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DanielleSciatto.patternsofInheritance

DanielleSciatto.patternsofInheritance

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    Unit  Design   For  

Patterns  of  Inheritance
Danielle  Sciatto  
      Developed  by      

   

 

  Marvin  L.  Winans  Academy  of  Performing  Arts  
                               

UBD Unit Design Worksheet / Saginaw Valley State University

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Understanding  by  Design  

Unit  Design  Worksheet  
Unit  Title:  Patterns  of  Inheritance   Topic:  Cell  division,  differentiation,  and   genetics     Stage  1  -­‐  Desired  Results   Established  Goals  (CCSS,  HSCEs,  GLCEs):   Content  Goals:  

 
Grade(s):  9  

Subject/Course:  Biology   Staff  Name:  Danielle  Sciatto  

  1.  HS.LS-­‐IVTb  Use  a  model  to  explain  how  mitotic  cell  division  results  in  daughter  cells  with  identical  patterns  of  genetic  materials   essential  for  growth  and  repair  of  multicellular  organisms.   2.  HS.LS-­‐IVTc  Construct  an  explanation  for  how  cell  differentiation  is  the  result  of  activation  or  inactivation  of  specific  genes  as  well   as  small  differences  in  the  immediate  environment  of  the  cells.   3.  HS.LS-­‐IVTd  Use  a  model  to  describe  the  role  of  cellular  division  and  differentiation  to  produce  and  maintain  complex  organisms   composed  of  organ  systems  and  tissue  subsystems  that  work  together  to  meet  the  needs  of  the  entire  organism.   4.  HS.LS-­‐IVTa  Ask  questions  and  obtain  information  about  the  role  of  patterns  of  gene  sequences  in  DNA  molecules  and  subsequent   inheritance  of  traits.   5.  HS.LS-­‐IVTe  Communicate  information  about  the  role  of  the  structure  of  DNA  and  the  mechanisms  in  meiosis  for  transmitting   genetic  information  from  parents  to  offspring.   6.  HS.LS-­‐IVTf  Communicate  information  that  inheritable  genetic  variations  may  result  from:  (1)  genetic  combinations  in  haploid  sex   cells,  (2)  errors  occurring  during  replication,  (3)  crossover  between  homologous  chromosomes  during  meiosis,  and  (4)   environmental  factors.   7.  HS.LS-­‐IVTg  Use  probability  to  explain  the  variation  and  distribution  of  expressed  traits  in  a  population.  

  Literacy  Goals  (CCSS):    

8.  WHST.9-­‐10.4  Produce  clear  and  coherent  writing  in  which  the  development,  organizations,  and  style  are  appropriate  to  task,   purpose,  and  audience.   9.  WHST.9-­‐10.8  Gather  relevant  information  from  multiple  authoritative  print  and  digital  sources,  using  advanced  searches   effectively;  assess  the  usefulness  of  each  source  in  answering  the  research  question;  integrate  information  into  the  text  selectively   to  maintain  the  flow  of  idea,  avoiding  plagiarism,  and  following  a  standard  format  for  citation.   10.  RST.9-­‐10.1  Cite  specific  textual  evidence  to  support  analysis  of  science  and  technical  texts,  attending  to  the  precise  details  of   explanations  or  descriptions.   11.  RST.9-­‐10.9  Compare  and  contrast  findings  presented  in  a  text  to  those  from  other  sources  (including  their  own   experimentation),  nothing  when  the  findings  support  or  contradict  previous  explanations  or  accounts.  

             

 

 

UBD Unit Design Worksheet / Saginaw Valley State University

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Understandings:   Students  will  understand  that...   1a.  somatic  cells  are  created  by  mitosis.   1b.  somatic  cells  are  necessary  for  the  growth  and   repair  of  multicellular  organisms.   2.    specific  genes  determine  the  development  of  a   cell.   3.  cellular  division  and  differentiation  allow  for   creation  and  maintenance  of  intricate  organ  systems.   4.    the  phenotypes  of  individuals  are  determined  by   specific  genotypic  sequences.   5.  DNA  structure  and  mitosis  are  interwoven   processes  that  allow  the  transmission  of  genetic   information  from  parent  to  offspring.   6.  genetic  variations  arise  from  four  main  sources.   7.  probability  can  explain  the  variation  and   distribution  of  expressed  traits  in  a  population.   8.  clear  and  coherent  communication  is  achieved   through  thoughtful  research  and  selective  integration   of  textual  evidence.   9.  clear  and  coherent  communication  is  achieved   through  thoughtful  research  and  selective  integration   of  textual  evidence.   10.  comparing  and  contrasting  multiple  sources  in   imperative  to  thoughtfully  integrate  and  cite  specific   textual  evidence.   11.  comparing  and  contrasting  multiple  sources  in   imperative  to  thoughtfully  integrate  and  cite  specific   textual  evidence.              

Essential  Questions:   1.  Why  is  mitotic  cell  division  important  for  growth   and  repair  at  the  cellular  level?   2.  How  does  gene  activation  and  deactivation   determine  a  cell’s  function?   3.  How  are  the  intricate  complexities  of  organisms   produced  and  maintained?   4.  How  do  genotypic  patterns  determine  phenotype?   5.  Are  DNA  structure  and  meiosis  mutually   exclusive?   6.  What  factors  determine  the  amount  of  genetic   variation  in  a  population?   7.  What  role  does  probability  play  in  explaining  the   variation  and  distribution  of  expressed  traits  in  a   population?    

UBD Unit Design Worksheet / Saginaw Valley State University

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Students  will  know...     1a.  that  somatic  cells  are  created  by  mitosis.   1b.  that  somatic  cells  are  necessary  for  the  growth   and  repair  of  multicellular  organisms.   2.    that  specific  genes  determine  the  development  of   a  cell.   3.  that  cellular  division  and  differentiation  allow  for   creation  and  maintenance  of  intricate  organ  systems.   4.    that  the  phenotypes  of  individuals  are  determined   by  specific  genotypic  sequences.   5.  that  DNA  structure  and  mitosis  are  interwoven   processes  that  allow  the  transmission  of  genetic   information  from  parent  to  offspring.   6.  that  genetic  variations  arise  from  four  main   sources.   7.  that  probability  can  explain  the  variation  and   distribution  of  expressed  traits  in  a  population.     Literacy       8.  that  clear  and  coherent  communication  is  achieved   through  thoughtful  research  and  selective  integration   of  textual  evidence.   9.  that  clear  and  coherent  communication  is  achieved   through  thoughtful  research  and  selective  integration   of  textual  evidence.   10.  how  to  compare  and  contrast  multiple  sources  so   that  they  can  thoughtfully  integrate  and  cite  specific   textual  evidence.   11.  how  to  compare  and  contrast  multiple  sources  so   that  they  can  thoughtfully  integrate  and  cite  specific   textual  evidence.                

