� UNIT PLAN TEMPLATE

TEACHER Adam Firlotte & Austin Allen

Subject/Class/Course Biology
Unit Title Genetic Continuity
Grade Level 12 Duration: 45 hours Date/s: March 16

Summary of Unit
This unit explores cell mitosis in which individual cells reproduce asexually, and meiosis in which cells reproduce
sexually. DNA and its roles in reproduction and protein synthesis will be explored along with Mendelian genetics, trait
inheritance, and genetic mutations.

Objectives/Outcomes
GCOs
 Mitosis and cellular reproduction - review the molecular structure of carbohydrates, proteins, lipids
and nucleic acids. Describe the cell cycle - growth, chromosome replication, mitosis and cytokineses.
Explore regulation of cell growth and the relationship to cancer. (7 hours)
 Meiosis and production of gametes - study the events of meiosis, and the opportunity for variation
with crossing over and non-disjunction. Identify a variety of karyotypes and consider ethics with
reference to diagnosis of chromosomal abnormalities. (3 hours)
 DNA structure and replication - investigate the historical context of the discovery and
understanding of the gene. Study the structure and replication of DNA. (8 hours)
 Gene Expression: Protein synthesis and genetic mutation - study the structure and role of DNA
and RNA in protein synthesis, and the causes and consequences of genetic mutation. (7 hours)
 Mendelian Genetics - demonstrate an understanding of complete, incomplete and codominance,
segregation and independent assortment, monohybrid and dihybrid crosses. Use probability to predict
outcomes of genetic crosses. (5 hours)
 Inheritance - investigate inheritance of various traits and how their expression can be influenced by
environmental factors. (5 hours)
 Genetic Engineering/ Human Genomics - study the techniques used in genetic engineering,
research and debate the risks, concerns and benefits to people and the natural environment. Research
and discuss the significance, benefits and ethical issues surrounding the Human Genome project, and
other Human DNA analysis. (10 hours)

Assessment
Formative: Assessment will be done periodically throughout the term in the form of lab reports,
participation in lab activities, group discussions, and debates on various topics.

Summative: There will be a test on each of the units covered throughout the term, and the final projects will
be submitted for grading as well based on their level of effort and how effectively they relate the information
relevant to their topic.

Instruction
The unit will be demonstrated through a series of activities, labs, and research presentations to ensure deeper
understanding of the content.
 Group work in dry/wet labs
 Individual or group work on research presentations
 Individual or group work on unit project
 Group discussions and debates on various topics within the unit
 Computer lab activities

Lesson One: Mitosis and Cellular Reproduction

SCO:
(213-3, 214-9, 215-2, 313-2) Observe, identify and describe the events of the plant and animal cell cycle,
including growth, cytokinesis and chromosome behaviour during mitosis.
(313-2, 315-2) Explain the role of chromosomes and the importance of maintaining the chromosome number
through cellular reproduction.
(313-2) Investigate controls on cell division including physical and molecular cell cycle regulators;
Investigate the link between mitosis and cancer, including links to gene p53.
(317-5) Research the methods used to treat cancer and evaluate the physiological and ethical consequences of
medical treatments such as radiation therapy and chemotherapy.
Activities:
Labs – light microscopy of prepared slides with the cell cycle for plant and animal cell
Guest speaker on cancer research
Assessment:
 Draw the cell cycle from the slides in lab
 Summary paper on guest speaker
 Lab write ups
 Cell cycle mini presentations
 Quiz
 Test

Lesson Two: Meiosis and Production of Gametes

SCO:
(313-2) Describe, in detail, the events of meiosis (reduction-division) and cytokinesis; Explain the necessity
of chromosome reduction during the production of sex cells; Describe the crossing-over process and explain
its role in helping randomize the gene combinations for sex cells.
(115-3, 315-2) Describe and illustrate the role of chromosomes in the transmission of hereditary information
from one cell to another.
(313- 2, 315-2) Analyze and identify normal and abnormal human karyotypes; Describe non-disjunction in
human karyotypes and the conditions it may causes such as Down's syndrome, and Turner’s syndrome.
Activities:
Lab – light microscopy of prepared slides of meiosis

Assessment:
 Draw meiosis stages
 Quiz
 Test
 Lab write ups

Lesson Three: DNA Structure and Replication

SCO:
(114-2, 115-3, 315-1, 315-3) Summarize the main scientific discoveries that led to the modern concept of the
gene.
(314-3) Identify and describe the structure and function of nucleic acids.
(115-3, 315-1) Describe the Watson and Crick double helix model of DNA.
(315-5) Diagram and explain the process of DNA replication.
Activities:
DNA mini model making – popsicle stick models
Video on DNA replication

Assessment:
 Research project – students will work in groups to research scientific discoveries that led to the
modern concept of the gene


Lesson Four: Gene Expression: Protein synthesis and genetic mutation

SCO:
(115-3, 315-4) Compare and contrast the structure of DNA and tRNA, mRNA and rRNA explain their role in
protein synthesis.
(315-4) Demonstrate an understanding of the process of protein synthesis through illustrations and
explanations.
(118-2, 315-4, 315-7)
Explain what is meant by a gene mutation and predict, in general, the effect on protein synthesis. Describe
how a mutation can be a source of genetic variability.
(118-2, 315-2, 315-3, 317-4, 315-6, 315-7, 315-8) Describe factors that can lead to mutations, including those
that cause genetic diseases.
Activities:
Demonstrate to the students a drawn model depicting protein synthesis
Demonstrate how to give a brief explanation of one element of gene mutation
Assessment:
 Students will get into pairs of two and come up with brief explanations of one of the areas we are
covering in this unit. Students will have the opportunity at the beginning of the term to choose when
(and on what topic) they are interested in presenting. Presentations will be about 5-10 minutes in
length each and will take place at the beginning of each module.
 Quiz
 Test

Lesson Five: Mendelian Genetics

SCO:
(315-3) Briefly describe the life and work of Gregor Mendel and the beginning of an understanding of the
basis of inheritance patterns; Explain the influence of multiple alleles and polygenic traits, plyotropic and
epistatic on inheritance patterns; Predict the outcome of monohybrid and dihybrid crosses using genotypic
and phenotypic ratios.
(212-4, 214-5, 214-12,315- 2, 315-3) Demonstrate an understanding of Mendelian genetics, including the
concepts of independent assortment, complete dominance, incomplete dominance, codominance.
(212-4, 214-5, 214-12, 315- 2, 315-3) Explain and illustrate how probability techniques are used to predict
the outcome of various genetic crosses.
Activities: Group discussions involving the predictions of various genetic outcomes based on probability
Assessment:
 Formative assessment throughout via C4U
 Read and respond briefly to an article about Mendel’s life prior to class discussion
 Quiz on genetic probability

Materials, Technologies, Safety or Special Considerations

  Materials for lab – light microscopy of prepared slides of meiosis
 Dry/wet lab materials and room reservation
 Computer room reservation if students need access for researching their project topics
 Group and individual unit project outlines
 Quizzes and tests for summative assessments
 Article on Mendel

Special Considerations:
 Be aware of MIs in the classroom and ensure that students who benefit from discussion more than
reading textbooks have their needs met. Similarly, ensure the inclusion of hands-on experience via
both projects and labs to engage the students who work best that way.

Reflection
Were my students successful in meeting the outcomes and objectives? How do I know? Did my instructional
decisions meet the needs of all students? What could I do to improve the lesson/s?