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Mendels Genetics
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Monday: A Day

Aim: How are traits passed from parents to thier offspring?

Do Now: Using the overhead show students the punnett square. Give three scenarios on the board and ask students to porject the outcome of the joining of these parents genotypes. Get lab folders and bring to desk. Lab #21 Offspring Determination

Procedure: What is the difference between expected results and observed results? Review genotype and phenotype again. Explain that their is an easier way to figure out what combinations can occur between the egg and the sperm for an organisms traits. Punnett square: A way to show which genes combine when the egg and sperm join. RULE: Capital letter represents the dominant gene and a lower case represents the recessive gene. Ex: F for free lobe and f for attached lobe. Create a punnet square and explain the expected results for the ear lobe trait. Discuss expected vs. observed results. Then complete a punnet square for eye color. B for Brown eyed and b for blue eyed. Use the overhead to have students practice with punnett squares for other traits.  Complete Lab 21 Book #26-2. What determines how offspring will look? Page 556 of text. Use white beans and red beans in a paper bag. Use R for doinant red adn r for recessive white. Complete punnett squares to show expected results and then put the beans in the bag and remove one and then another. These stand for the gene combination that results when the egg and sperm join. Record your results in a table. Write a hypothesis for how many RR, rr, Rr combinations you will get in 40 trials. Record resluts and analyze your table and answer questions to complete lab.

Homework # 12: Complete the punnett square worksheet.

Tuesday: B Day

Aim: Why is Gregor Mendel's work important?

Do Now: What is the difference between your genotype and your phenotype?

Procedure: Discuss Gregor Mendel. Monk from Austria who conducted experimants with pea plants and from his experiments he was able to explain some basic laws of genetics. He looked at several traits See chart in UPCO book on page391 and discuss traits. Use overhead to show chart from page 393. Point out that Mendel did not know about genes or chromosomes but theroized dominance and recessive traits. Show students a genetic cross so they appreciate the punnett square. Practice using the punnett sqaure for expected results. Use the chart on page 396 and dictate to students the genotypes they will use to cross test.

Homework #13: UPCO Text: page 395-396 Read H and I answer all questions on both pages.

Wednesday: A Day

Aim: What are the laws of chance and probability?

Do Now: Draw a genetic cross between a heterozygous tall pea plant (Tt) and a homozygous tall pea plant (TT) Parents: Gametes: and Offspring. Then make a punnett square for the same genetic cross

Procedure: Probability tells you how much chance there is for something to happen. Tossing a coin: 50/50 heads or tails. Probability predictions are based on large numbers of events. Lab #22  Testing Probability Laws Page 401-402 of UPCO Book  Students will complete this lab.

Homework #14: Complete page 400 of UPCO book Skill Practice Q. # 1-4

Thursday: B Day

Aim: To reveiw Chapter 26: Inherited Traits

Do Now: Take a study guide packet to your desk

Procedure: Students will complete the study quide packets and reveiw for the exam on Inherited traits.

Homework#14: Complete page 405 in your UPCO text.

Friday: A Day

Aim: To evaluate our knowledge of Inherited traits

Do Now: Play a reveiw game of Jeopardy or Tic Tac Science prior to exam

Procedure: Students will have the Inherited traits exam read to them  to evaluate their knowledge of Gregor Mendel's work, the value of the punnet square, probability, distinguish between dominant and recessive genes, and to describe how different gene combinations result from fertilization and how traits are passed from parent to offspring.

Have A Fantastic Weekend!

 

Monday: B Day

Aim: What is incomplete dominance?

Do Now: Take the reteaching worksheet and complete the chromosome number reveiw questions.

Procedure: We will revisit the human traits that we discussed in the last chapter: earlobe attachment, dimples, thumbs, cleft chin, straight hair, etc. You know the difference between a recessive trait ans a dominant trait. There are some traits that are neither totally recessive or totally dominant. This is called incomplete dominance.  If you put a piece of blue glass over a piece of yellow glass you would see green. If one was dominant and the other recessive the dominant would show, however in incomplete dominance a new trait shows, one that is a blend of the dominant and recessive traits. Blend pure dominant snapdragons with pure white snapdragons and the offspring are pink. The genes themselves DO NOT combine. If two pink snapdragons are mated they produce, one red, one white and two pinks again.  Discuss red blood cells. Look at the transparency master and explain incomplete dominance. Sickle cell anemia is a genetic disorder in which all the red blood cells are shaped like sickles. This is hereditary. EXTRA CREDIT: Discuss this ethical question in a one page paper: Can couples choose the sexes of their children? See page 569 for situations: Write the situation you chose and explain your answer scientifically and morally.

Homework : There will be a notebook check tomorrow. Your homework is to organize your materials in your binder and worksheet folder.

Tuesday: A Day

Aim: What human traits show incomplete dominance?

Do Now: Using the table for Blood types and genes on page 575 of Glencoe text, create two punnett squares to show the expected results of the blood type of offspring if the following parents mated. Type O with Type B and Type AB with Type A. What are the results? Draw the key, the cross and the explain the results.

Procedure: Are you color blind? Draw an example of female genes and male genes on the boar. Show four sex linked genes. Blood clotting, color vision, tooth color, and skin dryness. Explain how a make is nore likely to be born with color blindness than a female. Color blindness is a problem in which red and green look like shades of gray or other colors. Have students all take the color blindness test. Use the overhead with a color blindness transparency and ask each student to come up and tell you what they see on the transparency. Then have students predict results if a woman with CC genes and a man with a c gene on his X chromosome had children. Create punnett square. Use the reteaching worksheet for colorblindness.