Students  will  be  able  to...     1a.  describe  and  draw  the  formation  of  somatic  cells.   1b.  explain  the  function  and  purpose  of  somatic   cells.   2.    compare  gene  activation  and  deactivation  to  a   light  switch.   2.  explain  the  effect  of  a  cell’s  immediate   environment  on  cell  differentiation.   3.  use  the  hierarchy  of  life  as  a  tool  to  explain  how   an  organism’s  complexity  is  dependent  on  cellular   division  and  differentiation.   4.  predict  the  protein  sequence  produced  by  a   strand  of  DNA  based  on  gene  sequence  patterns.   4.  participate  in  a  mock  criminal  investigation  where   they  ask  questions  and  record  information  regarding   gene  sequence  patterns  in  order  to  determine  the   protein  combination  of  the  “criminal”.   5.  explain  and  illustrate  the  central  dogma  through   the  production  of  a  DNA  storybook.   6.  show  that  inheritable  genetic  variations  can  result   from:  genetic  combinations  in  gametes,  replication   errors,  crossing  over  events  in  meiosis  and   environmental  factors  through  the  design  of  their   genetic  disorder  Facebook  pages.   7.  explain  the  variation  and  distribution  of  expressed   traits  through  the  use  of  probability  and  Punnett   squares.     Literacy       8.  create  tangible  products  that  are  well-­‐  developed   and  audience  appropriate.   9.  actively  research  and  sift  through  authoritative   print  and  digital  sources  to  integrate  and  cite   supporting  facts  into  their  debates  and  public  service   announcements.   10.  accurately  cite  supporting  textual  evidence  in   their  debate  preparation  and  their  crime  scene   investigation.   11.  compare  and  contrast  different  reputable   opinions  and  findings  to  strengthen  their  debate   preparation.  

UBD Unit Design Worksheet / Saginaw Valley State University

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Unit  Enduring  Understanding:     All  students  will  understand  that  specific  patterns  and   processes  dictate  and  allow  for  a  randomized   population.  

Unit  Question:     Why  are  all  members  of  a  population  genetically   distinct?              

 

  Stage  2  -­‐  Assessment  Evidence  

Performance  Tasks:  (Summary  in  GRASPS  form,  end  of  the  unit)  (Summative)  (After)  (Of  Learning)       GOAL:  Your  task  is  to  predict  the  probabilities  of  genetic  variation  in  a  specific  population.     ROLE:  National  Geographic  Research  Analyst     AUDIENCE:  The  general  public  (who  do  not  have  a  strong  science  background)     SITUATION:  World-­‐renowned  scientists  have  just  returned  from  the  Congo  rainforest  with  an  important   announcement:  They  have  discovered  a  new  species!    This  species  is  being  unofficially  named  Acomys   porcupinous,  due  to  it  similarities  to  the  African  Spiny  Mouse.    These  scientists  have  asked  YOU  to  analyze  the   phenotypic  information  they  have  collected  for  at  least  5  traits  and  determine  the  probabilities  of  each.    They   predict  that  there  are  approximately  1000  individuals  in  the  population.    You  must  keep  in  mind  that  you  are   communicating  and  reporting  to  the  general  public.    In  your  report,  you  will  need  to  provide  background   information  (what  is  mitosis,  meiosis,  DNA,  differentiation,  and  inheritance?)  as  well  as  explain  why   populations  have  variations.       PRODUCT:  You  will  create  a  typed  2  to  3  page  article  to  be  released  to  the  public  in  the  next  issue.    You  should   include  figures,  data  and  pictures.     STANDARD:  Your  article  will  be  scored  with  a  rubric.                            
UBD Unit Design Worksheet / Saginaw Valley State University

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Key  Criteria:  (Rubrics,  etc.)  

Story  Writing  :  National  Geographic-­‐  Special  Report  
                                1                     0  

  Teacher  Name:  Ms.    Sciatto  

                Student   Name:          ________________________________________     5     3  

 

CATEGORY   Title  

Title  is  creative,  sparks   Title  is  related  to  the   interest  and  is  related   article  and  topic.   to  the  article  and  topic.  

Title  is  present,  but  does   No  title.   not  appear  to  be  related   to  the  article  and  topic.  

Introduction  

There  is  a  "grabber"  or   catchy  beginning.  

There  is  a  weak   "grabber".  

A  catchy  beginning  was   attempted  but  was   confusing  rather  than   catchy.  

No  attempt  was  made   to  catch  the  reader's   attention  in  the  first   paragraph.  

Focus  on  assigned   topic  

All  five  traits  analyzed   are  related  back  to  the   topic.  

3-­‐4  of  the  traits  analyzed   1-­‐2  of  the  traits   are  related  back  to  the   analyzed  are  related   topic.   back  to  the  topic.  

