Confidence to Achieve

Prepared By: Mohammed Abdul Rashid

Unit Plan
Year 10 - Term 4
Heredity and Inheritance


Unit Name Heredity and Inheritance
Year
Level /
AusVELS
Level:
Year 10
Domains / Subject Areas
Science

Unit Designers

Mohammed Abdul Rashid.
Length of
Unit:
6 Weeks
Term to be taught: Four
Number of
Lessons:: Eight
Duration of Each Lesson: 50 Minutes.
One full day Excursion in week 5.
2 hour assessment in week 6.

Unit Overview:



In this Unit my students will learn about Heredity and Genetics, students explore the fundamentals of cell division (mitosis and
meiosis), DNA transcription, translation and protein synthesis, At the end of this unit, students will be able to explain how DNA
determines physical characteristics and how those characteristics are passed from one generation to the next Students will apply
their understanding of genetics and heredity in discussions of current medical and social issues and in the appreciation of human
diversity.


Content Knowledge Goals

By the end of this unit student should
Understanding the transmission of
traits in living things.

Key vocabulary to be used and
understood in this unit (Literacy):
Heredity, Inheritance, DNA, Genes,
Chromosomes, Genetic counselling,
Mitosis, meiosis, dominant and
recessive inheritance, probability,
crossing of different genes, Inherited
traits
Week 1 Goal Week 2 Goal Week 3 Goal Week 4 Goal Week 5 Goal

Describe the structure
of DNA and the way
that DNA functions to
control protein
synthesis, and

Explain the laws of
heredity and their
relationship to the
structure and function
of DNA

Recognize and
understand the
differences between
meiosis and mitosis in
cellular respiration

Understanding of Dominant
and recessive inheritance,


Understanding of Probability
of crossing different type of
genes and their outcomes

Cross curriculum with
Mathematics


Recognize the existence
of technology that can
alter and/or determine
inherited traits


GTAC Excursion:
Students use models to explore DNA
and protein structure and to determine
the Effect of a mutation as they crack the
DNA code to transcribe and translate a
part of the haemoglobin gene. They
learn that this DNA code is universal
amongst organisms, thus discovering the
potential for gene transfer between
organisms.
Assessment FOR, AS, OF
List the types of Assessment that will be
undertaken during the teaching of this unit



FOR LEARNING (FORMATIVE) ASLEARNING (FORMATIVE) OF LEARNING (SUMMATIVE)
Occurs when teachers use inferences
about student progress to inform
their teaching


Teacher gets the prior
knowledge of the students
about Heredity and
Inheritance from previous
years and explains the basic
Occurs when students reflect on
and monitor their progress to
inform their future learning
goals

Students able to explain
about DNA, Genes and
chromosomes, replication
of DNA, Cell division
Mitosis, meiosis,
Occurs when teachers use evidence of student learning to make judgements on student achievement against goals
and standards.

Summative assessment for the whole unit in the end in week 6 on genetic counselling
where students will research a genetic disease and will give genetic counselling to a couple
who would like to have children and are worried the child that is born will inherit this
disease.
concepts that are related
(connected) to prior
knowledge.



Chromosome
abnormalities, sicknesses
and How Gene technology
help to improve treatment
of sicknesses

And also individual online tests each week in lessons are also a part of summative
assessment for each lesson.

























Heredity and Genetics Scope and Sequence: Year 10

Sub
strand
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8
S
C
I
E
N
C
E

F
O
R

U
N
D
E
R
S
T
N
A
D
I
N
G
(ACSSU184) - The transmission of heritable characteristics from one
generation to the next involves DNA and genes.

(ACSSU185) The
theory of evolution
by natural selection
explains the
diversity of living
things and is
supported by a
range of scientific
evidence.
(ACSSU184) - The
transmission of
heritable
characteristics from
one generation to
the next involves
DNA and genes.


(ACSSU184) - The
transmission of heritable
characteristics from one
generation to the next
involves DNA and genes.


