February

Sun

Mon

Tues

March

Wed

Thurs

Fri

Sat

Sun

1
2
First Day
of Classes

10

11

12

13

14

15
No School

16

17

18

19

20

21

22

23

24

25
No School

26
No School

27

28

29

Mon

Tues

Wed

Thurs

Mon

Tues

Wed

Thurs

Fri
1
No School

7
No School

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25
No School

26

27

28
No School

29
No School

30
31
No School No School

10

11

12

13

14

15

Sat
2

Diplomas Start

Unit A

15 Days +
Assessment

Unit B

14 Days +
Assessment

Unit C

17 Days +
Assessment

Unit D

12 Days +
Assessment

Free Days

3 (Can be moved)

16

17

18
No School

19

20

21

22

23

24

25

26

27

28

29

30

Sat

April
Sun

Fri

May
Sun

Mon

Tues

February

Wed

Thurs

Fri

Sat

Sun

Mon

6
No School

10

11

12

13

14

15

16

17

18

19
No School

20
No School

21

12

22

23
No School

24

25

26

27

28

29

30

31

Tues

Wed

Thurs

Fri

Sat

10

11

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Diplomas Start

Unit A

15 Days +
Assessment

Unit B

14 Days +
Assessment

Unit C

17 Days +
Assessment

Unit D

12 Days +
Assessment

Free Days

3 (Can be moved)

General
Outcome

Knowledge Outcomes

STS Outcomes

Skill Outcomes

1. Students will define and explain the significance

of chromosome number in somatic and sex cells.
2. Students will explain, in general terms, the events
of the cell cycle.
3. Students will describe the process of meiosis and
the necessity for the reduction of chromosome
number.
4. Students will compare the processes of mitosis
and meiosis.
5. Students will describe the processes of crossing
over and nondisjunction and evaluate their
significance to organism inheritance and
development.
6. Students will describe the diversity of
reproductive strategies by comparing the
alternation of generations in a range of
organisms.

1. Students will explain that

science and technology
are developed to meet
societal needs and
expand human
capability.

1. Students will formulate questions about observed relationships and plan

investigations of questions, ideas, problems, and issues
2. Students will conduct investigations into relationships between and among
observable variables using a broad range of tools and techniques to gather and
record data and information.
a) perform a simulation to demonstrate the behaviour of chromosomes during
mitosis
b) use a microscope and prepared slides to identify the stages of the cell cycle and
calculate the duration of each.
c) research and compare a range of reproductive strategies in organisms in the
form of charts, tables or diagrams
3. Students will analyze data and apply mathematical and conceptual models to
develop and assess possible solutions
a) prepare and interpret models of human karyotypes
4. Students will work collaboratively in addressing problems and apply the skills
and conventions of science in communicating information and ideas and in
assessing results

1. Students will describe the evidence for

1. Students will explain that
dominance, segregation and the independent
decisions regarding the
assortment of genes on different chromosomes,
application of scientific
as investigated by Mendel
and technological
development involve a
2. Students will compare ratios and probabilities of
genotypes and phenotypes for dominant and
variety of perspectives,
recessive, multiple, incompletely dominant, and
including social, cultural,
co-dominant alleles
environmental, ethical
and economic
3. Students will explain the influence of gene linkage
and crossing over on variability
considerations
4. Students will explain the relationship between
variability and the number of genes controlling a
trait.
5. Students will compare the pattern of inheritance
produced by genes on the sex chromosomes to
that produced by genes on autosomes

1.

1. Students will summarize the historical events that 1. Students will explain that
led to the discovering of the structure of DNA.
science and technology
have intended and
2. Students will describe, in general, how genetic
information is contained in sequences and how
unintended
DNA molecules replicate themselves
consequences
3. Students will describe, in general, how genetic
2. Students will explain that
information is transcribed into RNA and translated
scientific research and
into proteins
technological
development help
4. Students will explain, in general, how restriction
enzymes cut DNA molecules into smaller
achieve a sustainable
fragments and how ligases reassemble them
society, economy and
environment
5. Students will explain, in general, how cells may
be transformed by inserting new DNA sequences
6. Students will explain how a mutation results in
abojnomality or genetic variability
7. Students will explain how base sequences give
evidence for the relationship among species

1.

2.

a)
3.
a)
b)
c)
d)
4.