None  of  the  traits   analyzed  are  related   back  to  the  topic.  

Accuracy  of  Facts  

All  5  traits  are  properly   analyzed,  showing  all   work.  

3-­‐4  traits  are  properly   analyzed,  with  all  work   shown.  

1-­‐2  traits  are  properly   analyzed,  with  all  work   shown.  

None  of  the  traits  are   properly  analyzed.    No   work  is  shown.  

UBD Unit Design Worksheet / Saginaw Valley State University

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Requirements  

All  of  the  written   requirements  were   met:   • 2-­‐3  pages   • Figures/  data   for  ALL  traits   • Pictures  

Almost  all  (about  90%)   the  written   requirements  were  met.  

Most  (about  75%)  of  the   written  requirements   were  met,  but  several   were  not.  

Many  requirements   were  not  met.  

Illustrations  

Original  illustrations   are:     • Detailed   • Attractive     • Colored   • Creative       • Relate  to  the   text  on  the   page.  

Almost  all  (about  90%)   the  illustration   requirements  were  met.  

Almost  all  (about  75%)   the  illustration   requirements  were  met.  

Many  requirements   were  not  met.  

                                                             
UBD Unit Design Worksheet / Saginaw Valley State University

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RUBRICS  FOR  B  LEVEL  ACTIVITES     DNA  Storybook     Include  and  EXPLAIN  the  words:     ______Transcription  (2  points)   ______Translation  (2  points)   ______Replication  (2  points)     ______DNA  (2  points)     ______RNA  (2  points)     ______Protein  Synthesis  (2  points)     ______Amino  Acid  (2  points)     ______Show  that  A  pairs  with  T  and  C  pairs  with  G  (6  points)   ______Explain  the  difference  between  DNA  and  RNA  (5  points)   ______Have  characters  and  a  story  line  (make  it  as  creative  and  wacky  as  you  want!)  (15  points)   ______Have  illustrations  (8  points)   ______Be  colored  (2  points)       Facebook  Page   Which  disease  are  you  assigned?   a. Down’s  Syndrome     b. Turner’s  Syndrome   c. Tay-­‐  Sachs  Disease   d. Huntington’s  Disease     Your  Facebook  profile  must  include  the  following:     ______  Profile  picture:  Karyotype  (5  points)   ______  Friends:  Other  genetic  disorders  or  people  that  it  affects  (5  points)   ______  About  Me:  Symptoms  (5  points)   ______  Pages:  Effects  it  has  on  human  function  (learning  disabilities,  etc)  (5  points)   ______  Sources:  At  least  3  (5  points)   ______  Creative/  Neat/  Colored  (5  points)   ______  Status  updates/  Wall  posts:  Extra  credit                
UBD Unit Design Worksheet / Saginaw Valley State University

                               

                             

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Other  Evidence:  (Quizzes,  Tests,  Prompts,  Observations,  Dialogs,  Work  samples,  etc.)(Before,  During)(For   learning)   Before   During   After   Do  Now:  (to  be  done  on  different   days)     Do  Now:  (to  be  done  on  different   days)   For  mitosis:   • Students  will  create  scripts   and  act  out  the  process  of   cell  division.    

-­‐Where  in  the  body  do  we  find   -­‐What  are  the  bases  of  DNA?       DNA?  What  is  the  function  of  DNA?     -­‐What  are  the  bases  of  RNA?   -­‐What  organelle  makes  protein?       -­‐What  is  the  central  dogma?   -­‐Why  do  we  look  the  way  that  we   -­‐Differentiate  between   do?           replication,  transcription  and   Brainstorming:  What  is  a  pattern?   translation.    What  molecules  or   Are  there  patterns  in  nature?  Give   organelles  are  involved  in  each   evidence  for  your  claim.  Why  do   process?    How  do  they  all  work   these  patterns  exist?   together?  