S
C
I
E
N
C
E

I
N
Q
U
I
R
Y

S
K
I
L
L
S

(ACSIS139) Identify
questions and
problems that can be
investigated
scientifically and
make predictions
based on scientific
knowledge


(ACSIS200) Select and
use appropriate
equipment, including
digital technologies, to
systematically and
accurately collect and
record data




S
C
I
E
N
C
E

A
S

A

H
U
M
A
N

E
N
D
E
V
A
O
U
R

(ACSHE192)Advanc
es in scientific
understanding often
rely on
developments in
technology and
technological
advances are often
linked to scientific
discoveries

(ACSHE230) The
values and needs of
contemporary
society can
influence the focus
of scientific
research


(ACSHE191) -
Scientific
understanding,
including models and
theories, are
contestable and are
refined over time

through a process of
review by the
scientific community





Weekly Lesson Plans


Week 1:
Learning Focus:
-Structure of DNA
-Genes, Chromosomes

Week
1
Learning
Focus
Learning
Intention/Outcome
Learning Activities: Differentiated
outcome:

Resources
Required
Assessment

DNA,
Genes,
Chromos
omes,

Learning Intention:

Lesson 1: Learning
about Heredity and
Inheritance.
Learning Outcome:
Students should be
able to understand
what heredity is and
that
Hereditary/genetic
information in
chromosomes is
contained in
molecules of DNA.






Lesson 1 :
heredity and Inheritance

First State learning
intention stated in
left column, Then:
Getting prior
knowledge of the
students
By asking students
what they know about
heredity and
inheritance,
Brainstorming and
drawing a sun diagram
and noting down the

1. Most students
describe what DNA,
Genes and
Chromosomes are?

2. All students should
explain that we are
unique because of our
DNA.

3. Some students
could explain how the
protein synthesis is
accomplished.







Access to
computers
and Internet
connection
for YouTube
videos/ICT
activity

watch video
on Heredity:
<http://learn.
genetics.utah.
edu/content/i
nheritance/int
ro/>

Online
activity:
<http://www.
neok12.com/j


Group Assessment:
Group prior knowledge (formative)








Individual Assessment:
Each student complete the DNA puzzle.
ICT:
Each student to log on to computers and complete
this puzzle of DNA
<http://www.neok12.com/jigsaw-
puzzles/Genetics.htm>


Lesson 2: learning
about the
components of a
DNA, Gene type,
sequencing and the
structural properties
of a chromosomes.
Learning Outcome:
Students should be
able to understand
how genetic
information in
chromosomes is
contained in
molecules of DNA.
Genes are sections of
DNA that direct
syntheses of specific
proteins associated
with traits in
organisms. These
consist of various
combinations of four
different nucleotides
that encode this
information through
their sequences.

points on the white
board.
Discussion (5 Min)


Students watch
video on Heredity,
After this students should
be able to understand basics
of heredity, what is
heredity, how do we get
traits from our parents? (15
Min)
<http://learn.genetics.utah.e
du/content/inheritance/intro/
>

Discussion on the
heredity video: (5
Min)
Students should be able to
define heredity, explain
how we get traits from our
parents.


Students watch
video: The
relationship
between nucleus,
chromosomes,
DNA, genes
<https://www.youtube.com/
watch?v=enJT7wbSoLQ>
(5 Min)
Discussion (8 mins)

















































igsaw-
puzzles/Gene
tics.htm>

























































































Lesson 2:
DNA, Genes,
Chromosomes

Prior knowledge of
students about
DNA, genes,
chromosomes.
By asking students
what they know about,
DNA, Genes,
Chromosomes and
Genetic diseases.
Brainstorming and
drawing a sun diagram
and noting down the
points on the white
board.
(8 Min)

PPT presentation on DNA,
Genes, Chromosomes
(15 Min)
Students write notes from
PPT into their books
Class discussion(8 mins)



After the PPT presentation
students should be able to

* Explain what makes one
gene different from all other
genes (4 mins)

* Explain why the 46
chromosomes in the human
body are often described as
23 pairs
(4 mins)

Differentiated
outcome: Lesson 2

1. All students able to
explain what makes
one gene different
form all others, and
explain why the 46
chromosomes in the
human body are often
described as 23 pairs.

