Dragon Genetics

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Two Peas in a Pod

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Mendelian Genetics - Lesson Plans

Standard(s): SC.912.L.16.1 Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. (Also assesses SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, co-dominant, sex-linked, polygenic and multiple alleles.)
Objective(s):
Students will use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance.
DEQ: How do genes influence the variety of organisms that exist?
Agenda:
ENGAGE: "Two Peas in a Pod"
EXPLORE: "Dragon Genetics"
EXPLAIN: Cornell Notes + Mendelian Genetics
EXTEND: Punnett Squares Activity
EVALUATE: 5QAs (Quiz)
Vocabulary: dominant, recessive, trait, allele, gene, homozygous, heterozygous, genotype, phenotype, polygenic, Punnett square, probability

Question Set 10

Question Set 10A
p. 171 #s 4 & 5
p. 176 #s 2, 3 & 4
p. 191 #s 2, 3 & 5
p. 196 #s 22 & 23

Question Set 10B
p. 171 #s 4 & 5
p. 176 #s 3, 4 & 5
p. 191 #s 3 & 5
p. 195 # 14
p. 196 #s 22 & 23

Protect! Don't Infect!

With the flu going around and students, teachers and parents getting sick. Here is a little video to help you "Protect! Don't infect!"

Meiosis Notes

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School Supplies

Dear Parents,

Throughout the year, your students will be studying a wonderful variety of biological topics. However, some students are unfortunate to be able to afford necessary supplies to assist them in their studies. Here is a list of just some of the supplies we will be needing to assist disadvantaged students:

3 ring binder (1 1/2 inch)
Dividers for binders
Loose leaf notebook paper (college or wide ruled)
Pocket folders (3 prong)
Pencils #2
Colored Pencils (12 count)
Expo markers (assorted colors)
Erasers
Rulers (metric)
Pencil sharpeners (small)
Index cards (3x5)
Kleenex

Your help in donating the above listed supplies is greatly appreciated. Keep in mind that we are not picky! We would happily take new or gently used boxes of colored pencils. The same holds true for pencils, pens, 3-ring binders, etc! Furthermore, your donations are not limited to the present. Feel free to send items in whenever possible.

Do keep in mind that the above mentioned items represent just a few of the supplies our students will be using regularly over the course of the year.

I would like to thank you in advance for your assistance, and look forward to continuing down the educational path with your student!

Mr. Ison

Multiplication by Division

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Biology Textbook

Contrary to popular opinion, students are required to carry their textbook to class everyday.

Meiosis - Lesson Plan

Standards:
SC.912.L.16.16 Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes of spores
SC.912.L.16.17 Compare and contrast mitosis and meiosis and relate them to the processes of sexual and asexual reproduction and their consequences for genetic variation
SC.912.L.15.15 Describe how mutation and genetic recombination increase genetic variation
LACC.910.RST.2.5 – Analyze the structure of the relationships among concepts in a text, including relationships among key terms.
Objectives:
Compare and contrast mitosis and meiosis and relate them to sexual and asexual reproduction.
DEQ:
What are the advantages of sexual reproduction over asexual reproduction?
Agenda:
EXTEND: "Multiplication by Division"
EXPLORE: Meiosis Drawing (Draw and describe the cell during Meiosis, compare/contrast with Mitosis)
EXPLAIN: Discussion w Visuals on Meiosis
EXTEND: Question Set 10A/B
EVALUATE: 5QAs
Vocabulary: Gamete, Sexual Reproduction, Asexual Reproduction, Fertilization, Autosome, Sex Chromosome, Diploid, Haploid, Tetrad, Crossing Over, Sperm, Egg, Polar Body

2nd Quarter Test

There will be a test for all classes covering the material taught during the 2nd Quarter. Click on the Lesson Plans tab above to review all the material taught during the 2nd Quarter.

Students are recommended to review the material. Time will be permitted in class for students to work on review questions provided by the instructor.

2nd Quarter Review Questions

Cell Comparison
1. Draw a cell. Label the following organelles and identify their function(s): Nucleus, Rough Endoplasmic Reticulum, Smooth Endoplasmic Reticulum, Golgi Apparatus, Vesicle, Vacuole, Mitochondria, Chloroplast, Cilia, Flagella
2. Plant and animal cells are both classified as eukaryotic cells. Name some characteristics of the plant and animal cell that make them different from each other.
3. Plants and animals are made up of eukaryotic cells and bacteria are classified as prokaryotic cells. Name some difference between prokaryotic and eukaryotic cells.