2.

a)
b)
c)
3.
a)
4.

Attitude Outcomes

Students will:
1. Show interest in
science-related
questions and
issues and
confidently pursue
personal interest
and career
possibilities
2. appreciate that
scientific
understanding
evolves from the
interaction of ideas
involving people
with different views
and backgrounds
3. seek and apply
evidence when
Students will formulate questions about observed relationships and plan
evaluating
investigations of questions, ideas, problems, and issues
alternative
Students will conduct investigations into relationships between and among
approaches to
observable variables using a broad range of tools and techniques to gather and
investigations,
record data and information.
problems and
perform an experiment to demonstrate inheritance of a trait controlled by a single
issues
pair of genes
4. work collaboratively
Students will analyze data and apply mathematical and conceptual models to
in planning and
develop and assess possible solutions
carrying out
interpret patterns and trends of inheritance suing pedigrees and Punnett squares
investigations and
perform experiments to record and explain predicted ratios versus actual counts
in generating and
draw and interpret pedigree charts from data on human single or multiple allele
evaluating ideas
inheritance patterns
5. demonstrate
analyze crossover data for a single pair of chromosomes to create a
sensitivity and
chromosome map showing gene arrangement and relative distance
responsibility in
Students will work collaboratively in addressing problems and apply the skills
pursuing a glance
and conventions of science in communicating information and ideas and in
between the needs
assessing results
of humans and a
sustainable
Students will formulate questions about observed relationships and plan
environment
investigations of questions, ideas, problems, and issues
6. show concern for
Students will conduct investigations into relationships between and among
safety in planning,
observable variables using a broad range of tools and techniques to gather and
carrying out and
record data and information.
reviewing activities
construct models of DNA to demonstrate the general structure and base
with reference to
arrangement
WHMIS and
perform simulations to demonstrate DNA replication, transcription and translation
consumer product
perform simulations to demonstrate the use of restriction enzymes and ligases
labelling
Students will analyze data and apply mathematical and conceptual models to
information
develop and assess possible solutions
analyze, from published data, the relationships between human activities and
changes to genetic information that lead to heritable mutations and cancer
Students will work collaboratively in addressing problems and apply the skills
and conventions of science in communicating information and ideas and in
assessing results

From: Alberta Learning. (2014). Biology 20-30 [Program of Studies]. [Edmonton], Canada: Alberta Learning.

Cross Curricular Competency

Learning Technology Policy Framework (LTPF)

A: Know how to learn

a: use technology to access, share and create knowledge

B: Think Critically

b: use technology to discover, develop and apply competencies to:complete

cross-curricular competences

C: Identify and Solve Complex Problems

c: use technology to develop and apply digital citizenship and technological

skills

D: Manage Information

d: use technology to demonstrate what they know and are able to do through
effectively using a range of resources and media

E: Innovate

e: use technology to monitor their learning progress and inform decisions

through the use of data and evidence-based reasoning

F: Create Opportunities

G: Multiple Literacies

H: Demonstrate good communication skills and the ability to work cooperatively

with others

I: Demonstrate global and cultural understanding

J: Identify and apply career and life skills

School Technology Branch. (2013).Learning and technology policy framework.

[Edmonton], Canada: Alberta Education.

Day 1
-

Lesson Objective(s)
-

POS Objective(s)
See POS Objective
Page

Students will be able to explain the history of the

discovery of DNA structure.
Students will explain how genetic information is
contained in the sequence.
Students will construct 3D models of DNA
structure.

General Outcome 3
Knowledge Outcome 1, 2
Skill Outcome 2a, 4
Attitude Outcome 2,4
- 2 is met by describing relationship between
Crick/Watson and Franklin (K1)

Day 2
-

Students will understand how DNA replication

occurs.
Students will define mutation of base pairs and its
impacts.

General Outcome 3
Knowledge Outcome 2, 6
Skill Outcome 1, 2b, 4
Attitude Outcome 1,4

Day 3
-

Students will explain how mutation results in

genetic variability and abnormalities
Students will understand how changes to base
sequence give evidence for evolution

General Outcome 3
Knowledge Outcome 6, 7
Skill Outcome 3a, 4
General Outcome 2
STS Outcome 1

LTPF: a,e (Google Docs contribution and research)

Policy Document
Outcomes
E,G,H

B,D,E,G,H

Lecture
genetic information and DNA
In Groups:
- create a timeline of the history of the discovery of
DNA structure (written/visual)
- construct 3D models using a computer program or
physical objects
Assign topics for ethics project

Lecture:
- replication and mutation predictions
In Groups:
- use models created during Day 1 to simulate DNA
replication
- brainstorm how mutation may occur and use the
model to test predictions about mutation made
during the lecture
Individually:
- out of a list of mutations (types of replication errors)
choose one to investigate

C,D,H

Cross Curricular
Objectives

Activities

Materials/
Equipement

Assessment Method

Homework

Due Today

paper for timeline

construction materials for DNA

- DNA model from previous class

observe timeline generation and construction of

models
collect timelines when completed
questions during lecture
exit slip (what do you want to learn)

finish timeline if not completed during class

define topic, find one article, and add to topic
Google Doc

research the mutation chosen (how it happen, does

it pass on to the next generation)

topic definition (checkpoint 1)

completed timeline

NA

observe DNA replication simulation

students predict how mutation can occur
questions during lecture

In Groups:
use DNA replication to explain how mutation can
occur from research
- how does the mutation chosen occur (what
different ways does it happen, how does it pass on
to the next generation)
Lecture:
- compare how related different organism are, based
on base sequence changes (analyze phylogenic
trees)
-

phylogenic trees

circulate and listen to discussion about causes of

mutation
questions during lecture

- Mutation Research

Day 4
-

Students will define and simulate translation

Students will define and simulate transcription

Day 5
-

Lesson Objective(s)

POS Objective(s)

General Outcome 3
Knowledge Outcome 3
Skill Outcome 2b

Students will define transformation

Students will explain the function of restriction
enzymes and ligases in transformation.

General Outcome 3
Knowledge Outcome 4,5
Skill Outcome 2c

See POS Objective

Page

Day 6
* Cross-Curricular Day
Students will formulate questions about the ethics
of transformation and the possible consequences
genetic engineering

General Outcome 1,2

STS Outcome 1
General Outcome 3
STS Outcome 1,2
Skill Outcome 1,3

LTPF: a,b (Google Docs research articles)

Policy Document
Outcomes
E,G,H

C,E,G,H,I

A,D,E,I

Cross Curricular
Objectives
Lecture:
Lecture:
- transformation
translation vs. transcription
- prediction how mutation can affect these processes - predict why transformation is useful
In Groups
In Groups
- use models created during Day 1 to simulate
- use models created during Day 1 to simulate
transcription and translation
restriction enzymes, ligases, and transformation
- complete sticky ends chart (individually)
Introduce ethics assignment
- definition of ethics and how it applies to science,
and genetic engineering

- DNA models from Day 1

Activities

Materials/
Equipement

observe simulations
questions during lecture
exit slip (what did you have difficulty with)

Homework

Due Today

- divide large topic groups into for and against teams

Assessment Method

- DNA models from Day 1

Research Contribution to Google Docs

(checkpoint 2)

observe simulations
collect charts and evaluate them
questions during lecture

consider the impact of genetic engineering

humans, plants, and/or animals.
What is your opinion?
write a brief description of your current opinion (2-3
sentences)

N/A

Briefly discuss different opinions about genetic

engineering
Watch GATTACA

GATTACA
TV
Look at articles collected by students
Read their opinions on genetic engineering

describe how your opinion on genetic engineering/

screening changed after watching GATTACA
research current news (2 articles) about your topic,
add to Google Docs, and predict how this can
impact our future

opinion on genetic engineering (check point 3)

Day 7
-

Lesson Objective(s)

POS Objective(s)

Students will explain the significance of

chromosome number in cells (somatic vs. sex)
Students will identify the phases of the cell cycle
and mitosis

General Outcome 1
Knowledge Outcome 1, 2

Day 8
-

Students will identify the phases of meiosis

Students will explain why there is a reduction in
chromosome number in sex cells
Students will compare how fraternal and identical
twins form

Cross Curricular
Objectives

Activities

Students will compare mitosis and meiosis by

performing experiments

General Outcome 1
Knowledge Outcome 1, 2, 3, 5

General Outcome 1
Knowledge Outcome 4
Skill Outcome 1, 2a, 2b
Attitude Outcome 4, 6