1. Most students
explain and
Predict the base
sequence in the
complementary
strand of DNA that
has the base sequence

3. Some students
explain the concept of
modelling a DNA
(before they do the
activity).



























































































* Predict the base sequence
in the complementary strand
of DNA that has the base
sequence
ATGTTCCAGCGAAATG
(5 Min)

Activity:
Modelling DNA
students to
construct model of
DNA. Activity:
Build your DNA
and eat it. (25
Mins)

Students to
complete an
online jigsaw
puzzle of Genetics.
(25 Min)
<http://www.neok12.co
m/jigsaw-
puzzles/Genetics.htm>

Lesson review Discussion (5
Min)

















Printed sheet:
20 copies of -
Build and eat
your DNA
activity,

Note: Please
see Lesson
plan for this
activity and
resources
required.
























Each student to complete the Build your DNA and Eat
it activity. (formative assessment) Please see the lesson
plan for details about this activity.

Students who are absent needs to do the test as part of
their homework and show it to the teacher in next class.





Week 2:
Learning Focus:
-Replication of DNA
-Cell division: meiosis and mitosis

Week
2
Learning
Focus
Learning
Intention/s
Learning Activities: Differentiation
(modified and /
or extension
activities)
Resources
Required
Assessment
Making new
cells
-Replication of
DNA
-Cell division:
meiosis and
mitosis

Lesson 1: Replication of
DNA
* State learning intention.
Then: What is the purpose of
DNA replication? (5 mins)
* Whats happening inside
your own body? Read pp.
207-208 individually then
cover as a group on the
board. (15 mins)
* What demonstrates that
this is happening? I.e.
practical effects. How fast
and how often does it
happen? Brainstorm briefly.
Then, students research on
the web in pairs for 5
minutes to find some
examples of DNA
replication in action. Put
timer on laptop or overhead.
Class shares examples. (15
mins) (IBL)
* Issue homework questions
(write on the board)
students write in planner (5
mins)

Lesson 2: Cell division:
meiosis and mitosis
* State learning intention.
Recall DNA division
Lesson 1:
* Extension:
Can things go
wrong during
DNA
replication?
Why? How? (5
mins)

Textbook
chapter of
heredity and
inheritance topic
of cell division.

Computer/laptop
Projector,
Quiz printouts.
Homework questions from text (L1 & L2)

IBL quick presentation (L1, informal)

Mini test (L2)
purpose from last lesson.
Then: Why is it important to
us for cells to divide? Recall
as a group from last lesson.
(5 mins)
* Nuclear division in
somatic cells (mitosis).
Cover on board as a group.
(15 mins)
* How does meiosis
(division of sex cells) differ
from this? Think, pair, share
task. Students read quietly
alone, discuss with
neighbour, then we cover it
as a group. (10 mins)
* Write homework on the
board. Students write in
planner.
* Quick quiz (multiple
choice and diagrams).
Teacher to mark. (10 mins)




















Week 3:
Learning Focus:
Characteristics and inheritance Part 2 Looking at predictions, probability and white Aboriginals

Week
3
Learning
Focus
Learning
Intention/s
Learning Activities: Differentiated
outcome
Resources
Required
Assessment
Characteristics
and inheritance














-Dominant
and
recessive
inheritance
-Crossing
over
different
type of
genes
-Probability
of crossing
different
type of
genes and
their
outcomes

Lesson 1:
Learning Intentions
Revise Heredity terms to
date (Dominant, recessive,)
Understand how Punnett
Squares are used to predict
the probability of traits in
offspring

Key Skills:
Be able to
Determine the probability of
offspring for multiple
generations using Punnett
Squares for a Monohybrid
cross.

