1. Compare Sexual and Asexual Reproduction

Genetics Unit Learning Goals: 1. Compare Sexual and Asexual Reproduction 2. Describe Gregor Mendel’s research and the principles that resulted from his research. 3. Predict and interpret patterns of inheritance. 4. Explain how the structure and replication of DNA are essential to heredity and protein synthesis. 5. Describe the different types of genetic mutations, genetic technologies, and bioethical issues. Interactive Notebook All assignments need to be attached in your notebook. You may glue, staple, or tape your assignments in your notebook.

Learning Goal #1 Sexual and Asexual Reproduction  Types of Reproduction Notes  Asexual-vs-Sexual Reproduction Activity  Meiosis Notes  Meiosis Activity  Mitosis –vs- Meiosis Comparison Learning Goal #2 Gregor Mendel  Mendel’s Laws of Heredity Notes  Mendel Foldable Learning Goal #3 Patterns of Inheritance.  Patterns of Inheritance Notes  Punnett Square Foldable  Punnett Square Worksheet Learning Goal #4 DNA Replication and Protein Synthesis  DNA Replication and Protein Synthesis Notes  DNA Replication coloring activity  Protein Synthesis Role Play activity Learning Goal #5 Genetic Mutations, Genetic Technologies, and Bioethical Issues  Genetic Mutations Notes  Karyotype Activity  Pedigree Activity  Genetic Technologies Foldable  Bioethical Issues Activity

Essential Questions 1. How does Mendel's law of segregation predict the number of genetic traits passed from the mother and the father? 2. How would Mendel have explained the chances of getting a round seed with a tall plant? 3. Predict the outcome of a cross between a parent with AO blood type and BO blood. 4. Describe the difference between genotypes and phenotypes. 5. How do Mendel's ideas continue to impact the breeding practices of farmers and ranchers? 6. Draw a simple model of DNA. 7. Describe several events that led to our present understanding of DNA. 8. How does DNA direct the assembly of proteins? 9. Describe how a mutation in DNA affects genetic expression. Give an example. 10. What creates genetic variation in sexually reproducing organisms? 11. Compare and contrast sexual and asexual reproduction. 12. How do mutations positively and negatively affect a species? 13. How are bioethical decisions made?

I Can Statements Standard IV: Students will understand that genetic information coded in DNA is passed from parents to offspring by sexual and asexual reproduction. The basic structure of DNA is the same in all living things. Changes in DNA may alter genetic expression. Objective 1  I can explain the significance of meiosis and fertilization in genetic variation  I can compare the advantages/disadvantages of sexual and asexual reproduction to the survival of species  I can defend a perspective of a biological issue related to chromosomal mutations Objective 2  I can explain Mendel's laws of segregation and independent assortment and their role in genetic inheritance  I can use Punnett squares to effectively demonstrate mono- and di-hybrid crosses involving dominant/recessive alleles, incomplete dominance, codominance, and sex- linked traits  I can relate Mendelian principles to modern-day practice of plant and animal breeding  I can analyze bioethical issues and consider the role of science in determining public policy Objective 3  I can use a model to describe the structure of DNA  I can explain the importance of DNA replication in cell reproduction  I can explain how DNA codes for proteins  I can describe how mutations may affect gene expression  I can cite examples of mutagens  I can outline the history of DNA research  I can explain the pros and cons of genetic engineering  I can explain the pros and cons of cloning