C,H

B,C,H

A,C,E,G,H

Lecture:
- compare the number of chromosomes in different
cells and predict why it is that way
- define mitosis and the basics of the different
phases
In Groups:
- identify the phases of the mitosis and the cell cycle
using texts and other resources
- create a mitosis poster (given necessary
information to include) or written description

Whole Class:
- evaluate predictions from last class based on what
we learnt about meiosis
- define meiosis (basic phases), compare fraternal
and identical twins
In Groups:
- create a meiosis poster (given necessary
information to include) or written description
- predict and compare how fraternal and identical
twins form

Lab Stations
- mitosis chromosome behaviour simulation
- meiosis chromosome behaviour simulation
- microscope identification of stages

- poster paper

- poster paper

See POS Objective

Page

Policy Document
Outcomes

Day 9

LTPF: a,b

Materials/
Equipement

Assessment Method

evaluate predictions for scientific validity

observe identification of the phases
evaluate the mitosis poster
observe cooperation
questions during lecture

- Complete the mitosis poster (if not completed

during class)

evaluate predictions with the class to see what it

valid
evaluate meiosis poster
observe cooperation
questions during lecture
exit slip (what did you learn - most interesting thing)

news articles on topic posted on google docs

(checkpoint 4)

observe behaviour in the lab

observe for completion of the lab stations, and
correct identification of stages of the cell cycle
questions during lecture

- Complete the meiosis poster (if not completed

during class)

Complete Lab Report (including a Venn diagram or

other descriptive method of identifying the
differences and similarities between mitosis and
meiosis)

- GATTACA opinion (checkpoint 5)

mitosis and meiosis posters

Homework

Due Today

lab
microscope and onion root slides
computer simulation program
lab report outline and example

Day 10
-

Lesson Objective(s)

POS Objective(s)

Students will define Crossing Over and Nondisjunction

Students will research alternative reproductive
strategies

General Outcome 1
Knowledge Outcome 5,6
Skill Outcome 2c, 4

Day 11
-

Students will share research with each other

Students will identify non-disjunction on human
karyotypes

Day 12
-

Students will define genetic terms

Students will use Punnett Squares to calculate
ratios and probabilities in autosomes for dominance
and recessive alleles in single and multiple genes

General Outcome 1
Knowledge Outcome 5,6
Skill Outcome 2c, 3a, 4

General Outcome 2
Knowledge Outcome 1, 2, 4
Skill Outcome 3a

B,C,D,H

A,C,D,H,I

B,C,D

Lecture:
identify when crossing over and non-disjunction
occur during the cell cycle
- predict why crossing over occurs
- predict what is the result of non-disjunction
In Groups:
- Research Jigsaw (expert groups)

In Groups:
- Research Jigsaw (home groups)
Lecture:
- describe karyotypes and use in genetic screening
Individually/In Groups:
- Interpret human karyotypes and prepare one given
generation characteristics

See POS Objective

Page

Policy Document
Outcomes

LTPF: a

Cross Curricular
Objectives

Activities

Materials/
Equipement

Assessment Method
-

Homework

Due Today

charts displaying information to be researched

books, computers, etc. for students to use to
research the different strategies

question and listen to predictions

circulate and observe research groups, help use
different research methods and to cite where their
information came from.
questions and predictions during lecture

Complete research for jigsaw next class

Plan how you will present the information to your
home group
Finish the chart including: description of method,
organisms that use this method, benefits and
disadvantages of the method

N/A

Lecture:
review genetic terms and Mendel from previous
Science courses
- introduce Punnett squares and how they are used,
show example with one trait and one with multiple
genes
Individually/in Groups:
- practice using Punnett squares to predict ratios
and probabilities
-

home group charts

human karyotypes

- Punnett square worksheet

observe information shared in groups by evaluating

completed charts which include all methods
questions during lecture

circulate and observe students using Punnett

squares and assist when necessary
questions during lecture
exit slip (what did you learn and what do you want
to learn)

finish karyotype analysis and preparation (if not

completed in class)
short opinion on genetic screening

complete Punnett square worksheet (if not

completed in class)
exit slip (what do you want to learn)

expert group jigsaw chart

karyotype interpretation

Day 13
-

Lesson Objective(s)

POS Objective(s)

Students will calculate ratios and probabilities

using Punnett Squares for: incomplete dominance
and co-dominant alleles and genes on sex
chromosomes