Introduce the class to the learning
intentions and key skills. (3 min)

Watch a video (How Mendel's
pea plants helped us understand
genetics) to revise dominant and
recessive and introduce Punnett
Squares. (3 min)

Short discussion about video (2
min)

Watch a video (Inheritance of
Genetic Traits) that revises the
terms covered to date that are
required knowledge for when
Lesson 1:

1. All Students
can construct a
Punnett
Square for a
Monohybrid
Cross which is
a
Homozygous
cross,
Heterozygous
cross or a
Homozygous
Heterozygous
cross.

2. Most can
construct a
Punnett
Square for a
Monohybrid
cross which is
an incomplete
dominant
cross, co-
dominant
cross or a sex
linked
chromosome
cross.

3. Some
students could
construct a
Punnett
Square for a
<https://www.y
outube.com/wat
ch?v=Mehz7tCx
jSE>
How Mendel's
pea plants
helped us
understand
genetics -
Hortensia
Jimnez Daz
(3 min)

<https://www.y
outube.com/wat
ch?v=gjDa83JH
mWg>
Inheritance of
Genetic Traits
(7min)

Mendelian and
Molecular
Genetics Quiz
<http://www.sof
tschools.com/qu
izzes/biology/m
endelian_and_m
olecular_genetic
s/quiz1912.html
> (26 questions
multiple choice
and one word
answers - 10
min)

Homework questions from text (L1 & L2)

Mendelian and Molecular Genetics Quiz

talking about Punnett Square. (7
min)

Get the students to draw a mind
map of trait (traits and
inheritance) in small groups using
butchers paper. (10 min)

Quiz Mendelian and Molecular
Genetics (26 multiple choice and
one word answers) to help revise
terms and understanding thus far.
(10 Min)

Review results of quiz and deal
with any questions or
misconceptions found as a result
of the quiz. (5 min)

Watch a video (A Beginner's
Guide to Punnett Squares)
(12:14 min)

Get the students to answer some
Punnett square questions. Assist
students where necessary. If there
are general misconceptions; give
explanations to the class from the
whiteboard. And review todays
lesson (20 min)
Dihybrid
Cross

A Beginner's
Guide to
Punnett Squares
<https://www.y
outube.com/wat
ch?v=Y1PCwx
UDTl8>
Duration: 12:14










Week
3
Learning
Focus
Learning
Intention/s
Learning Activities: Differentiated
outcome
Resources
Required
Assessment
Characteristics
and inheritance
-Dominant
and
Lesson 2:
Learning Intentions
Lesson 2:

Hardy-
Weinberg
Homework questions from text (L1 & L2)

Punnett Squares calculator quiz
recessive
inheritance
-Crossing
over
different
type of
genes
-Probability
of crossing
different
type of
genes and
their
outcomes

Revise Heredity terms to
date (Dominant, recessive,)
Understand how the Hardy-
Weinberg (Population)
Punnett Square is used to
predict the probability of
traits in offspring in a
different population
Understand how skin colour,
hair colour and eye colour
traits are passed on via
inheritance

Key Skills:
Be able to
Determine the probability of
offspring for multiple
generations using Punnett
Squares for a Dihybrid Cross.
Describe how skin color, hair
color and eye color are
determined using Punnet
Squares.
Determine the probability of
offspring in different
populations using Hardy-
Weinberg (Population)
Punnett.
Describe how white
aboriginals vary in skin color,
hair color and eye color due
to inheritance.

Introduce the class to the learning
intentions and key skills. (3 min)

Watch the video Hardy-
Weinberg (Population) Punnett
1. All Students
can construct a
Punnett
Square for a
Monohybrid
Cross which is
a
Homozygous
cross,
Heterozygous
cross or a
Homozygous
Heterozygous
cross.
All students
can describe
how white
aboriginals
vary in skin
color, hair
color and eye
color due to
inheritance.

2. Most can
construct a
Punnett
Square for a
Monohybrid
cross which is
an incomplete
dominant
cross, co-
dominant
cross or a sex
linked
chromosome
cross.

3. Some
students could
construct a
Hardy-
Weinberg
(Population)
(Population)
Punnett Square
<https://www.y
outube.com/wat
ch?v=fTI1qMh
NRFU>
Duration 8:31
Finding the
probability of a
trait in a large
gene pool.