For  cell  differentiation:   •

Chalk  Talk:  What  caused  the   Exit  Slips:  (to  be  done  on  different   For  DNA/  meiosis:   pattern?  (Have  a  different  pattern   days)   • Students  will  create   or  scenario  on  each  sheet  of  paper)   -­‐What  are  the  5  phases  of  mitosis?       storybooks  to  explain  the   Gallery  Walk:  Multiple  true/  false   role  of  DNA  structure  and   -­‐How  is  meiosis  similar  to  mitosis?     statements  will  be  posted  around   meiosis  in  transmitting   How  is  it  different?    Give  at  least  3   the  room  regarding  patterns,   genetic  information  from   examples.   inheritance,  cell  division  and  DNA.     parent  to  offspring.   Students  will  be  asked  to  walk   -­‐How  is  DNA  similar  to  RNA?    How     around  and  mark  on  a  sheet  of   is  it  different?  Explain.   For  genetics:   paper  whether  they  think  that  each   -­‐What  factors  are  responsible  for   • Students  will  research   statement  is  true  or  false.    Once   genetic  variation  in  a  population?   genetic  disorders  and   they  return  to  their  seats,  they  will   create  Facebook  pages  or  a   be  asked  to  justify  why  they  think   -­‐How  is  probability  related  to   short  research  paper  that   certain  statements  are  false.   genetic  variation?   explains  how  inheritable   Discuss  as  a  class  when  everyone     genetic  variations  may   has  completed  his  or  her   result  from  genetic   justifications.     combinations  in  haploid  sex       cells,  errors  occurring     during  replication,       crossover  between     homologous  chromosomes   during  meiosis,  and     environmental  factors.            
UBD Unit Design Worksheet / Saginaw Valley State University

Students  will  write  or  given   an  oral  presentation   arguing  for  (or  against)   stem  cell  research.    They   must  use  concepts  of   cellular  differentiation  in   their  defense.  

   
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K-­‐W-­‐L:  Give  each  student  three   For  the  unit:   sticky  notes,  with  a  different  color   • Students  will  complete  a   for  each  hour.    On  three  wall-­‐  size   GRASP  to  predict  the   sticky  notes,  write  “I  already   probabilities  of  genetic   knew”,  “I  knew  this  but  I  had   variation  in  a  specific   forgotten”,  and  “I  learned”.    Have   population.   students  fill  out  a  sticky  note  and   place  it  on  each  wall-­‐  sized  note.     • Students  will  take  an   Discuss  as  a  class  trends  in   objective-­‐  based  test  that   learning.    The  following  day,   gauges  their  understanding   revisit  the  charts  and  look  at  the   and  affords  them  practice   responses  from  the  other  hours  as   taking  a  multiple-­‐  choice   well.  This  can  be  done  for  the   test.   main  ideas  of  cell  division,  DNA   and  inheritance  to  gauge   understanding  before  moving  on.   Daily  assignments  and  practice   problems:  Students  will  complete   daily  assignments  and  practice   problems  that  will  be  graded  to   assess  understanding.   Hand  Signals:  “Thumbs  Up/   Thumbs  Down”  will  be  used   throughout  the  unit  to  informally   assess  student  understanding.   Describe  the  assessment/s  and  state  the  prompt  if   applicable.                       X  F          X  S   See  above  for  descriptions     What  type  of  scoring  tools  will  be  used  for   evaluation?   X  Analytic  rubric                       □  Holistic  rubric   □  Criterion  rubric         X  Checklist   X  Answer  Key     X  Other  (Participation)      

       

   

The  National  Geographic  article  will  be  graded  with  an       analytic  rubric.    All  other  materials  will  be  graded  based   on  a  checklist,  answer  key  or  participation  in  activity.    

