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Unit Name: Genetic Processes - Grade 11 University

Big Idea: Genetic processes - Genetic expression allows for variation

Guiding Questions:
- Should we eliminate genetic disorders?
- Social and ethical implications
- Why is marrying close relatives taboo in all societies?

These questions tie in the following concepts:

How is genetic information transmitted to offspring?

Mitosis, meiosis, Mendelian genetics/laws
What can go wrong, and what are the effects?
How can this be fixed/enhanced?
Gene therapy, reproductive technologies

Essential Learnings/Learning Goals/Success Criteria

I can describe and explain the Mendelian laws of genetics

I understand genetic material and structure
Structure of DNA, coding sequence, genes, location of genes
I can explain the difference between phenotypic and genotypic traits
I can draw and complete a Punnett Square (dihybrid, monohybrid, codominance)
I can draw, explain, and compare the processes of mitosis and meiosis
I can deliver an effective presentation

Struggles & Supports

- Understanding the difference between Mitosis and meiosis
- Where/when this occurs
- Understanding the language of genetics and using it appropriately (e.g.
chromosomes vs. chromatids)
- Structure of DNA and genes

Forms of Assessment:

Culminating Tasks
Poster board presentations in a science fair/symposium format. Students work in
groups on case studies related to:
1) Causes and implications of sex-linked diseases/genetic disorders
E.g. Non-disjunction (Down Syndrome, Turners Syndrome, Klinefelters, Edwards
Syndrome, Pataus Syndrome)
What the genetic disorder is, how it occurs and is passed on through generations,
treatments available, current research into new treatments, social and ethical
implications of treatments or research in this area

2) Family history of disease

E.g. Hemophilia (Queen Victoria), polydactyly (Amish), the Habsburg Jaw, Ancon
Make family trees, explain carriers and how it is passed down, genotypes and

- Also give a unit test with questions relating to all topics covered in the unit.


Use formative assessment strategies to keep track of student progress on classroom

- Students upload photos/videos of work, teacher provides descriptive feedback
- Exit cards

- Mendelian Genetics - Punnett squares - students complete and design questions,

swap and answer other students questions
- Pedigree murder mystery
- Comparing mitosis and meiosis - assemble parts to show the stages in order - use
craft supplies or cookies/candy - can also use this as a form of assessment
- Investigate history and discovery of DNA
- Genetic modifications
- Genetic testing