Law of Segregation/Meiosis Lesson Plan - SUSME

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SUSME Study Lesson Plan


Title:

Law of Segregation/Meiosis

Authors:

Lise Gelatko Falconer, LaRhonda Brown, Angela Day, Tiffany Goldsmith, Raven McDonald,


Sandra McKell, Mary Moss, Pam Weaver





Grade/Subject:

7/Life Science, 9
th
/
Pre
-
AP Biology



Date:


I.


Need for this Lesson


Based on teacher observations and state assessments, students do not understand Mendel’s Laws and are unable to
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This lesson should give students understanding of Mendel’s Law of Segregation and the Law of Independent
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II.


Unit Information




A.

Name of the Unit:
Mendel’s Laws



B.

Goal(s) of the Unit:




1. Define important genetic terms



2. Illustrate Mendel’s Laws: Law of Dominance,
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4. 啳攠m
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††



C. Relationship of the Unit to the Curriculum

Prerequisite Knowledge
-



Students

Should Know:

Concepts for this Unit


Bridge from




Bridge to


Concepts in Future Units
-


Prepare Students to Learn:




Students should know the
characteristics of a cell.



Students

should understand
DNA and the
Central
Dogma of Molecular
Biology (DNA


oNA


mro瑥楮)



Students should understand
chromosome structure.



Students should understand
mitosis



Students should understand
the human reproductive
system and be able to
understand the question
-

How do we reproduce?



Students will be able to apply
and define the Law of
Segregation.



Students will be able to

identify tha
t meiosis reduces
the chromosome number by
half



Students will be able to
identify that meiosis is the
process that produces sex
cells



Students will be able to
define diploid (complete set
of homologous
chromosomes) and haploid
(half set of chromosomes)



Students will be able to
identify that meiosis is a
process that undergoes 2
divisions



Students will be able to apply
and define genetic
terminology.



In high school Biology,
Microbiology, and Genetics,
students will discuss and
analyze various topics of
ge
netic engineering. In
middle school Life Science
students will discuss
examples of genetic
engineering.



In high school biology
students will be expected to
understand what
happens

to

the chromosomes during each
phase of meiosis.



In middle school Life Scien
ce
and high school Biology,
students w
ill discuss the
evolution
as

it relates to
Darwin’s theory,
“survival of
瑨攠f楴瑥it
.”



In middle school Life
Science, students will discuss
life over time.



In high school Biology,
Environmental Science and
middle
school life science,
students will discuss
interdependent relationships
of organism.

D.


Possible Student Misconceptions



1.

Students are often confused about how the autosomes work in DNA.

2.

Students do not understand the relationship between linage and
genes or traits.

3.

Students are often confused about chromosome migration during cell division.

4.

Students often cannot tell the difference between homologous chromosome pairs and sister chromatid
pairs.

5.

Students do not realize each parent contributes an equal

number of chromosomes to their offspring.

6.

Students often cannot tell the difference between Mendel’s Law of Segregation and Mendel’s Law of
Independent Assortment.




E.

Unit
Instructional Plan:




Unit Concept/Topic

# of
Lessons

1.

Reproductive System
-

How do we reproduce?

2.

Mitosis/DNA
-

How does a baby grow?

3.

Chromosomes and Traits
-

Why do y
ou look like your parents?

4.

Meiosis
-

How do egg and sperm cells get half of the genetic information? *

5.


Mendel’s Laws determine phenotypic and genot
ypic probabilities of offspring.

(1)

(5)

(4)*

(1)

(5)



* concept(s) covered in this Study Lesson Plan



III. Study Lesson Information

A.

Title of

the Study Lesson: Law of Segregation/Meiosis

B.

Standards Addressed (national, state/local):



National



Grades 5
-
8

Grades 9
-
12

Reproduction and heredity

Molecular basis of heredity



State/local



ACOS
















ACOS/

AHSGE

Objective 7.9



Identify the process of chromosome reduction in the production of sperm and egg
cells during meiosis. (
from diploid to haploid)

Objective 7.9.2



Contrast mitosis with meiosis

Objective 7.11



Identify and explain Mendel’s Laws of Genetics: Law of Dominance, Law of
Segregation, and Law of Independent Assortment



Recognize genetic disorders



Use monohybrid P
unnet
t square to predict probability of offspring trait



High School Biology: Objective 7



Apply Mendel’s law to determine phenotypic and genotypic probabilities of
offspring



Define important genetic terms

C. Lesson Overview:



This lesson teaches students that
when any individual produces gametes, the copies of a gene separate so that each
gamete receives only one copy, which is the law of segregation.



D.

Performance Objective(s):




The student will:
Demonstrate meiosis and
the
Law of Segregation
.





E. Assessment Timeline


Diagnostic

Before student work begins.

Assessment strategies, possible
Formative

During lesson.

Assessment strategies, possible
feedback, scaffolding techniques:


Summative

After lesson is
completed.

Assessment strategies, possible
feedback, scaffolding techniques:


feedback, remediation:



Look at a picture of a family. Identify
traits common to both parents. How did
child get to look like both
parents?



Teacher observation of how students
place
the spoons, forks, and knives on
the paper plates, student answers on
the student question sheet, student
responses to questions asked by the
teacher
.



10 question quiz


F.


Materials/Resources


A baggie
for each group
containing plastic spoons, forks, and knives (pink or blue), a tri
-
fold board with paper
plates attached, a set of vocabulary words, 4 hula hoops



G.

Teaching/Learning Process for the Study Lesson

Step

and time
allocation

(min)



Teaching/Learning Acti
vities

Handouts, equipment, supply
.

Points to remember.

Evaluate:

Assessment
techniques for
each activity.



Engage

(5 min)


Show a picture of a mother/father and child


identify traits of the child that are common to
mother and common to father
(cartoon picture)

Picture on E
lmo or
o
verhead

projector


Class discussion



Explore

(15 min)




Hula Hoop Meiosis


See teacher guide







Hula hoops



How "student"
chromosomes
separate into the
different hula
hoops





Explain

(25 min)




Table Top Meiosis

See teacher guide



Per group (1 tri
-

fold board with
8 paper plates attached “cells”,
and baggie

containing 4 forks, 4
spoons, 4 knives, one set of key
terms





Data sheet
, teacher
observations



Teacher should ask
questions that are
similar to the state
assessment.



Extend

(5 min)




What might happen if meiosis goes wrong?
What type of effect might this have on the
baby?







Teacher will demonstrate what
happens when 2 chromosomes
(spoons) fail to separate during
meiosis.


This

demonstration is
carried out on the display board.




Student responses
(Teacher can relate
this to Down
Syndrome,
Klinefelter
Syndrome, or
Turner Syndrome)

IV.


Attachments (worksheets, labs, project guides, tests, rubrics, etc.)

Use this picture

to in
troduce the lesson
:


engage activity for meiosis lesson.pdf



Meiosis

Lesson guideline for teacher.doc


Hula Hoop Meiosis Activity.doc


Meiosis data
table with instructions.doc



meiosis vocabulary.doc


meiosis vocabulary cards.doc


Picture of meiosis activity poster.pdf


Answ
er sheet

for Meiosis data table
.doc


Meiosis assessment.doc