Biology

What

Biology

When

11/6/2023

High School Weekly Lesson Plan Template
Week of: 11/6/23
*for additional curriculum information, please visit the district's resource High School Pacing Guides or Georgia Standards of Excellence
Course Name: BIOLOGY
HARDMAN, JOHNSTON, LIPTHRATT, HAMILTON

Monday
Standard(s):
SB3. Obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations.
c. Construct an argument to support a claim about the relative advantages and disadvantages of sexual and asexual reproduction.
LT:
We are learning about the advantages and disadvantages of sexual reproduction.
We are learning about the advantages and disadvantages of asexual reproduction.

SC: (I know I’ll have it when I can…)
Use evidence to describe the advantages of sexual reproduction.
Describe what genetic variation is
Use evidence to describe the disadvantages of sexual reproducton
Use evidence to describe the advantages of asexual reproduction.
Use evidence to describe the disadvantages of asexual reproducton
Differentiate the types of asexual reproduction
Argue the advantages and disadvantages of sexual and asexual reproduction
Lesson/Activity:
Guided notes
Venn diagram
Reproductive strategies Teach Genetics activity

REVIEW for CDA2: cell structure and function, cell energy including photosynthesis and cellular respiration
Resources:
Teacher created materials


Tuesday
Standard(s):
SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells.
b. Develop and use models to explain the role of cellular reproduction (including binary fission, mitosis, and meiosis) in maintaining genetic continuity
LT:I am learning how cellular reproduction/division maintains genetic continuity

SC:(I know I’ll have it when I can…)
Describe inheritance
Describe what genetic continuity is
IN Asexual: cell division ensures new cells that are produced have the sam enumber and type of chromosomes (genes)
IN Sexual: produces cells with half the number of chromosomes in gametes that will eventually join during fertilization resulting in offspring that have the same number and type of chromosomes as the parent organism.
Explain how binary fission or mitosis maintains genetic continuity
Explain how meiosis maintains genetic continuity
Compare and contrast the phases of meiosis and mitosis
Use models to explain the role of cellular reproduction in maintaining genetic continuity

Lesson/Activity:
Build-a-bird - The Pigeon Gene Shuffle

REVIEW for CDA2: cladograms and taxonomy

Resources:
Teacher created materials


Wednesday
Standard(s):
SB2. Obtain, evaluate, and communicate information to analyze how genetic information is expressed in cells.
b. Construct an argument based on evidence to support the claim that inheritable genetic variations may result from: new genetic combinations through meiosis (crossing over, nondisjunction); non-lethal errors occurring during replication (insertions, deletions, substitutions); and/or heritable mutations caused by environmental factors (radiation, chemicals, and viruses).
LT:
We are learning the causes of inheritable genetic variations

SC:(I know I’ll have it when I can…)
Explain how crossing over during Meiosis I is a source of genetic variation
Explain how independent assortment during Meiosis I is a source of genetic variation
Explain how a nondisjunction mutation during meiosis is a source of genetic variation and give one example
Examine Down Syndrome as an example of chrumosome mutation (affects whole chromosome)
Analyze a karyotype to look at the size, shape and number of chromosomes
Describe homologous pairs of chromosomes and this is where genes are housed (through the expression of a genotype/2 alleles

Lesson/Activity:
Learn Genetics Genetic Survivor game

CDA 2
Resources:
Teacher created materials


Thursday
Standard(s):
SB2. Obtain, evaluate, and communicate information to analyze how genetic information is expressed in cells.
b. Construct an argument based on evidence to support the claim that inheritable genetic variations may result from: new genetic combinations through meiosis (crossing over, nondisjunction); non-lethal errors occurring during replication (insertions, deletions, substitutions); and/or heritable mutations caused by environmental factors (radiation, chemicals, and viruses).

LT:
We are learning the causes of inheritable genetic variations

SC:(I know I’ll have it when I can…)
Investigate various causes of non-lethal errors through point mutations (insertion, deletion, substitution)
Investigate various heritable mutations caused by environmental factors (radiation, chemicals and viruses)
Describe a mutagen (agents that harm DNA)
Recognize what types of mutations are inheritable and why (only in gametes)
Examine sickle cell anemia as an example of gene mutations (mutations that affect a single gene) and discuss its advantage s and disadvantages.

Lesson/Activity:
Genetic Disorders activity


Resources:
Teacher created materials

Friday
Standard(s):
SB3. Obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations.
a. Use Mendel’s laws (segregation and independent assortment) to ask questions and define problems that explain the role of meiosis in reproductive variability.
LT:
We are learning about Gregor Mendel’s laws in order to explain the role of meiosis in reproductive variability

SC:(I know I’ll have it when I can…)
Describe how meiosis produces non-identical daughter cells (gy segregation of chromosome pairs, crossing over, and independent assortment).
Model the Law of Segregation and its effect on future offspring
Model the Law of Independent Assortment and its affect on future offspring
LT:
We are learning to use models to predict and explain patterns of inheritance.

SC:(I know I’ll have it when I can…)
Review homologous pairs of chromosomes in order to identify what an allele is and how to identify the genotype
Describe the two types of alleles (dominant and recessive) that m ake up a genotype as either homozygous or heterozygous
LT:
We are learning to use models to predict and explain patterns of dominant inheritance (Mendel’s Law)

SC:(I know I’ll have it when I can…)
Recall that a gamete is a reproductive cell with only half the number of required chromosomes for mitosis
Identify terms to model the different generations of inheritance
P, F1, F2 generations
Construct a monohybrid (1) genetic cross to determine the probability of any given genotypes and phenotypes
Describe a genotype (heterozygous homozygous recessive or homozygous dominant)
Describe a phenotype (Dominant or recessive)
Convert rations (1:4) to percent (25%)

Lesson/Activity:
Guided notes
Vocabulary
Intro to Punnet squares

Resources:
Teacher created materials