UBD Unit Design Worksheet / Saginaw Valley State University

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Student  Self-­‐Assessment  and  Reflection:     Students  will  have  continual  opportunities  to  metacognitively  assess  their  knowledge  and  understanding  of   the  subject  matter.    At  the  end  of  every  class,  they  will  be  asked  to  write  down  two  things  that  they   understand  more  clearly  and  two  questions  that  they  still  need  answered.    At  the  beginning  of  class  on  the   following  day,  students  will  engage  in  a  Think-­‐  Pair-­‐  Share  to  share  their  current  understandings  of  the   content  and  discuss  further  questions  that  they  have.    As  a  class,  we  will  reconvene  and  discuss  important   points  and  questions  that  still  have  not  been  answered.  Throughout  the  unit  students  will  engage  in  class   discussions,  activities  and  projects  that  allow  them  to  reflect  on  their  current  understandings  and   demonstrate  their  mastery.    After  the  National  Geographic  article  and  the  unit  test,  students  will  have  the   opportunity  to  complete  a  final  journal  entry  where  they  reflect  on  their  brainstorming  from  the  beginning  of   the  unit  and  discuss  the  content-­‐  specific  and  real  world  knowledge  that  they  will  take  away  from  the  unit.                                                                    
UBD Unit Design Worksheet / Saginaw Valley State University

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Stage  3  -­‐  Learning  Plan   Differentiated  Instruction  (Layers,  Tiered,  etc.):    

C  Level  (All  activities  are  mandatory;  40  points)   1. Vocabulary  dictionary  of  key  terms  from  the  unit.    Students  must  include  a  definition  and  a  symbol  or  image  for   each*  (20  points)   2. “Do  Now”  log  of  bell  work  activities*  (10  points)   3. Brainstorming  prompts*  (10  points)   B  Level  (160  points)   (Students  must  do  1  and  need  to  pick  one  activity  each  from  the  following  clusters:  1  &  2;  3  &  4;  6  &  7;  8  &  9;  10  &  11)   1. DNA  storybook  (50  points)   2. Mitosis  Skit  (20  points)   3. Mitosis  Comic  Strip  (20  points)   4. Stem  Cell  research  argument  (written)  (20  points)   5. Stem  Cell  research  presentation  (3-­‐5  minute  oral  presentation)  (20  points)   6. Facebook  page  (with  3  sources)  (30  points)   7. Research  paper  (2  pages  with  3  sources)  on  a  genetic  disorder.  (30  points)   8. Practice  problems:  Replication,  Transcription,  Translation  (20  points)   9. Design  and  solve  3  problems  involving  the  central  dogma  (20  points)   10. Practice  problems:  Mendelian  genetics  (20  points)   11. Design  and  solve  one  story  problem  requiring  a  monohybrid  cross  and  one  story  problem  requiring  a  dihybrid   cross.  (20  points)   A  Level  (150  points)   (Students  must  do  1  &  2,  and  have  a  choice  between  3  &  4)   1. Unit  Test*  (30  points)   2. GRASP:  National  Geographic  article*  (30  points)   3. Research  the  history,  effects  and  current  outlook  on  cloning.    Write  a  2  page  letter  to  a  congressman  explaining   your  opinions  on  cloning  and  what  stance  you  believe  the  government  should  take  on  the  issue.  (45  points)   4. Research  and  determine  the  criminal  from  a  given  set  of  evidence.    Write  a  2  page  response  explaining  who  the   criminal  is  and  what  evidence  you  have  to  make  that  claim.  (45  points)  

