Chapter 13 Genetic Engineering

And

Chapter 14 The Human Genome

Due Date (Test Date): ______

The following should be completed and organized in this order:

·  Chapter 13 & 14 Vocab (word/def/clue)……………………….. _____

·  Chapter 14 Questions wkst……………………………………… _____

·  Pedigree wkst…………………………………………………… _____

·  “What does it start with” wkst………………………………….. _____

·  GATTACA wkst……………………………………………….. _____

·  Quiz…………………………………………………………….. _____

Name: ______

Unit Title: Genetic Engineering and The Human Genome
Course: Biology / Unit Length: 4-5 Days
Date Created: 10-18-2013
Goals/Standards/Benchmarks:
CLE 3210.4.2 Describe the relationships among genes, chromosomes, proteins, and hereditary traits.
CLE 3210.4.4 Compare different modes of inheritance: sex linkage, co-dominance, incomplete dominance, multiple alleles, and polygenic traits.
CLE 3210.4.6 Describe the connection between mutations and human genetic disorders.
CLE 3210.4.7 Assess the scientific and ethical ramifications of emerging genetic technologies.

Vocabulary Enrichment Opportunities

Genetic Engineering / Conducting an Experiment / On-line Resources
·  Selective breeding
·  Inbreeding
·  Genetic engineering
·  Gel electrophoresis
·  Polymerase Chain reaction
·  Clone / ·  Karyotype
·  Sex chromosome
·  Autosome
·  Pedigree
·  Sex-linked gene
·  nondisjunction
·  DNA fingerprinting / ·  www.jmoyer5.weebly.com
·  www.quizlet.com
·  www.millerandlevine.com
·  www.reviewgamezone.com

Learner/Performance Objectives: The student will . . . Assessments/Evidence

1. Define and use unit vocabulary.
2. Complete and interpret genetic problems that illustrate sex linkage, co-dominance, incomplete dominance, multiple alleles, and polygenic inheritance.
3. Apply data to complete and interpret a genetic pedigree.
4. Associate gene mutation with changes in a DNA molecule.
5. Evaluate the scientific and ethical issues associated with gene technologies: genetic engineering, cloning, transgenic organism production, stem cell research, and DNA fingerprinting. / •Selected response (e.g., multiple choice, matching, true/false)
•Constructed response (e.g., fill-in-the-blank, short answer, label, graphic)
•Product (Evaluation of the scientific and ethical issues discussed)

3

3

Unit:

Resources/Materials:

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Prerequisite Content and Learning Skills Adaptations/Modifications/Accommodations

Select/Create Possible Modifications
Content
Vary what students will learn and the materials that represent the content.
Process
Vary the activities through which students make sense of key ideas using essential skills.
Product
Vary how students demonstrate and extend what they understand and can do as a result of a span of learning.
Learning Environment
Vary the classroom conditions that set the climate, expectations for learning, and physical conditions. / Select/Create Accommodations for Acquiring and Processing
•Reading
•Memory
•Guided Practice
•Listening and Notetaking
•Learning Preferences/Styles/ Modalities
•Productive Learning Behaviors / Select/Create Accommodations for Demonstrating and Assessing
•In-class assignments
•Tests and Projects
•Homework
•Written Expression
•Oral Presentations

Formative Assessment Plan (Types, Placement, Frequency) Corrective and Enrichment Activities/Practices/Strategies

Select/Create Correctives
•re-teaching
•alternative textbooks
•alternative materials
•workbooks
•study guides
•academic games (crossword puzzles, simulations)
•small group study sessions
•individual tutoring
•learning centers and laboratories
•technology-assisted instruction (e.g., Podcasts, computers, video) / Select/Create Enrichments/Extensions
•tutoring peers
•developing practice exercises
•developing related media materials
•completing special projects, experiments
•developing games, problems, and contests
•using advanced computer-assisted lessons
•locating background materials for future or current topics
•developing additional formative assessments
•planning to teach a mini-unit
•creating bulletin boards and displays
•applying knowledge to a new situation

7/09