Homework #16 : The gene for nearsightedness in humans is found on the X chromosome. A boy has a nearsighted father. Does this mean the boy will become nearsighted. Why or why not? Explain your answer.

Wednesday: B Day

Aim: Which human traits are more common?

Do Now: Students must get lab folders, record lab. Lab #22 Human Traits. Give students a Glencoe text book and have them turn to page 577. Students will have to copy the data table onto a sheet of paper: Trait: Dominant or Recessive

Procedure: Allow students to choose a partner adn have them check one another for each of the traits. They must place a check mark in the table if they have the dominant or recessive trait. The dominant and recessive trait is located on the bottom of the page in a chart already completed. I will draw the same table on the board and we will compare results when finished. Students must answer all the questions for the lab. Data and observation 1-2 and Analyze and Apply 1a, b, c and 2.  Have students in period 6 change brood and give the ducklings water and food.

Thursday: A Day Intercultural Fair

Aim: What are genetic disorders?

Do Now: Write five words on the board and make most of the letters backwards. Ask students to read these and define them. This will lead us into our discussion of genetic disorders. One of them being dyslexia. Take a Glencoe text to your desk. PAGE 578-580

Procedure: Explain how errors in chromosome numbers can occur during meiosis when the sister chromatids are supposed to pull apart and don't. They get stuck together. This is called dysjunction.  Read this directly from the text book and allow students to look at diagrams to help understand the concept. PUT THE IDEA MAP ON BOARD AS NOTES. The inablility to produce sex cells and death are resluts of haveing dysjunction in your chromosome patterns. Down sydrome comes from having an extra autosome (body cell). Genetic disorders such as hemophelia are caused by having the gene for the disorder. It almost always shows up in males. Can a female get hemophelia? How? Explain. Dyslexia is also a disorder caused by a dominant gene inherited on a body cell. Use the SKILL worksheet to look at genetic disorders in newborn babies and practice graphing skills.

Friday: B Day      THIRD QUARTER ENDS

Aim: What does it mean when you hear "It Runs In The Family"?

Do Now: Using your text book define Genetic Counseling: Page 580

Procedure: Discuss genetic counseling and why there may be a need for it within a family. Use the questions on page 580 as a guide and have children chart how a child would get cystic fibrosis from two parents that do not have the disease.  Distribute study guide packets and begin reviewing chapter 27 for out test next Tuesday.

Monday: A Day

Aim: What knowledge have I gained about genetics?

Do Now: Solve: In a certain species of meadow mouse, a dark coat is dominant over a cream coat. If you  cross a heterozygous dark coated male with a cream coated female, what are the expected phenotypes? Use a punnett square to display your answer and explain your results. Let D stand for dark a d for cream coated.

Procedure: Take out your study guides and continue to complete each sheet. We will play bio-bee with the study guides.

Homework #1: There will be a test WEDNESDAY. Complete the chapter review sheets tonight for use tomorrow.

Tuesday: B Day

Aim: What do we know about chromosomes and genes?

Do Now: Check answers with the overhead projector or the answer key after having homework checked in.

Procedure: Students will watch a video titled: Chromosomes and Genes. The video is very entertaining and reveiws genetic unit quite nicely. Each student will be given the opportunity to earn five extra points by naming all the reporters that provide the information on the video.

Homework : Test tomorrow. Be prepared. Study your study guides, chapter review sheets and your notes on genetics.

Wednesday: A Day: Annual Reviews

Aim: To evaluate our knowledge of genetics.

Do Now: Students must clean off desks and have something to write with.

Procedure: The test will be read aloud to the class to improve thier listening comprehension skills. When finished the class may use the computers or read a science news magazine.

Thursday: B Day

Aim: What is the composition and structure of DNA?

Do Now: Do you know of any codes? Do you use codes? Zip code, braille, morse code, etc.

Procedure: Explain how scientists performed experiments in late 1800's and early 1900's that led to the discovery of DNA in the 50's.Use the overhead to discuss the Griffith experiment with mice and bacteria Type S and Type R.  Discuss the composition of DNA(deoxyribonucleic acid) P.A. Levene 1920's  All living things contain DNA in their cells. Draw a ladder on the board and explain that the shape of DNA is a helix which is like a twisted ladder. The sides of the ladder are made up of alternating sugars and acids. The rungs (steps) are made up of nitrogen bases: Adenine, thymine, guanine, and cytosine. Each is represented with the first letter of the base capitalized.  The composition was founded by Levene but it was James Watson and Francis Crick, two scientists in the 1950's that discovered the structural makeup of DNA. They coined DNA a double helix. Show model.  A will only join to T and C will only join with G. Watson and Crick won the Nobel Prize. AGGTTAC was be complimented with the strand TCCAATG. Distribute papers to students with genetic codes and have them write the complimentary strand for it.

 Friday: A Day     

Aim: What does a model of DNA look like?

Do Now: Put these in order of size: cell , DNA, chromosome, nucleus, and organism

Procedure: Please get lab folders and record Lab 23: DNA Models. Take one of the models to your seat and begin following directions. Students will create a model of the double helix and will consciously create a working, accurate model using the information they learned yesterday.

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