Unit 5: Heredity Mr.

Barnhill

Background Information:
A. Biology Class: grades 9, 10
B. Pedigrees
C. Blocks 2 and 3 for Blue Days
D. March 4th and 5th
Standards:
HS–LS3–1 Clarify relationships about the role of DNA and chromosomes in coding the
instructions for characteristic traits passed from parents to offspring.
Objectives:
Explain the aspects of a point mutation.
Use a pedigree to determine if a trait is dominant or recessive. Use a pedigree to
determine if a trait is sex-linked or autosomal.
Materials Needed:
Student Heredity Packet
Chromebook for each student.
Overhead and computer.
Notes from INRS (Google Slides).
Primetime and ET.
Anticipatory Set: minutes: 5
PrimeTime
Guided Practice / Notes: minutes: 10
Notes pages 29-31, Google Classroom has Google Slides for students.
Direct Instruction: minutes: 30
Lecture over Pedigrees
Assessment: minutes: 20
Pedigree Practice pages 32-33 (small group work). (Informal assessment while walking
around).
Direct Instruction: minutes: 15
Go over Pedigree Practice.
Closure & Transition (Estd norm): minutes: 3
Exit Ticket filled out by students will be displayed with 3 minutes left in class
(established closure and transition).
Unit 5: Heredity Mr. Barnhill

Announcement: Study Guide 5.3 is due next class at the beginning of the block.
Resources:
It’s Not Rocket Science (2016)
Google Classroom
Differentiation / Modifications / Accommodations:
Set of notes that only require fill-in-the-blank for students with specific IEP
modifications. The modified notes follow the exact same notes given to all students,
so allows access to the same content information. This allows those students to be
doing the “same” work over the same material.
Allow additional wait (think) time for identified students. Increase overall wait time
and be prepared to use additional prompts.

Background Information:
A. Biology Class: grades 9, 10
B. Pedigree Lab
C. Blocks 2 and 3 for Blue Days
D. March 6th and 7th
Standards:
HS–LS3–1 Clarify relationships about the role of DNA and chromosomes in coding the
instructions for characteristic traits passed from parents to offspring.
Objectives:
Use a pedigree to determine if a trait is dominant or recessive.
Use a pedigree to determine if a trait is dominant or recessive.
Create a pedigree based on available information to solve a mystery.
Materials Needed:
Student packet with Mystery Lab
Chromebook for each student.
Overhead and computer.
Primetime and ET.
Anticipatory Set: minutes: 10
PrimeTime Study Guide 5.3 is due at the beginning of the block.
Unit 5: Heredity Mr. Barnhill

Direct Instruction: minutes: 10

Go over and set-up for the Mystery Lab.
Assessment: minutes: 50
Mystery Lab (groups of 3-4)
Direct Instruction: minutes: 10
Go over answers the students came up with over the Mystery Lab.
Introduce Genetic Disorder Research Project
Closure & Transition (Estd norm): minutes: 3
Exit Ticket filled out by students will be displayed with 3 minutes left in class
(established closure and transition).
Announcement: Next class we will be going over Genetic Engineering. After that one
block will be designated for review, so come with specific questions you would like help
figuring out. The following block will be the Unit Test, Friday 22 for Blue Block and
Monday 25 for White Block.
Resources:
It’s Not Rocket Science (2016)
Google Classroom
Differentiation / Modifications / Accommodations:
Set groups up so that they are heterogenous based on skill levels.
Allow additional wait (think) time for identified students.

This project will be due March 28th. I will go over this assignment on March 7th, but thought I would
give some of you a head start before we reach that date. This will be more the norm for you once you
get to college. I have taken elements from the packet and modified the requirements in hopes of making
it a bit more fun and yet more standardized.

Project: Genetic Disorder Research

Medical Science Brochure:
You must address the following topics as a fully outlined brochure. Only factual information
should be included in this section.
 Symptoms?
 treatment options, is it curable, and how?
Unit 5: Heredity Mr. Barnhill

 how common / population ratio?

 is there current research being done?
 Technologies or products to assist in living with this disorder?
 Punnett Square to show how it is passed on (dominant, recessive, inheritance aspects).
 Is this a gene or chromosome mutation?
 Is this sex-linked or autosomal?
 Create a potential pedigree showing the disorder being passed down through three
generations.

Human Factor Side:

This section is set up as a personal point of view in having a child with this genetic disorder. You
will also include resources of potential help. While part of this section is opinion and feeling
based, it should still be written in a logical order that is easy to follow essay style.
 What will a ‘normal’ day look like?
 What accommodations will be required?
 What emotional impact do you expect?
 Do you believe your child will be treated differently?
 List at least two support groups (local/state/national) or organizations that are directly
related to this disorder.
 What, if any, special requirements will your child need in school? In their daily life?

Additional Requirements:
 Medical Science Brochure (30 points)
 Human Factor Side (30 points)
 a separate citations or resources page done in APA or MLA format (10 points)
 six pictures (5 points)
 a title page or brochure cover (5 points)
 Overall neatness and effort (15 points)
 plagiarism will result in a zero for the paper

Modified Project (IEP students): Genetic Disorder Research

Medical Science Brochure:
You must address the following topics as a fully outlined brochure. Only factual information
should be included in this section.
 Symptoms?
 treatment options, is it curable, and how?
 Unit 5: Heredity Mr. Barnhill

 how common / population ratio?

 Technologies or products to assist in living with this disorder?
 Is this a gene or chromosome mutation?
 Is this sex-linked or autosomal?

Human Factor Side:

This section is set up as a personal point of view in having a child with this genetic disorder. You
will also include resources of potential help. While part of this section is opinion and feeling
based, it should still be written in a logical order that is easy to follow essay style.
 What will a ‘normal’ day look like?
 List at least two support groups (local/state/national) or organizations that are directly
related to this disorder.
 What, if any, special requirements will your child need in school? In their daily life?

Additional Requirements:
 Medical Science Brochure (30 points)
 Human Factor Side (30 points)
 a separate citations or resources page done in APA or MLA format (10 points)
 six pictures (5 points)
 a title page or brochure cover (5 points)
 Overall neatness and effort (15 points)
 plagiarism will result in a zero for the paper

J – Brittle Bone Disease

A – Cat’s Cry Syndrome
D – Wilson’s Disease
Unit 5: Heredity Mr. Barnhill

Genetic Disorder Research Project Rubric

CATEGORY Excellent Acceptable Needs Unacceptable
Improvement
Medical Student fully provides Student mostly Student somewhat Student does not
Science detailed and factual provides detailed provides detailed and provide detailed and
medical information and factual medical factual medical factual medical
Brochure (30 about their disorder information, but information, but may information and is
points) according to the list of may be missing be missing three or missing more than
project requirements. one or two items four items on the four items on the
(15) on the required list. required list. (5) required list. (0)
(10)
Human Factor Student provides a Student provides a Provides a somewhat Student does not
Side (30 thoughtful reflection mostly thoughtful thoughtful reflection provide a thoughtful
describing their reflection describing their reflection describing
points) thoughts and feelings describing their thoughts and feelings their thoughts and
about their child. The thoughts and about their child. feelings about their
student fully reflects feelings about their Only three aspects child. Two or less
on all aspects and child. The student from the project aspects from the
requirements. Student reflects on at least specifications are project specifications
provides detailed four of the aspects addressed. (5) are addressed. (0)
information about and requirements.
multiple community (10)
resources and means
of contact. (15)
References Student includes at Student includes Citations are No credible citations
(10 points) least five credible four credible provided but are not are provided. (0)
references in APA or references in APA in APA or MLA
MLA citation. (10) or MLA citation. format or are not
(5) credible. (3)
Six Pictures Six or more pictures At least four Only one to three No pictures are
(5 points) are included. (5) pictures are pictures are included. included. (0)
included. (3) (1)
Title page or Title page or brochure Title page or Title page or Title page or
Brochure cover is present and is brochure cover is brochure cover is brochure cover is not
eye-catching with the present but lacks present but lacks the present. (0)
Cover (5 genetic disorder very creativity, but the genetic disorder. (1)
points) prominent. (5 genetic disorder is
present. (3)
Overall All required Most required Some required Few required
Neatness and components are components are components are components are
included. Project is included. Project is included. Project is included. Minimal
Effort (15 neat, organized, and mostly neat, still somewhat neat, evidence of effort. (4-
points) shows excellent organized, and organized, and some 1)
evidence of effort. shows average effort is evident. (5)
(15) evidence of effort.
(10)
Unit 5: Heredity Mr. Barnhill

Here is an example of a brochure, you will not be making a poster for this project.
The Human Factor Side will be in essay format.

The Human Factor Side will be in essay format.

Unit 5: Heredity Mr. Barnhill

W2 W3 B2 B3
Down’s Syndrome
Edward’s Syndrome
Patau’s Syndrome
Cat’s Cry Syndrome
Turner’s Syndrome
Klinefelter’s Syndrome
Triple X Syndrome
Cystic Fibrosis
Tay-Sachs
PKU
Huntington’s Disease
Albinism

Achondroplasia
Maple Syrup Urine Disease
Usher’s Syndrome
Sickle Cell Anemia
Beta Thalessemia
Gaucher Disease
Neurofibromatosis Type 2
Marfan Syndrome
Angelman’s Syndrome
Brittle Bone Disease
Wilson’s Disease
Duchenne Muscular Dystrophy
Color Blindness
Hemophilia