Teacher(s) Sreekala.K.

P Subject group and Group 4- biology

course
Genetics
Course part and SL & HL/Year 2 SL- 15 Dates 15thJuly-August
topic hours
Meiosis, Karyograms and Karyotyping
Unit description and texts DP assessment(s) for unit
Formative:
Topic 3 : Genetics
This topic outline the relationship between gene, DNA, and the chromosomes. Genetic vocabulary dictionary,
It has a connection with the structure of DNA (2.7) and how the mutation can
be caused by the difference in the base sequence of nucleitides. Preparation of Karyogram from paper models to identify the sex or genetic
malfunction
This topic also explains a detailed events takes place during meiosis and
variation with respect to the sexual reproduction. Summative assessment :

This chapter recapitulate the Mendels experiments on peaplants and various Class test
applications of it in sex determinations, X-linked characters, Inheritance of (Test will be taken from cells topic to assess their knowledge at the end of
sickle cell anemia and its correlation with the malarial parasite. unit.)
This chapter also explains the technique involved in genetics studies like
Karyo typinf PCR, Electeophorosis, Biolotechnology and genetic engineering. Term Examination

Paper1- MCQs

Paper 2 – Data Analysis, Structural factal questions and Extended responses

INQUIRY: establishing purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer”, or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.

Students will understand how genes combine randomly to provide new combinents that are different from both the paents there by causing natural variation.
These are the consequenses of cell division, and how these combinations reflect the effect of the environment.
Students will demonstrate their understanding by writing organised, precisely worded essaysand short answers that use support from annotated diagrams of

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different stages of meiosis and its relationship with sexual reproduction as well as interpreting and analysing karograms.
Students will demonstrate their understanding of the effects of having access to the information in a gentic make up by effectively reasearching, discussing
and debating the topic of abortion, gender selection, genetic screening and chromosomal abnormalities.

Essential understandings
List here the key content/skills/concepts that students will know/developby the end of the unit.

Students will know the following content:

• A gene is a heritable factor that consists of a length of DNA and influences a specific characteristic.
• A gene occupies a specific position on a chromosome.
• The various specific forms of a gene are alleles.
• Alleles differ from each other by one or only a few bases.
• New alleles are formed by mutation.
• The genome is the whole of the genetic information of an organism.
• The entire base sequence of human genes was sequenced in the Human Genome Project.
• Prokaryotes have one chromosome consisting of a circular DNA molecule.
• Some prokaryotes also have plasmids but eukaryotes do not.
• Eukaryote chromosomes are linear DNA molecules associated with histone proteins.
• In a eukaryote species there are different chromosomes that carry different genes.
• Homologous chromosomes carry the same sequence of genes but not necessarily the same alleles of those genes.
• Diploid nuclei have pairs of homologous chromosomes.
• Haploid nuclei have one chromosome of each pair.
• The number of chromosomes is a characteristic feature of members of a species.
• A karyogram shows the chromosomes of an organism in homologous pairs of decreasing length.
• Sex is determined by sex chromosomes and autosomes are chromosomes that do not determine sex.
• One diploid nucleus divides by meiosis to produce four haploid nuclei.
• The halving of the chromosome number allows a sexual life cycle with fusion of gametes.
• DNA is replicated before meiosis so that all chromosomes consist of two sister chromatids.
• The early stages of meiosis involve pairing of homologous chromosomes and crossing over followed by condensation.
• Orientation of pairs of homologous chromosomes prior to separation is random.
• Separation of pairs of homologous chromosomes in the first division of meiosis halves the chromosome number.
• Crossing over and random orientation promotes genetic variation.
• Fusion of gametes from different parents promotes genetic variation.
• Mendel discovered the principles of inheritance with experiments in which large numbers of pea plants were crossed.
• Gametes are haploid so contain only one allele of each gene.

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• The two alleles of each gene separate into different haploid daughter nuclei during meiosis.
• Fusion of gametes results in diploid zygotes with two alleles of each gene that may be the same allele or different alleles.
• Dominant alleles mask the effects of recessive alleles but co-dominant alleles have joint effects.
• Many genetic diseases in humans are due to recessive alleles of autosomal genes, although some genetic diseases are due to dominant or co-
dominant alleles.
• Some genetic diseases are sex-linked. The pattern of inheritance is different with sex-linked genes due to their location on sex chromosomes.
• Many genetic diseases have been identified in humans but most are very rare.
• Radiation and mutagenic chemicals increase the mutation rate and can cause genetic diseases and cancer.
Students will develop the following skills:
 Use of a database to determine differences in the base sequence of a gene in two species.
 Use of a database to determine differences in the base sequence of a gene in two species.
 Drawing diagrams to show the stages of meiosis resulting in the formation of four haploid cells.
 Construction of Punnett grids for predicting the outcomes of monohybrid genetic crosses.
 Comparison of predicted and actual outcomes of genetic crosses using real data.
 Analysis of pedigree charts to deduce the pattern of inheritance of genetic diseases.