  *denotes  mandatory  activity                

/350  points  

UBD Unit Design Worksheet / Saginaw Valley State University

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Learning  Activities:  (consider  the  WHERE  TO  elements)     W                 Where  are  we  going?  To  a  deeper  understanding  of  the  specific  patterns  and  processes  that  dictate   and  allow  for  a  randomized  population.       Why?  Because  this  empowers  us  to  think  critically  and  engage  in  intellectual  discussion  of  current   genetic  engineering  endeavors,  research  of  genetic  disorders  and  controversial  issues,  such  as  stem   cell  research.    Through  education  and  intellectual  discourse  now,  students  will  be  equipped  to  be  more   thoughtful  future  voters.     What  is  expected?  Discussion  of  the  unit  goal  and  structure,  performance  requirements  and  evaluative   criteria.   H                I  will  hook  student  interest  by  posing  the  question  –  “Are  all  members  of  a  giraffe  population   genetically  distinct?  Why  or  why  not?”    Finally,  I  will  hold  student  interest  through  different   modalities,  allowing  students  to  think  and  express  the  content  in  visual  and  verbal  ways.     E                  Students  will  be  equipped  to  do  well  on  this  unit  through  think-­‐  pair-­‐  share  activities,  a  variety  of   lessons  and  assignments  (both  visual  and  written),  class  discussions,  and  the  final  National  Geographic   article  project.   R                Students  will  be  asked  to  rethink  and  revise  their  work  through  journaling  and  peer  editing  before,   during,  and  after  the  unit  is  completed.  The  National  Geographic  article  is  designed  to  incorporate  all   aspects  of  the  unit  in  written  form  while  allow  students  the  freedom  to  do  so  in  a  creative  way.   E                  Students  will  self-­‐evaluate  through  journaling  activities  and  a  reflection  activity  at  the  end  of  the  unit.   T                  Learning  will  be  tailored  by  using  the  differentiated  instruction  above.   O                The  unit  will  be  organized  so  that  key  concepts  build  upon  one  another.  See  calendar  below  for  day-­‐by-­‐ day  schedule.  

  Essential  Vocabulary   Activation:  To  make  active;  cause  to  function.   Cells:  A  usually  microscopic  structure  containing  genetic  and  cytoplasmic  material  and  enclosed  by  a  semi   permeable  membrane;  the  smallest  unit  of  life.   Cellular  division:  The  process  by  which  a  parent  cell  divides  into  two  or  more  daughter  cells.   Combinations:  To  bring  into  or  join  in  a  close  union  or  whole;  unite.   Crossover:  The  interchange  of  corresponding  chromatid  segments  of  homologous  chromosomes  with  their   linked  genes.     Daughter  cell:  A  cell  that  forms  from  cell  division.   Differentiation:  The  process  by  which  cells  or  tissues  change  from  relatively  generalized  to  specialized  kinds   during  development.   DNA:  Genetic  material  of  a  cell  comprised  of  two  nucleotide  strands.   Environment:  The  aggregate  of  surrounding  things,  conditions,  or  influence.   Environmental  factors:  Any  abiotic  or  biotic  influence  on  living  things.  
UBD Unit Design Worksheet / Saginaw Valley State University

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Error:  A  deviation  of  accuracy  or  correctness.   Expressed:  To  be  active  the  in  the  production  of  a  protein.   Genes:  The  basic  physical  unit  of  heredity.   Growth:  Size  or  stage  of  development.   Haploid:  A  single  set  of  chromosomes.   Homologous:  Having  the  same  alleles  or  genes  in  the  same  order  of  arrangement.   Identical:  Similar  or  alike  in  every  way.   Inactivation:  To  stop  the  activity  of.   Inheritance:  The  genetic  characters  transmitted  from  parent  to  offspring.   Mechanism:  The  means  by  which  a  purpose  is  accomplished.   Meiosis:  The  process  of  gamete  formation.   Mitosis:  The  process  of  somatic  cell  replication.   Model:  A  representation  to  show  the  construction  or  appearance  of  something.   Multicellular:  Consisting  of  more  than  one  cell.   Needs:  A  requirement,  necessary  duty  or  obligation.   Offspring:  A  descendant.   Organ  System:  A  group  of  organs  that  work  together  for  a  specific  task.   Organism:  A  form  of  life  considered  as  an  entity.   Parents:  Any  organism  that  produces  or  generates  another.   Pattern:  A  natural  or  chance  marking,  configuration,  or  design.   Population:  All  of  the  individuals  of  a  specific  type  of  organism  living  in  a  given  area.   Probability:  The  relative  frequency  with  which  an  event  occurs  or  is  likely  to  occur.   Repair:  To  mend.   Replication:  To  copy.   Sex  cells:  A  spermatozoon  or  ovum;  gamete.   Structure:  Anything  composed  of  parts  arranged  together  in  some  way.   Tissue:  An  aggregate  of  similar  cells  and  cell  products  forming  a  definite  kind  of  structural  material  with  a   specific  function.   Traits:  A  distinguishing  characteristic  or  quality.   Variation:  Amount,  rate,  extent,  of  degree  of  change.                                  
UBD Unit Design Worksheet / Saginaw Valley State University