Day 14
-

Students will use pedigrees to compare patterns of

inheritance for sex linked and autosomal genes

Day 15
-

Students will explain how crossing over and gene

linkage affects offspring phenotypes and
genotypes
Students will analyze crossing over data and create
a chromosome map

General Outcome 2
Knowledge Outcome 1,2,5
Skill Outcome 3a

General Outcome 2
Knowledge Outcome 5
Skill Outcome 3a, 3c

General Outcome 2
Knowledge Outcome 3, 4
Skill Outcome 3d

B,C

B,C,H

C,H

See POS Objective

Page

Policy Document
Outcomes

Cross Curricular
Objectives
Whole Class:
Whole Class:
review Punnett squares and correct first work sheet - review Punnett squares and correct second
as a class
worksheet as a class
Lecture:
Lecture:
- students predict how to use Punnett squares to
- introduce pedigree symbols
- students predict what is happening genetically
calculate ratios and probabilities for: incomplete
dominance and co-dominant alleles and genes on
based on the pedigree (eg. sex linked dominate,
sex chromosomes
autosomal recessive), and observe they are used
- examples of how to use Punnett squares
In Groups:
- complete pedigree worksheet
Individually/In groups:
- perform Punnett squares to confirm predicted
- complete Punnett square worksheet 2
genetics
-

Activities

Materials/
Equipement

Punnett square worksheet 2

pedigree worksheet

crossing over data

listen and question predictions

circulate and observe students analyzing crossing
over data
questions during lecture

listen and question predications

circulate and observe students using pedigrees
and Punnett squares and assist when necessary
evaluate worksheet
questions during lecture

listen and question predictions for how Punnett

squares can be used
circulate and observe students using Punnett
squares and assist when necessary
questions during lecture

complete worksheet (if not completed in class)

complete worksheet (if not completed in class)

Mitosis/Meiosis Lab report

Punnett square 1 worksheet

Punnett Square 2 worksheet

genetic screening opinion (check point 6)

- Pedigree Worksheet

Assessment Method

Homework

Due Today

Whole class:
predict how crossing over affects offspring
- predict how gene linkage affects offspring
Lecture:
- how to use crossing over data to create a
chromosome map and see gene linkage
In Groups:
- analyze crossing over data
- create a chromosome map
- predict which genes are linked
-

complete chromosome map (if not completed in

class)

Day 16
-

Lesson Objective(s)

POS Objective(s)
See POS Objective
Page

Policy Document
Outcomes

Students will perform an experiment to compare

predicted ratios to actual counted for the
inheritance of a trait controlled by one allelic pair

General Outcome 2
Knowledge Outcome 1, 2, 5
Skill Outcome 1, 2a, 3a, 3b
Attitude Outcome 6

Day 17
* Cross-curricular Day
- Students will review the information presented to
them in classes
- Students will debate the merits of genetic
engineering and genetic screening

Day 18
* Summative Assessment Day
Students will be assessed on their knowledge of the
information presented to them

Attitude Outcome
1, 3, 4, 5
General Outcome 1,2,3
STS Outcomes

LTPF: a, b, d, e (Gizmo programs for illustrating

genetics)

A,C,E,G,H

B,C,D,H,I,

In groups
- predict the ratios of a trait controlled by a single
allelic pair
- perform the experiment and count the offspring
and determine the observed ratios for traits
- repeat with multiple traits using the inheritance or
chicken genetics gizmo

In Groups
- debate genetic screening
- debate genetic engineering
Whole Class
- question the groups debating about their sources,
ideas and arguments
- summarize individual debates and discuss the
different specific outcomes that arise

Cross Curricular
Objectives

Activities

Materials/
Equipement

Assessment Method

laboratory
model organism (eg. corn or drosophila)
if no model organism is available use gizmo mouse
genetics programs
computer
worksheet to complete
evaluate calculations
evaluate student reasoning for differences between
observed and predicted ratios

observe debate, reasoning for opinions, and

evidence provided by different students
ask questions to review information from this unit
exit slip (what did you learn and what do you want
to learn)

Homework

- Complete ethics assignment for Day 17

- study for test

Due Today

- chromosome map

debate arguments

1/2 class written test

1/2 class lab test

laboratory
microscopes, slides, DNA models,

- summative tests