Students will grasp the following concepts:

 Certain beliefs remain in a culture for long periods of time.
 Gender discrimination and pre-natal screening can lead to increased rates of abortion.
 Social stigmatization has an effect on family life.
 Scientific discoveries require time, meticulous observations and acceptance by the scientific community.
 There are differences between laws and theories in science.
 Developments in scientific research follow improvements in technology—gene sequencers are used for the sequencing of genes.
 Developments in research follow improvements in techniques—autoradiography was used to establish the length of DNA molecules in chromosomes
 Making careful observations—meiosis was discovered by microscope examination of dividing germ-line cells.
 Making quantitative measurements with replicates to ensure reliability. Mendel’s genetic crosses with pea plants generated numerical data.

Missed concepts/misunderstandings
List here likely misunderstandings students may have during the unit with relation to skills, content and concepts.

Content-based:

 Chromosomes, chromatin and chromatids are different in both the time of the life cycle when they exist, as well as how they behave.

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  Both meiosis I and II can lead to non-disjunction, and this can happen in men and women.
 If a cell is undergoing meiosis with non-disjunction it can produce cells that have more than and less than the ideal number of chromosomes.
 Not all cells have 23 pairs of chromosomes in humans, let alone in other species.
 Independent assortment and random orientation of chromosomes are associated but are two different concepts.
Skills-based:
 Identifying the stage of meiosis a cell is at through the microscope can be difficult as a cell can be starting one stage and finishing another at the same
time.
 Understanding a karyotype is not usually a problem, however representing it with a proper genetic notation is trickier.
 Common misconception of what the X and Y chromosomes look like in a karyotype.
 Onion root tip squash is meticulous and precise; students usually struggle with the manipulation.

Concepts-based:
 Common misconception that the reasons people seek abortion are singular, simple, and ethically clear.
 Common misconception that understanding our genetic information has happened for a long time.
 Common misconception that a law is the same as a theory.

Inquiry questions
List here the understandings above written in question form, preferably as ones that inspire students to answer them. Feel free to create additional questions
that help inspire further inquiry in the unit but may not directly connect to an above essential understanding.
Content-based:

1. What is meiosis and how does it happen?

2. When and where does meiosis happen?
3. What are the differences between a homologous chromosome and sister chromatids?
4. What are the differences between these and chromatin?
5. How are Mendel’s laws associated with meiosis?
6. What is a karyogram and what does it show?
7. What is the difference between a karyogram and a karyotype?
8. What is the difference between meiosis and mitosis?
9. What are the stages of meiosis? What happens to the chromosomes in these stages?
10. What is the relationship between crossing over, homologous chromosomes, random orientation and variation?
11. What happens if meiosis goes wrong? How do you know?
12. What is the relationship between karyotypes, non-disjunction and meiosis?

Skills-based:
6. Identifying the stage of meiosis a cell is at through the microscope can be difficult as a cell can be starting one stage and finishing another at the same time.
7. Understanding a karyotype is not usually a problem, however representing it with a proper genetic notation is trickier.
8. Common misconception of what the X and Y chromosomes look like in a karyotype.

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9. Onion root tip squash is meticulous and precise; students usually struggle with the manipulation.

Concepts-based:
10. Common misconception that the reasons people seek abortion are singular, simple, and ethically clear.
11. Common misconception that understanding our genetic information has happened for a long time.
12. Common misconception that a law is the same as a theory.

Skills-based:
13. What does a cell undergoing meiosis look like through a microscope?
14. How do diagrams of cells undergoing meiosis look like?
15. How do you obtain cells for making a karyogram?
16. How do you analyse a karyogram?
17. How can you explain the relationship between meiosis, variation, sexual reproduction and evolution?

Concepts-based:

1. What role do biological and genetic factors play in someone’s decision to undergo an abortion?
2. Who should have access to the genetic information of a patient?
3. Who should control what can and can’t be done with the genetic information of an individual?
4. What makes religious/cultural beliefs so difficult to change? When is it acceptable that they don’t?
5. If you are aware of the risks of having a child, should you still decide to?
6. Why are scientists resilient to change? Why are scientific “truths” difficult to change?
7. Can a theory become a law?

ACTION: teaching and learning through inquiry

Essential understanding goals Assessment of essential understanding goals Learning process

Copy and paste the essential understanding goals from Write a 1:1 matching assessment for all goals.
above “Inquiry” section. Assessments should be labelled formative (F) or
summative (S).
Check the boxes for any
pedagogical approaches used
during the unit. Aim for a variety
of approaches to help facilitate
learning.