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Sequencing  the  Learning   Monday     Introductory   question  with   journaling     Brainstorm  activity     Chalk  Talk     Class  Discussion   Monday     Mitosis     C  Level  Activities   B  Level  Activities       Exit  Slip:  Stages  of   mitosis       Tuesday     Gallery  Walk     Justifications     Class  discussion       Wednesday     DNA/  Replication     C  Level  Activities   B  Level  Activities   Thursday     DNA/  Replication   Do  Now:  Bases  of   DNA     C  Level  Activities   B  Level  Activities   Friday     DNA/  Replication     C  Level  Activities   B  Level  Activities     K-­‐W-­‐L:  DNA    

 

Tuesday     Mitosis     C  Level  Activities   B  Level  Activities  

Wednesday     Mitosis     C  Level  Activities   B  Level  Activities       K-­‐W-­‐L:  Cell  division    

Thursday     Differentiation     C  Level  Activities   B  Level  Activities        

Friday     Differentiation     C  Level  Activities   B  Level  Activities    

Monday   Tuesday       RNA/  Central  Dogma   RNA/  Central  Dogma     Do  Now:  Bases  of   C  Level  Activities   RNA   B  Level  Activities       C  Level  Activities     B  Level  Activities   Exit  Slip:  DNA  vs.     RNA          

Wednesday     Protein  Synthesis   Do  Now:  Central   dogma     C  Level  Activities   B  Level  Activities    

Thursday     Protein  Synthesis     C  Level  Activities   B  Level  Activities    

Friday     Protein  Synthesis   Do  Now:   Differentiate   Replication,   Transcription  and   Translation  (with   additional   questions,  listed   above  under   “during”)     C  Level  Activities   B  Level  Activities    

UBD Unit Design Worksheet / Saginaw Valley State University

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Monday     Meiosis     C  Level  Activities   B  Level  Activities     Exit  Slip:  Mitosis  vs.   meiosis    

Tuesday     Meiosis     C  Level  Activities   B  Level  Activities            

Wednesday   Thursday   Friday         Meiosis   Genetic  Variation   Genetic  Variation         C  Level  Activities   C  Level  Activities   C  Level  Activities   B  Level  Activities   B  Level  Activities   B  Level  Activities                 Exit  Slip:  Causes  of       genetic  variation                       Homework:  A  level   Homework:  A   Homework:  A  level   activities  (Article  +   level  activities   activities  (Article  +   Choice)   (Article  +  Choice)   Choice)   Wednesday     Test  Review       Thursday     Unit  Test                 Homework:  A   level  activities   (Article  +  Choice)   Friday     Post-­‐  Test   Reflection               A  Level  activities   (2)  due  

Monday   Tuesday       Genetic  Variation   Genetic  Variation       C  Level  Activities   C  Level  Activities   B  Level  Activities   B  Level  Activities       Exit  Slip:  probability   K-­‐W-­‐L:  Genetic   and  genetic  variation   variation       Homework:  A  level   Homework:  A  level   activities  (Article  +   activities  (Article  +   Choice)   Choice)  

 

UBD Unit Design Worksheet / Saginaw Valley State University

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