Punnett Square
calculator
<http://sciencep
rimer.com/punn
ett-square-
calculator>

Alternate
Punnett Square
calculator with
more quizzes
and tutorials
<http://www.bif
idosoft.com/en/
products/genetic
-
calculator.html>

Square that looks at finding the
probability of a trait in a large
gene pool. (9 min)

Short discussion about video (3
min)

Discuss how white aboriginals
vary in skin color, hair color and
eye color due to inheritance. (5
min)

Introduce the Punnett Square
calculator. Show the introductory
video which explain how to
represent a multi trait inheritance
using a Punnett Square (10 min)

Allow time for students to work
on Probability questions. The
students can work in groups
depending on which level of
problems they are working on
(Monohybrid cross, Dihybrid
Cross and Hardy-Weinberg
(Population) Punnett Square. (20
min)

Revision topic. Review todays
lesson and Discuss homework and
mention the new topic to be
studied in the next lesson. (10
min)
Punnett
Square to
predict the
probability of
traits in
offspring in
different
populations












Week 4:
Learning Focus:
- How Gene technology help to improve treatment of sickness?
- Chromosomes abnormalities, sicknesses

Week
4
Learni
ng
Focus
Learnin
g
Intentio
n/s
Learning Activities: Differentiation
(modified and /
or extension
activities)
Resources Required Assessment
Charact
eristics
and
inherita
nce










Gene
Techno
logy
- What
kind of
Chromos
ome
abnormal
ities can
cause the
sicknesse
s?
-
Definitio
n of
Mutation
and its
effects
for
sicknesse
s.




-How
Gene
technolo
gy help
to
improve
treatment
of
sicknesse
s?

Lesson 1.
- Learning intentions;
How chromosomal
abnormalities takes
place?
How mutation related with
chromosomal
abnormalities?

To introduction to topic few
questions will ask to students
as:
- Have you ever
heard or seen any
one with
chromosomal
abnormalities that
cause a sickness?
- How did
abnormality
happen? What is
the reason behind
it?
- How does that
sickness effect that
person?
(10 minutes)

Lesson will continue with
chromosomal abnormalities

Discussion and
questioning
further
misconceptions
about mutation
and gene
technology

PPT presentation,

Worksheets,

Practical activity
(From the textbook)
Spliced vegetables
(10 minutes)

Video
Cracking the life of code

<https://www.youtube.com
/watch?v=4gUZiwgWpW8
>


Online laboratory
activity for cancer
treatment
<http://learn.genetics.utah.
edu/content/labs/microarra
y/>


Homework: Review Questions from textbook


Worksheet for mutation

The worksheet for video
relation with mutation and
how does mutation happens
by PPT.
(20 minutes)

Lesson will continue with
worksheet which allows
students to understand how
mutation happening by
crossing over genes and
changing codes to cause real
sicknesses.
(15 minutes)

Lesson will finish by asking
questions about mutations
and its effects as sickness.
(5 minutes)

Lesson 2:

Learning Intentions;
What is Gene
technology?
Gene splicing and
how scientist work
on human genes.
Gene testing
Gene therapy and
treating cancer
Lesson will start with small
discussion about gene
technology, its meaning.
(5 minutes)

Small experiment will be
done by students to observe
how gene splicing is occurs
by scientists.
(10 minutes)

10 minutes video will be
shown to students about gene
testing. While they are
watching they need to
answer questions on the
worksheet.
<https://www.youtube.com/
watch?v=4gUZiwgWpW8>
After video answers will be
discussed.
(15 minutes)

Lesson will continue by gene
therapy and cancer treatment.
How gene technology effects
on cancer treatment will be
discuss.
(10 minutes)
The cancer treatment online
activity will be done by
students to understand how
cancer cells are identify from
scientists.
<http://learn.genetics.utah.ed
u/content/labs/microarray/>
(15 minutes)

Lesson will finish by getting
one interesting fact from
todays lesson from each
student.
(10 minutes)














