Genetics

Attached is a PBL unit that works though various topics in genetics. On 1/6/11 the teachers that came to work on the wiki thought we would start the genetics unit in our classrooms with this PBL. If you have any questions please contact (Tonya Sharp, Deb Pasley, or Diana Grier)

Updated scoring guide for processes 3.3.A.8.a Compare and contrast the processes of asexual and sexual reproduction, including the type and number of cells involved (one body cell in asexual, two sex cells in sexual), and the number of gene sets (body cell has two sets, sex cells have one set each) passed from parent(s) to offspring
 * ** Topic ** || ** Shared by ** || ** Description of lesson ** || ** Attachments ** ||
 * Punnett Square || Tonya Sharp || Assessment (Bent Fingers) || [[file:PunnettSquare assessment 1.docx]] ||
 * Benchmark || Tonya Sharp || Practice items found online || [[file:Practice Items for BM 3.docx]] ||
 * SpongeBob Genetics || Drew Stewart ||  || [|SpongeBob Genetics] ||
 * SpongeBob Genetics 2 ||  ||   || [|SpongeBob Genetics 2] ||
 * SpongeBob Quiz ||  ||   || [|SpongeBob Quiz] ||
 * Genetics with smile ||  ||   || [|Genetics with Smile] ||
 * Ozzy's Genome || Andy Hope ||  || [[file:Ozzy Osbourne genome.doc]] ||
 * Genetics Vocab Cards || Tonya Sharp || Set of vocab cards my students in tutoring helped be make (definitions are not formal) || [|Quizlet Link] ||
 * Vocab and Concept Review || Tonya Sharp || tool to review concepts || [[file:Vocabulary for genetics.doc]] ||
 * Dominant and Recessive Traits || Tonya Sharp || A webpage that lists common dominant and recessive traits that students could use to generate ideas for collecting & analyze genetics data || [[file:Dominant & Recessive Genes.webarchive]] ||
 * Pollination Parts and Process || [[image:http://www.wikispaces.com/i/editor/insert_table.gif width="1"]]Julia Chambers || A power point that shows step by step the pollination process || [[file:Fertilization Begins with Pollen.pptx]] ||
 * Misc Info || Tonya Sharp || Site to explore that has a variety of simulations and text divided by topics in genetics || http://www.dnaftb.org/## ||

3.3.A.8.b Identify examples of asexual reproduction (i//.//e., plants budding, binary fission of single cell organisms )

3.3.A.8.c Compare and contrast the reproductive mechanisms of classes of vertebrates (i.e., internal vs. external fertilization)

3.3.A.8.d Describe how flowering plants reproduce sexually

3.3.C.8.a-c a. Identify chromosomes as cellular structures that occur in pairs that carry hereditary information in units called genes b. Recognize and describe how when asexual reproduction occurs, the same genetic information found in the parent cell is copied and passed on to each new daughter cell (Assess only the concept – not the term or process of mitosis) c. Recognize and describe how when sexual reproduction occurs, genetic material from both parents is passed on and combined to form the genetic code for the new organism (Assess only the concept – not the term or process of meiosis)

3.3.D.8.a- b a. Recognize and describe when asexual reproduction occurs, the daughter cell is identical to the parent cell (assuming no change in the parent genes) b. Recognize and describe when sexual reproduction occurs, the offspring is not identical to either parent due to the combining of the different genetic codes contained in each sex cell
 * = **Topic** = || = **Shared by** = || = Description of lesson = || = Attachments = ||

8.1.A.6-8 Explain how technological improvements, such as those developed for use in space exploration, the military, or medicine, have led to the invention of new products that may improve lives here on Earth

8.1.B.6-8 a. Identify the link between technological developments and the scientific discoveries made possible through their development

8.1.C.6-8 a. Describe how technological solutions to problems can have both benefits and drawbacks (e.g., design constraints, unintended consequences, risks)

8.2.A.6-8 a. Describe how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity

8.3.B.6-8 a. Describe ways in which science and society influence one another (e.g., scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social priorities often influence research priorities through the availability of funding for research)

b. Identify and evaluate the physical, social, economic, and/or environmental problems that may be overcome using science and technology []
 * = Topic = || = **Shared by** = || = Description of lesson = || = Attachments = ||
 * Advances in Genetics || Tonya Sharp || Picture Powerpoint to help with class discussions on a variety of topics || [[file:Advances in Genetics.ppt]] ||
 * Genetics Raft || Tonya Sharp || R.A.F.T. writing prompt to research advances || [[file:Genetics Raft.doc]] ||
 * Advances in genetics || Tonya Sharp ||  || President Obama speech about funding stem cell research

How stem cells work [] ||