mendelian genetics provides a foundation for later concepts such as extensions of mendelism, population genetics, and evolution. I pay attention to the direction units progress within the scope of past unit as well as the I am comfortable framing unit Michigan State Objectives direction the unit is heading objectives from state standards B4.1A Draw and label a homologous chromosome pair with heterozygous alleles highlighting a particular gene location. B4.1B Explain that the information passed from parents to offspring is transmitted by means of genes that are coded in DNA molecules. These genes contain the information for the production of proteins. B4.1c Differentiate between dominant, recessive, codominant, polygenic, and sex-linked traits. B4.1d Explain the genetic basis for Mendels laws of segregation and independent assortment. B4.1e Determine the genotype and phenotype of monohybrid crosses using a Punnett Square. B4.3B Explain why only mutations occurring in gametes (sex cells) can be passed on to offspring. B4.3C Explain how it might be possible to identify genetic defects from just a karyotype of a few cells.

B4.3d Explain that the sorting and recombination of genes in sexual reproduction result in a great variety of possible gene combinations from the offspring of two parents. B4.2h Recognize that genetic engineering techniques provide great potential and responsibilities Next Generation Science Standards I am comfortable implementing the next generation standards for science

HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. [Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.] [Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.] I spend time considering the importance of macro scale perspective of the topic Genetics is the study of how different genotypic and phenotypic traits result within a breeding population. These traits can vary from height to eye color to more serious genetic disorders. Understanding these traits and how they are inherited allows us to quantitatively measure the mechanisms behind observable differences within our population. Foundationally, the passing on of these traits from parent to offspring was first observed by Gregor Mendel, whose observations helped to describe observable variation (genotypic and phenotypic) within a population by defining a heritable unit called a gene. These genes exist in alternate forms called alleles that determine the expression of a variety of traits. The expression of single traits can be controlled by one or many genes. For example, the gene that controls the expression for pea plant height may exist in two forms T and t. In humans, these alleles are located on each of two similar or homologous chromosomes inherited from maternal and paternal gametes during fertilization. Mendelian inheritance helps to explain how one form of an allele tends to show dominance over the other. The outcomes of these can be illustrated using exercises in probability. These exercises help students to visualize an abstract concept in an observable manner. Using mathematical models helps students to see how ratios can be conserved across a variety of examples in this unit. Additionally, the inheritance of the alleles from parent to offspring occurs randomly during crossing over in meiosis. This is mendels law of segregation and helps to explain Big Idea I consider alternate ways to connect student ideas to their understandings.

variation across generations. Mendels law of independent assortment explains how alleles are inherited independently of one another. Inheritance patterns observed that do not fit within Mendelian parameters exist in various forms. The nature of these patterns can range from differential dominance patterns, inheritance patterns linked to gene locus, influence of multiple genes on a single trait, and differential inheritance due to gender determining chromosomes.

Examples 1. 2. 3. 4. 5. 6.

I use multiple examples to facilitate student understanding in a real world context

Some siblings in your family may look more or less like a particular parent Traits your parents may express may be expressed by you (tongue rolling, widows peak) Reading karyotypes to see down syndrome and chromosome structural issues Alterations or mistakes in DNA/genes may lead to significant complications (cancer) Single locus inheritance: Cystic fibrosis, Tay-Sachs, Sickle cell, xeroderma pigmentosa Snap dragons, palomino horse, skin color, color blindness, (incomplete dominance, codominance, polygenic, sex linked)

I use a driving question to seed student questioning at the beginning of the unit. I also consider connecting student understanding to that question throughout the unit. Unit Questions Initial question (showing students 5 pictures of physically very different fish) What is similar and different between these five fish? Using large group modeling techniques students will illustrate complex processes in an observable manner throughout the unit I use tools to facilitate student understanding

Unit Learning Objective

Formative Assessment Question I use formative assessment questions to check student understanding before progressing towards new topics.

Summative Assessment Question I use summative assessment questions to check student understanding of big ideas within a unit.

I use summative assessment questions to determine which areas in future units might need further scaffolding

Students will be able to predict and explain the expected genotypic/phenotypic result observed from simple inheritance using Mendels laws

Why might it be possible for two tall pea plants to produce a short F1 offspring? If I perform a dihybrid cross, can I expect that all short F1 individuals will produce the same color peas as the parental generation?

Early onset myopia (childhood nearsightedness) and clefted chins are traits controlled by simple inheritance. The presence of either trait is dominant while the lack of either trait is recessive. Two nearsighted cleft chinned parents have a child that does not have a cleft chin or childhood nearsightedness. Explain using Mendels laws how this is possible? I frame summative questions in a whole unit context What would happen if humans were only able to make more cells through Mitosis? How does meiosis ensure that this does not happen?

Explain the role Why is it important that crossing Meiosis and crossing over occurs during meiosis? over has in determining variation. Understand how different heredity patterns can produce phenotypic/genotypic A white flower is crossed with a red flower. The resulting offspring are pink. How might it be possible for a different color of offspring to be

Perform a monohybrid cross between two individuals for each of the following extensions of Mendelism Incomplete dominance, codominance, multiple alleic traits, sex

affects that might not follow Mendels Laws

produced?

linked traits. How do each of these extensions follow different rules from simple inheritance

I spend time relating new topics back to foundational concepts within the unit