Week 5:
Excursion to GTAC: ICT part of heredity and inheritance unit.
The Green Gene Full day program:

Runs 9.30 am 2.45 pm with a one hour lunch break this program immerses students in the world of gene technology. Students use models to explore DNA
and protein structure and to determine the Effect of a mutation as they crack the DNA code to transcribe and translate a part of the haemoglobin gene. They
learn that this DNA code is universal amongst organisms, thus discovering the potential for gene transfer between organisms. Students transform bacteria with a
plasmid containing the gene coding for green fluorescent protein (GFP), creating a genetically modified organism (GMO).They discuss the ethical use of
GMOs in research and some pivotal advances in biotechnology and agriculture using this technology. Finally students perform gel electrophoresis to determine
the GMO status of some common supermarket food items.

Please see more details in the GTAC Excursion plan attachment separate from this unit plan. (Task 3).



Unit Lesson plan for summative assessment task:

Aim: students to do an individual activity on genetic counselling.

Outcome: students learn how to research a genetic disease and give genetic counselling to fellow student acting as visiting couple.

Ausvels: (ACSHE230)
Science / Level 10 / Science as a Human Endeavour / Use and influence of science
Content description: The values and needs of contemporary society can influence the focus of scientific research

Elaborations:
1. considering the use of genetic testing for decisions such as genetic counselling, embryo selection, identification of carriers of genetic mutations and the
use of this information for personal use or by organisation such as insurance companies or medical facilities






Summative Assessment Year 10 Genetic Counselling Task








Date 20/10/2014 Period 3&4 (Double periods) Time 11:15 13:45.



Students will research a genetic disease and will give genetic counselling to a couple who would like to have children and are worried that their child to be born
will inherit this disease, consider all the information the couple may want to know before they make the decision of having this child. Students will work
individually and do the research and prepare materials that they will use while giving genetic consultation to the couple and should take a variety of forms like
written reports, findings, visual etc., can use the internet to provide resources to the visiting couple.

Genetic Counselling Assessment (Marks 20):

Each student will set up a consultation room and another two student acts like visiting couple who wants to seek advice. Each student should provide the
needed advice to the couple, explain them about Heredity and Inheritance and how genetic disease is inherited by off springs and also give suggestions what
they can do, where they can get more information. Each session should be not more than 20 minutes.





Assessment Criteria:

1. A written report of 700 words should be presented along with the information that is provided to the visiting couple including any print outs, written
reports, findings and any resources referred to the couple. The following four criteria should be addressed in the report submitted.
The disease and its symptoms,
Life expectancy and quality of life
Chances of the offspring inheriting the disease
Impact on parents and where they can get support








Criteria Low 0 1 mark Medium 2-3 marks High 4 5 marks
The disease and
its symptoms

5 Marks
Student didnt really attempt to
explain the disease, only mentioned
few symptoms

Gave an overview of disease and
described some symptoms that an
individual with the disease can
experience


Gave an overview of the disease and
described in detail the symptoms that
an individual with that disease has.


Life expectancy
and quality of
life

5 Marks
The student stated life expectancy
of individuals but did attempt to
show how it effects the quality of
life.


Stated life expectancy of individuals
and briefly explained the quality of
life expected.
Stated life expectancy of individuals
and explained in detail the quality of
life how it effects individual and
others around him
Chances of the
offspring
inheriting
disease

5 Marks
Student stated the chance of
offspring inheriting disease but did
not attempt to show how this was
determined.

Stated the chance of offspring
inheriting disease and showed how
this was determined using Punnett
square
Stated the chance of offspring
inheriting the disease and showed how
this was determined preciously by
using Punnett square with examples.
Impact on
parents and
where they can
get support

5 Marks
Student mention the impact the of
the disease likely to have on
parents or provided some places
where they can get support
Discussed the impact the disease likely
to have on parents and provided
resources of one or two places where
they can get support.
Discussed in detail the impact the
disease is likely to have on parents and
provided more than two resources of
places where they can get
support/more information.