Biology

What

Biology

When

4/16/2024

High School Weekly Lesson Plan Template
Week of: 4/15/24
*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, WYNN, HAMILTON

Monday
Standard(s):
SB3. Obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations.
b. Use mathematical models to predict and explain patterns of inheritance. (Clarification statement: Students should be able to use Punnett squares (monohybrid and dihybrid crosses) and/or rules of probability, to analyze the following inheritance patterns: dominance, codominance, incomplete dominance.)
LT:
We are learning to use models to predict and explain patterns of dominant inheritance (Mendel’s laws)

SC:(I know I’ll have it when I can…)
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%)
Construct a di-hybrid (2 allele) genetic cross to determine the probability of any given genotypes and phenotypes
Use FOIL method to determine the 4 gamete combinations
Convert rations (4:16) to percent (25%)
Lesson/Activity:
Guided notes
monohybrid/vocab practice
Khan practice
PIVOT practice
DiHybrid notes/practice

Study card
Resources:
Teacher created materials

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


Tuesday
Standard(s):
SB3. Obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations.
b. Use mathematical models to predict and explain patterns of inheritance. (Clarification statement: Students should be able to use Punnett squares (monohybrid and dihybrid crosses) and/or rules of probability, to analyze the following inheritance patterns: dominance, codominance, incomplete dominance.)
LT:
We are learning to use models to predict and explain patterns of dominant inheritance (Mendel’s laws)
SC:(I know I’ll have it when I can…)
Construct a monohybrid genetic cross to determine the probability of a given genotype and phenotype
Describe a genotype (heterozygous, homozygous recessive or homozygous dominant)
Describe a phenotype : Dominant or recessive
Convert Ratios (1:3) to percent (25%)
Construct a dihybrid (2 allele) cross to determine the probability of a given genotype and phenotype
Use FOIL method to determine the 4 gamete combinations
Convert ratios (4:16) to percent (25%)
Recall the dominance pattern of inheritance and give examples (tongue curling, widow’s peak, earlobe attachment)
Describe and model incomplete dominance of inheritance and give examples (pink flowers via white/red flowers)
Describe and model codominance of inheritance
Compare sex-linked chromosomes with other chromosomes (autosomal chromosomes) and examples : color blindness and hemophilia

Lesson/Activity:

Dihybrid: video, fish color, EOC questions
Incomplete/CoDominance: guided notes, video , practice

Mixed practice paper

Study card
Resources:
Teacher created materials


Wednesday
Standard(s):
SB3. Obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations.
b. Use mathematical models to predict and explain patterns of inheritance. (Clarification statement: Students should be able to use Punnett squares (monohybrid and dihybrid crosses) and/or rules of probability, to analyze the following inheritance patterns: dominance, codominance, incomplete dominance.)
LT:
We are learning to use models to prejudice and explain patterns of inheritance

SC:(I know I’ll have it when I can…)
Understand multiple alleles and how Blood types genotype and phenotype use multiple alleles and codominance
Lesson/Activity:

Guided notes
Video
Practice
DIHYBRID
Study Card

Resources:
Teacher created materials


Thursday
Standard(s):
SB3. Obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations.
b. Use mathematical models to predict and explain patterns of inheritance. (Clarification statement: Students should be able to use Punnett squares (monohybrid and dihybrid crosses) and/or rules of probability, to analyze the following inheritance patterns: dominance, codominance, incomplete dominance.)
LT:
We are learning to use models to prejudice and explain patterns of inheritance

SC:(I know I’ll have it when I can…)
Analyze pedigree charts that show inheritance patterns of a trait, disease or disorder witin a family over multiple generations
Squares = males, circles = females
Shaded means the individual has the trait being tracked
Horizontal lines indicate mating, vertical lines indicate offspring of this mating
Carriers are identified
Determine whether trait is sex linked or autosomal, dominant or recessive

Lesson/Activity:

Guided notes/Multiple alleles
Practice
Video


Resources:
Teacher created materials


Friday
Standard(s):

SB3. Obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations.
b. Use mathematical models to predict and explain patterns of inheritance. (Clarification statement: Students should be able to use Punnett squares (monohybrid and dihybrid crosses) and/or rules of probability, to analyze the following inheritance patterns: dominance, codominance, incomplete dominance.)

LT:
We are learning to use models to prejudice and explain patterns of inheritance

SC:(I know I’ll have it when I can…)
Analyze pedigree charts that show inheritance patterns of a trait, disease or disorder witin a family over multiple generations
Squares = males, circles = females
Shaded means the individual has the trait being tracked
Horizontal lines indicate mating, vertical lines indicate offspring of this mating
Carriers are identified
Determine whether trait is sex linked or autosomal, dominant or recessive


Lesson/Activity:
Guided notes/Sex linked traits/pedigrees
Practice
Video
Song “I’m my own grandpa”

Study card



Resources:
Teacher created materials