Colegio Bilingue Richmond UBD Unit Plan - 2017-2018

Colegio Bilingue Richmond UBD Unit Plan 2017-2018

Title of Unit Heredity: Inheritance and Variation of Traits Grade 10th

Level
Curriculum Life Science Time Nov 15th – Mar 7th
Area Frame
Developed By Carol Lilliam Muñoz Avila Unit # 2
Identify Desired Results (Stage 1)
Content Standards and Benchmarks (Include nomenclature)

HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the
instructions for characteristic traits passed from parents to offspring.
HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from
(1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3)
mutations caused by environmental factors.

Essential Understandings & Questions Skills What will students be able to do…?
Essential Understandings: Students will be skilled at...

1. Genes are passed from one  Predicting changes in amino acid sequence (changes
generation to the next. in the structure of a protein) based on the type of
2. DNA mutations result in faulty DNA mutation.
proteins (or no proteins) that prevent  comparing mitosis and meiosis
normal function  modeling the phases of meiosis
 using monohybrid and dihybrid crosses to predict
ESSENTIAL QUESTIONS the gentoypes and phenotypes of offspring
 using probability to predict the results of genetic
1. How does cancer relate to the cell crosses
cycle?  using pedigrees to study and predict the inheritance
2. Why am I alike, yet different, than my of traits within families
parents?
3. Would I want to know my genetic
make-up?
4. How do genes determine who we are?

Assessment Evidence (Stage 2)

Performance Task Description

Students will show that they really understand by evidence of... how does pedigree can be used by genetic
counselors and other medical professionals to assess families and try to spot patterns or indications which may be
helpful in diagnosing or managing an individual’s health.
CBR Unit Template Adapted from: Wiggins, Grant & J. Mc Tighe. (1998). Understanding by Design, Association for Supervision 6 Curriculum Development ISBN 1
# 0-87120-313-8
CBR Academics Created: v1 Aug 3, 2015 Revised: v2 Aug 2016 Revised:
Colegio Bilingue Richmond UBD Unit Plan - 2017-2018

TRANSFER Goal Evidence how genes can be passed from one generation to the next.
Role GENETIST
Audience school
Based on evidence they will conclude how does their genes are related with their family traits,
Situation
and also with diseases or medical conditions in their family tree.
Product/Performa My Pedigree Book
nce

HS-LS3-1 Ask questions to clarify relationships about the role of DNA and
chromosomes in coding the instructions for characteristic traits passed from parents
to offspring.
Standards HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic
variations may result from (1) new genetic combinations through meiosis, (2) viable
errors occurring during replication, and/or (3) mutations caused by environmental
factors.

Other Evidence
* Quizzes (mendelian Genetics, post mendelian genetics, sex-linked heredity), Tests, oral presentations, Journals,
Notebook (note-taking)
** SELF-ASSESSMENT

EVIDENCE 1: week 3
Activity 1: gather information about their family tree.
talk to your family! Ask questions, write down what they say, collect all information possible write a list of all your
family members,
including:
Parents
Brothers and sisters (include half-siblings)
Children
Grandparents
Aunts and uncles
Cousins
Nieces and nephews

EVIDENCE 2: week 5

 Gathering Information
 Next to each family member’s name, write down everything you know about their health and medical history
 If you can later, ask family members questions and find out as much information as possible
 Information about health is a sensitive topic, so if you do talk to family members, make sure to be respectful
of this
 If you are adopted, you can collect information on either or both your adopted and birth families
CBR Unit Template Adapted from: Wiggins, Grant & J. Mc Tighe. (1998). Understanding by Design, Association for Supervision 6 Curriculum Development ISBN 2
# 0-87120-313-8
CBR Academics Created: v1 Aug 3, 2015 Revised: v2 Aug 2016 Revised:
Colegio Bilingue Richmond UBD Unit Plan - 2017-2018

 A pedigree of your adopted family will not give you much information about your own genetic make-up, but
would tell you a lot about the family you are part of.
 A pedigree of your birth family will tell you more about your personal genetic history, but it may be more
difficult to learn details

EVIDENCE 3: week7

Find one condition or disease that appears in one or a few members of your family that can be passed genetically.
Research about it and try to explain how this condition can be expressed only for some member but not for another
ones.

1. PERFORMANCE TASK 1: DRAW YOUR OWN FAMILY TREE

DATE: week 4
DESCRIPTION: Draw your family tree based on the information you gather during this time

https://www.genome.gov/pages/education/modules/yourfamilyhealthhistory.pdf
DATE: week 6
DESCRIPTION: Draw your family tree based on the information you gather during this time

In this project, you will learn how draw a pedigree and how to use it as a valuable resource of information for your life.

Problem 1:
Why would a pedigree be useful to a doctor or
genetic counselor?
What can be determined from looking at our
example pedigree?
If you were a doctor or genetic counselor, what
would you discuss with our example family?
Should all doctors be required to ask their patients
about their family health history? Why or why not?
Problem 2:
Find a medical condition or disease from your pedigree,
try to determine if there is a pattern that can explain why
this condition is only in one or few members and not in
others.
build a ppt explaining the main features of the diseased
and if this one can be passed from one generation to the
next.
Build up an explanation for your findings.

1. ESSENTIAL QUESTIONS : How do genes determine who we are?

Learning Plan (Stage 3)
What Learning Experiences and instructions will enable students to achieve the desired results? PLAN FOR
THE FOLLOWING
CBR Unit Template Adapted from: Wiggins, Grant & J. Mc Tighe. (1998). Understanding by Design, Association for Supervision 6 Curriculum Development ISBN 3
# 0-87120-313-8
CBR Academics Created: v1 Aug 3, 2015 Revised: v2 Aug 2016 Revised:
Colegio Bilingue Richmond UBD Unit Plan - 2017-2018

(W) Where are your students headed? Where have they been? How will you make sure the students know
where they are going?
(H) How will you hook students at the beginning of the unit? How will you Hold it?
(E) What events will help students experience and explore the big idea and questions in the unit? How will
you equip them with needed skills and knowledge?
(R) How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and
refining their work?
(E) How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
(T) How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
(O) How will you organize and sequence the learning activities to optimize the engagement and achievement
of ALL students?
Weekly Lesson Plan
Think G1.A1.N.A2G2 as you plan your weekly plans. Specify Explicit lesson Learning Goal. Focus on learning
and thinking skills students will develop as result of each lesson versus describing activity.
G1: Identify parts (structure) of an argumentative essay. Read and Analyze exemplar essay “Peace
Crusade Now”-John Hart. Identify and describe key parts.
G1: Compare strong vs weak essays. Read and Relate structure to effectiveness of various essays.
G1: Write collective essay (shared writing). Develop essay (Whole group to trios). Peer correct verb
tense and spelling.

Week 1: Learning Objective(s):

Learning Events:
Nov 15- Nov 17 First term exam feedback, students should correct exams and give explanations about the answers
they fail in the multiple choice test, Performance Task Directions,and Rubric Discussion
Formative Assessment(s): Summative Assessment(s):
Exams correction
Week 2: Learning Objective: Understand DNA strand is coiled in order to form chromosomes
Learning Events:
Nov 20- Nov 24 From DNA to genes, genes expresses the traits and passes the information from parents to childs
Formative Assessment(s): Summative Assessment(s):
Classwork : From DNA to genes
Week 3: Learning Objective: Understand DNA strand is coiled in order to form chromosomes
Learning Events:
Nov 27- Dec 1 Video and lecture presentation Cell division process, explain how does traits are mixed during crossing
over.
Formative Assessment(s): Summative Assessment(s):

Learning Objective: Use models to understand and explain the structure of a nucleotide
Learning Events: }

Formative Assessment(s): Summative Assessment(s):

CBR Unit Template Adapted from: Wiggins, Grant & J. Mc Tighe. (1998). Understanding by Design, Association for Supervision 6 Curriculum Development ISBN 4
# 0-87120-313-8
CBR Academics Created: v1 Aug 3, 2015 Revised: v2 Aug 2016 Revised:
Colegio Bilingue Richmond UBD Unit Plan - 2017-2018

DNA model with cardboard

Learning Objective:
Learning Events:
Formative Assessment(s): Summative Assessment(s):

Learning Objective:
Learning Events: l
Formative Assessment(s): Summative Assessment(s):

Learning Objective:
Learning Events:
Formative Assessment(s): Summative Assessment(s):

Learning Objective:
Learning Events:

Formative Assessment(s): Summative Assessment(s):

Week 9 Learning Objective:

Learning Events:

Formative Assessment(s): Summative Assessment(s):

Week 10 Learning Objective:

Learning Events:

Formative Assessment(s): Summative Assessment(s):

Learning Objective:
Learning Events:

Formative Assessment(s): Summative Assessment(s):

Learning Objective:
Learning Events:

Formative Assessment(s): Summative Assessment(s):

End of Unit REFLECTION (Stage 4)

1. Was unit successful? Why? Or Why not? How do you know?

CBR Unit Template Adapted from: Wiggins, Grant & J. Mc Tighe. (1998). Understanding by Design, Association for Supervision 6 Curriculum Development ISBN 5
# 0-87120-313-8
CBR Academics Created: v1 Aug 3, 2015 Revised: v2 Aug 2016 Revised:
Colegio Bilingue Richmond UBD Unit Plan - 2017-2018

2. If you were to teach this Unit again, what would you modify to make it more effective?

CBR Unit Template Adapted from: Wiggins, Grant & J. Mc Tighe. (1998). Understanding by Design, Association for Supervision 6 Curriculum Development ISBN 6
# 0-87120-313-8
CBR Academics Created: v1 Aug 3, 2015 Revised: v2 Aug 2016 Revised:
 CATEGORY 4 3 2 1
Colegio Bilingue Richmond UBD Unit Plan - 2017-2018

The brochure has

The brochure has attractive The brochure\'s formatting and
Attractiveness & exceptionally attractive The brochure has well-
formatting and well- organization of material are
Organization formatting and well- organized information.
organized information. confusing to the reader.
organized information.
All students in the group All students in the group can Most students in the group can Several students in the group
can accurately answer all accurately answer most accurately answer most appear to have little knowledge
questions related to facts questions related to facts in questions related to facts in about the facts or technical
Knowledge
in the brochure and to the brochure and to technical the brochure and to technical processes used in the brochure.
Gained
technical processes used processes used to create the processes used to create the
to create the brochure. brochure. brochure.

Graphics go well with the Graphics go well with the text,

Graphics go well with the Graphics do not go with the
text, but there are so many but there are too few and the
Graphics/Pictures text and there is a good accompanying text or appear to
that they distract from the brochure seems \"text-
mix of text and graphics. be randomly chosen.
text. heavy\".
Accurate information
Accurate information taken Accurate information taken Information taken from only one
Information taken from several
from a couple of sources in a from a couple of sources but source and/or information not
Gathering sources in a systematic
systematic manner. not systematically. accurate.
manner.
Explanations by all group Explanations by all group Explanations by most group
Explanations by several
members indicate a clear members indicate a relatively members indicate relatively
members of the group do not
and accurate accurate understanding of accurate understanding of
illustrate much understanding of
Scientific understanding of scientific principles scientific principles underlying
scientific principles underlying
Knowledge scientific principles underlying the construction the construction and
the construction and
underlying the and modifications. modifications.
modifications.
construction and
modifications.

CBR Unit Template Adapted from: Wiggins, Grant & J. Mc Tighe. (1998). Understanding by Design, Association for Supervision 6 Curriculum Development ISBN # 0-87120-313-8 7
CBR Academics Created: v1 Aug 3, 2015 Revised: v2 Aug 2016 Revised:
Colegio Bilingue Richmond UBD Unit Plan - 2017-2018

CBR Unit Template Adapted from: Wiggins, Grant & J. Mc Tighe. (1998). Understanding by Design, Association for Supervision 6 Curriculum Development ISBN # 0-87120-313-8 8
CBR Academics Created: v1 Aug 3, 2015 Revised: v2 Aug 2016 Revised: