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Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
The content related to this inquiry question is rooted in Unit C of Biology 30 (Cell Divison, Genetic,
and Molecular Biology), and will thus be taught at a grade twelve level.
Molecular biology is a crucial component of Biology 30, making up approximately 40% of the overall
course focus. However, with molecular biology concentrating on very tiny aspects of biology,
students sometimes have a hard time connecting this content to the world at large. As a result, the
inquiry question was designed to not only encompass an exploration of molecular biology content,
but also to expand the scope of exploration into related ethical issues, job opportunities, and
research opportunities.
This unit is very strongly connected to the discipline of science because without the foundation of
molecular biology, many other scientific theories don’t make sense. For example, evolution via
natural selection does not make sense without an understanding of mutation in DNA at the
molecular level. Furthermore, this unit investigates important historical developments that have
contributed to the field of science and highlights the importance of experimentation in science.
Molecular biology is also becoming ever more relevant in the world we live in. Namely, over the last
decade, huge progress has been made in areas of cloning and DNA modification. With such progress
comes ethical concerns, as well as research and job opportunities. By addressing this inquiry
question, students will be better equipped to make future informed decisions on possible ethical
implication of cloning or DNA modification. In addition, a familiarity with molecular biology will
allow students to competently consider whether they would like to explore future research or
careers in Biosteel, the Glowing Plant Project, agriculture, and medicine.
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
In this unit, students acquire foundational content needed to enhance understanding of previously
learned biological concepts as well as future biological concepts. In Unit B of the Biology 30
curriculum, human reproduction is discussed in terms of creating gametes for both males and
females. Unit B then goes through how a human develops from conception to birth but does not go
into detail about heredity or gene expression. Unit C is where heredity and gene expression
(phenotypes) is explained, filling in this missing information. