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Unit title
Genetics
Teacher(s)
L. Hickey
Weeks 16-20
Significant concept(s)
Replication/Transcription/Translation of
DNA and being able to view mutations in
DNA via a family pedigree.
Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?
A. One World
Give examples of science and scientific applications and discuss some of their positive and/or
negative effects on people, societies and the environment.
B. Communication In Science
Understand and use scientific language relevant to the units of work covered.
Provide scientific information using appropriate modes of communication.
C. Knowledge and Understanding of Science
Recognize and recall scientific information relevant to the units of work covered.
Explain and apply scientific information to solve problems in familiar and, with guidance, in
unfamiliar situations.
Which MYP assessment criteria will be used?
Unit Skills:
Analyze the structure of DNA.
Determine how the structure of DNA enables it to reproduce itself accurately.
Relate the concept of the gene to the sequence of nucleotides in protein synthesis.
Sequence the steps involved in protein synthesis.
Interpret a pedigree.
Identify human genetic disorders caused by inherited recessive alleles.
Predict how a human trait can be determined by a simple dominant allele.
Analyze the pattern of sex-linked inheritance.
Illinois State Standards:
12.11.21: Understand that, in all living things, DNA (deoxyribonucleic acid carries the instructions for
specifying the characteristics of each organism. Understand that DNA is a large polymer formed
from four subunit: A, G, C and T (adenine, guanine, cytosine, thymine, a 5-carbon sugar and a
phosphate). The chemical and structural properties of DNA explain how the genetic information
that underlies heredity is both encoded in genes (as a string of molecular letters) and replicated (by
a templating mechanism). Know that each DNA molecule in a cell is a single chromosome.
12.11.22: Understand that a gene is a set of instructions in the DNA sequence of each organism that
specifies the sequence of amino acids in polypeptides characteristic of that organism.
12.11.23: Understand the general steps by which ribosomes synthesize proteins, using information
from mRNA and from amino acids delivered by tRNA.
12.11.24: Understand that specialization of cells in multicellular organisms is usually due to different
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
Learning experiences
How will students know what is expected of them? Will
they see examples, rubrics, templates?
How will students acquire the knowledge and practise
the skills required? How will they practise applying
these?
Do the students have enough prior knowledge? How will
we know?
Teaching strategies
How will we use formative assessment to give students feedback
during the unit?
What different teaching methodologies will we employ?
How are we differentiating teaching and learning for all? How have
we made provision for those learning in a language other than their
mother tongue? How have we considered those with special
educational needs?
Structured Notes
Guided notes for students while teacher uses a
PowerPoint presentation. Allows for teacher to
extrapolate ideas and for students to focus on
big ideas rather than completed of notes.
DNA Double Helix Activity (Criterion B, C - Formative)
Structure of DNA is investigated in groups and
findings are presented to the class
DNA Labs Part 1 and 2 (Criterion B, C Formative)
In-depth construction of DNA processes in a cell.
Students can visualize the sequence of steps
while working with a partner.
Hidden Message Worksheet and Crabtree Pedigree
Worksheet (Formative)
Completed during class as teacher walks around to
assess student work individually. Based on
progress, a second review worksheet might be
needed.
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students experiences during
the unit?
Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make
sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?
Figure 12
MYP unit planner