Mr.

Barnhill

Background Information:
A. Biology Class: grades 9, 10
B. Mutations and Genetic Disorders
C. Blocks 2 and 3 for White Days and Blue Days
D. February 28th and March 1st
Standards:
HS–LS3–1 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.
Objectives:
Describe the basic definition of a mutation, as well as some causes of mutation.
Explain the difference between mutations in sex cells and those in somatic cells.
Explain the difference between gene and chromosomal mutations. Give an example of
disorders caused by each.
Explain the different types of gene mutations and chromosomal mutations. Show
examples of each.
Identify a type of mutation based on a description or a picture.
Materials Needed:
Chromebook for each student.
Student Packets
Overhead and computer.
Notes from INRS (Google Slides).
Primetime and ET.
Anticipatory Set: minutes: 5
PrimeTime
Guided Practice / Notes: minutes: 20
Notes pages 27-28, Google Classroom has Google Slides for students.
Direct Instruction: minutes: 15
 Mr. Barnhill

Lecture over mutations and genetic disorders, stop at slide 8 “Types of Human Genetic Disorders”

Assessment: minutes: 10
Small groups, get on the internet and look up one disorder to share with the class.
Direct Instruction: minutes: 20
Lecture over mutations and genetic disorders to slide 13.
Guided Practice / Notes: minutes: 10
Work on student notes and Concept Study Guide.
Closure & Transition (Estd norm): minutes: 3
Exit Ticket filled out by students will be displayed with 3 minutes left in class
(established closure and transition).
Announcement: Next class will be over Pedigrees, similar to Punnett Squares.
There will be a review block after spring break followed by the Unit 5 test.
Resources:
It’s Not Rocket Science (2016)
Google Classroom
https://ww2.kqed.org/quest/2011/06/06/dominant-isn%E2%80%99t-always-common/
Differentiation / Modifications / Accommodations:
Set of notes that only require fill-in-the-blank for students with specific IEP
modifications. The modified notes follow the exact same notes given to all students,
so allows access to the same content information. This allows those students to be
doing the “same” work over the same material.
Allow additional wait (think) time for identified students.
Today’s assessments are all informal questioning during discussion over genetic
disorders (notes 27-28 from packet).