Students will know the following content: Content-based: Lecture

1. Students will be able to define what a homologous Socratic seminar
chromosome is, as well as distinguish between them and
Formative: Small group/pair work
sister chromatids.
2. Students will be able to state that meiosis is a reduction Students will be asked to make a power point Powerpoint lecture/notes
division of a diploid nucleus to form haploid nuclei. presentation on the differences between plant and

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3. Students will be able to state Mendel’s Law of
animal cells, eukaryotic and prokaryotic cells,and how Individual presentations
Independent Assortment.
cells maintain their activities
4. Students will be able to state that a karyogram shows the Group presentations
chromosomes of an organism in homologous pairs of
decreasing length. Student lecture/leading
5. Students will be able to distinguish between meiosis and Interdisciplinary learning
mitosis. Skills-based:
6. Students will be able to outline the stages of meiosis and Details:
Summative assessment :
describe the behaviour of chromosomes in these. Other/s:
7. Students will be able to outline the relationship between Students will prepare slides of animal and plant cells
crossing over, homologous chromosomes, random and will calculate magnification.
orientation and variation.
8. Students will be able to describe the methods of obtaining
cells for making a karyogram. Concept-based:
(Test will be taken from cells topic to assess their
9. Students will be able to explain the relationship between knowledge at the end of unit.)
karyotypes, non-disjunction and meiosis.

Students will develop the following skills:

10. Students will be able to identify the stages of meiosis by

looking at cells through a microscope.
11. Students will be able to identify the stages of meiosis by
staining tissues containing germ-line cells.
12. Students will be able to identify the stages of meiosis
when looking at diagrams.
13. Students will be able to make annotated diagrams of the
stages of meiosis.
14. Students will explain and analyse a karyogram.
15. Students will be able to write about the relationship
between meiosis, variation, sexual reproduction and
evolution.

Students will grasp the following concepts:

16. Certain beliefs remain in a culture for long periods of

time.
17. Gender discrimination and pre-natal screening can lead
to increased rates of abortion.
18. Social stigmatization has an effect on family life.
19. Scientific discoveries require time, meticulous

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observations and acceptance by the scientific community.
20. There are differences between laws and theories in
science.

Resources

IB Biology Course Book: 2014 Edition: Oxford IB Diploma Program

Biology for the IB diploma by C.J.Clegg
Biology for the IB Diploma Course book by Brenda Walpole ,Ashby Merson -Davies

https://www.youtube.com/watch?v=DwAFZb8juMQ

Approaches to learning (ATL) Metacognition Differentiation:

Check the boxes for any explicit approaches to
learning connections made during the unit. For
more information on ATL, please seethe guide.
Check the boxes for any metacognitive approaches For more information on the IB’s approach to
used that ask students to reflect on unit content, differentiation, please seethe guide.
their own skills, or unit concepts. For more
information on the IB’s approach to
metacognition, please see the guide.

Thinking Reflection on content Affirm identity—build self-esteem

Social Reflection on skills Value prior knowledge
Communication Reflection on concepts Scaffold learning
Self-management Details: Extend learning
Research Mind maps, graphic organizer, Animations, quizes Details:
Details: Summative assessment : Student’s prior knowledge will be judged by
Students will prepare slides of animal and plant having a class discussion in order to be sure where
Thinking :
cells and will calculate magnification. to start from.
Draw reasonable conclusions and generalization.
Weak students will be paired with bright students
 To identify the genetic disorder by so that can help their peers progress.

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 interpretation of the given Karyo gram.
Self-management:
Create plans to prepare for summative
assessments(examinations and performance).

Language and learning TOK connections CAS connections

Check the boxes for any explicit language and Check the boxes for any explicit TOK connections Check the boxes for any explicit CAS connections.
learning connections made during the unit. For made during the unit. If you check any of the boxes, provide a brief note
more information on the IB’s approach to in the “details” section explaining how students
language and learning, please seethe guide. engaged in CAS for this unit.

Activating background knowledge Personal and shared knowledge Creativity

Scaffolding for new learning Ways of knowing Activity
Acquisition of new learning through practice Areas of knowledge Service
Demonstrating proficiency The knowledge framework Details:
Details: Details:
 KWL Chart • In 1922 the number of chromosomes counted in a
 CALP data analysis activity. human cell was 48. This
 Ethical issues in connection with abortion. remained the established number for 30 years,
even though a review of
photographic evidence from the time clearly
showed that there were 46.
“ For
what reasons do existing beliefs carry a certain
inertia?”

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REFLECTION: Considering the planning, process and impact of the inquiry

What worked well What didn’t work well Notes/changes/suggestions:

Transfer goals
List the transfer goals from the beginning of this unit planner.

Transfer reflection
How successful were the students in achieving the transfer goals by the end of the unit?

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