Cell Membrane
1. Passive transport is the movement of molecules across a cell membrane without energy input from the cell. Distinguish between diffusion, osmosis and facilitated diffusion.
2. Passive transport does not require energy input from the cell, whereas active transport does require energy input from the cell. How else does passive and active transport differ from each other (hint: purpose for energy input)?

Plant Structure and Function
1. Plant cells have distinct difference from animal cells, such as cell walls, large vacuoles, and chloroplasts. How are these differences useful for a plant?
2. Many rain forest plants have tapered leaves. Many plants in cold climate have needle shaped leaves. Why might this be an adaptive advantage for the plants?
3. Draw a leaf structure that you’re familiar with, describe the climate you typically find this plant located, and explain what advantage this leaf has to make it suited for this particular environment.

Cellular Energy
1. Diagram the basic process of photosynthesis and write its chemical equation.
2. Diagram the basic process of cellular respiration and write its chemical equation.
3. Describe how and why the processes of photosynthesis and cellular respiration are interrelated.
4. Explain how you do not get energy directly from the food that you eat. How does energy transfer through these processes?

Mitosis & Cancer
1. Diagram cell division and describe what occurs during all of the phases of mitosis and cytokinesis.
2. Explain what would happen if each of the four main stages of the cell cycle did not occur.
3. What is cancer and how is it caused? What factors increase risk of cancer?

Question Set 9

Question Set 9A
p. 142 #s 2 & 4
p. 147 #s 3 & 5
p. 159 #s 14, 16 & 19
p. 160 #s 23, 26 & 29

Question Set 9B
p. 142 #s 2 & 3
p. 147 #s 3 & 4
p. 159 #s 11, 14, 16 & 19
p. 160 #s 23 & 26

Cancer Notes

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Normal v. Cancer Cell (Video)

Watch the following video. Write down your observation comparing and contrasting normal cell division and cancer cell division.



Answer the following questions:
1. How did the structure of normal cells compare to the structure of the cancer cells you viewed?
2. Cancer cells divide more rapidly than normal cells. Why do you think chemotherapy, a common treatment for cancer, results in hair loss?

Getting Ready

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Cancer Lesson Plan

Standard: SC.912.L.16.8 Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer.
Objective:
Explain how mutations and uncontrolled cell growth can result in cancer.
DEQ:
Why is cell cycle regulation necessary for healthy growth?
Agenda:
ENGAGE: "Getting Ready"; Background - What do you know about cancer? What is it? How is it caused? How does it affect people?
EXPLORE: Normal v. Cancer Cell (Video)
EXPLAIN: Cornell Notes + Cancer (ppt)
EXTEND: Question Set 9A/B
EVALUATE: 5QAs
VOCABULARY: Centromere, Chromosome, Mutation, Benign, Malignant, Cancerous, Metastasize, Tumor

Cell Cycle Concept Chart

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In the center column, draw the cell as it would appear during that particular stage. In the right column write what occurs in the cell during the particular stage.

Cell Growth and Division Notes

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Mitosis Sequencing

Number the pictures on the worksheet (1-15) in the order they occur during Mitosis. Complete the sequencing twice. The first time do not use your book and try to put them in order. The second time use your book to correct which ones you may have gotten out of order. Mark your answers so that the teacher can see any changes you made. Once you have marked the sequences, identify which phase each are currently in (interphase, prophase, metaphase, anaphase or telophase).

Getting Through

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Mitosis Lesson Plan

Standard: SC.912.L.16.14 Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the information of new cells and its importance in maintaining chromosome number during asexual reproduction.
Objectives:
1. Students will be able to describe the cell cycle.
2. Students will be able to explain what occurs during each stage of the cell cycle.
DEQ:
What does it mean for a cell to be immortal?
Agenda:
ENGAGE: "Getting Through"
EXPLORE: "Mitosis Sequencing" - Think/Pair/Share
EXPLAIN: Cornell Notes - Mitosis (Powerpoint)
EXTEND: Vocabulary Burrito, Concept Flip Book
EVALUATE: Mitosis Quiz
Vocabulary: Asexual Reproduction, Binary Fission, DNA Double Helix, Cell Cycle, Cytokinesis, Diploid, DNA Replication, Interphase, Mitosis, Telomere, Condense, Compress, Compact