HEREDITY

=GENES AND HEREDITY=

Essential Questions for Students to consider (prompts for Inquiry):

 * 1) How much of who I am is determined by my genes?
 * 2) How do genes direct life?
 * 3) Are there biological "rules" for ensuring that genetic information is passed on properly?
 * 4) How are humans altering the genes of organisms to make new food, drugs and other products?
 * 5) Should we alter the genes of organisms? If so, when is it acceptable to do so?

Understandings Desired:
Students will understand. ..
 * That genetic information flows from genes to phenotype from DNA → gene → protein(s) → phenotype(s).
 * Genes in a genome have regulatory regions and molecules that interact with them to cause different gene expression in different cells (and at different times) of the same organism.
 * How alleles are passed on to offspring in the gametes and how that passing is influenced by meiosis and fertilization.
 * How the patterns of inheritance of characteristics (phenotype) is affected by alleles received at fertilization (genotype).
 * How the passing of genetic information from generation to generation is different in prokaryotic and eukaryotic organisms.
 * How when to alter genes in an organism.

Key knowledge and skills acquired:
Students will know. ..
 * Molecular structure of of DNA and RNA including nitrogenous bases, nucleotides, hydrogen bonding between nitrogenous bases, DNA double helix.
 * <span style="font-family: 'Arial','sans-serif';">How the order of nitrogenous bases (ATCG) in DNA will result in a spectific order of amino acids in the structure of a protein
 * <span style="font-family: 'Arial','sans-serif';">Steps of Transcription including the roles of RNA polymerase, base pairing, the promoter, transcription factors, and DNA ligase.
 * How RNA modification can alter an RNA transcript in eukaryotes.
 * <span style="font-family: 'Arial','sans-serif';">Steps of Translation including the roles of ribosomal subunits, amino acids, tRNA, mRNA.
 * How genes are mapped.
 * <span style="font-family: 'Arial','sans-serif';">The difference between haploid and diploid cells and correctly identify gametes and somatic cells as such.
 * <span style="font-family: 'Arial','sans-serif';">The steps of meiosis,
 * <span style="font-family: 'Arial','sans-serif';">particularly how genetic variation is derived from crossing over and independent assortment of chromosomes during meiosis.
 * <span style="font-family: 'Arial','sans-serif';">how haploid gametes derived from the process are genetically unique.
 * <span style="font-family: 'Arial','sans-serif';">What alleles are and how they account for autosomal recessive, autosomal dominant, codominant, incomplete dominant, and X-linked recessive patterns of inheritance.
 * <span style="font-family: 'Arial','sans-serif';">The basic steps in order to transfer a new gene, and therefore a new trait, to an organism (transgenic traits).
 * <span style="font-family: 'Arial','sans-serif';">Several applications of biotechnology that impact their life.
 * <span style="font-family: 'Arial','sans-serif';">Genetic Engineering:
 * <span style="font-family: 'Arial','sans-serif';">Selective breeding
 * <span style="font-family: 'Arial','sans-serif';">Hybridization
 * <span style="font-family: 'Arial','sans-serif';">Inbreeding
 * <span style="font-family: 'Arial','sans-serif';">Polyploidy

<span style="color: black; font-family: 'Arial','sans-serif';"> Students will be able to. ..
 * <span style="font-family: 'Arial','sans-serif';">Predict patterns of inheritance based on known genotypic and/or phenotypic data using a Punnett square and laws of probability.
 * <span style="font-family: 'Arial','sans-serif';">Use a pedigree to identify a specific pattern of inheritance and specific genotypes and possible genotypes of individuals.
 * <span style="font-family: 'Arial','sans-serif';">Identify relevant values and beliefs that might inform decisions made about biotechnology.
 * Transform a bacterial cell to express a new trait.
 * <span style="font-family: 'Arial','sans-serif';">Develop skill of data collection, data organization, data analysis, describing data trends, drawing connections between trends and data and biological concepts.

=<span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt;">Performance Task: = >>>
 * **<span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">S <span style="color: black; font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">tudents will conduct a long-term study of a particular gene found in //<span style="font-family: 'Century Schoolbook','serif';">Drosophila // and present the results of their research in the form of a paper, poster session or talk. **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Learner will (as a group of two or three students) maintain two pure bred fly stocks, one wild-type, and one with an inherited variation (vestigal wings, white eyes, etc.). The learner will cross the two stocks by placing males of one stock with virgin females of the other stock. After 4 to 5 days, the group will remove the parents (send them to the morgue!) and await the arrival of offspring. For 10 days after the eclosing of the first offspring, learners will remove the adult offspring of the cross and observe and record the variation of the inherited trait. By comparing the inherited variations among the offspring students will formulate a hypothesis for the pattern of inheritance of the fly trait.
 * [[file:Heredity Perf Task Rubric.pdf]]

Other Evidence (e.g., tests, quizzes, prompts, work samples, observations)

 * Weekly Quizzes
 * Unit Test
 * On-going laboratory notebook record keeping.
 * Student Self-Assessment and Reflection
 * Every week students will write and meet in groups, then in entire class to share what they have learned, how this might connect to larger concepts and questions, what questions have come up, what problems have arrisen, how those problems and questions might be delt with in the following week.

Learning Experiences and Instruction

 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">from //Insights in Biology// Unit 2: Traits and Fates
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Learning Experience 1: Finding the “Gene” in Genetics
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Learning Experience 2: Inherit the Trait
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Learning Experience 3: No Matter What Your Shape
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Learning Experience 4: The Language of Heredity
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 0px; overflow: hidden;">[[file:DNA Timeline Assignment.pdf]]
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Learning Experience 5: Translating the Language of Heredity
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Learning Experience 6: Change in Sequence, Change in Trait
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Learning Experience 7: A Gene for Everything and Every Gene in Its Place
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Learning Experience 8: Legacy of Heredity
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Learning Experience 9: In the Abbey Garden
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Learning Experience 10: Mapping Genetic Traits
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Learning Experience 11: What Mendel Never Knew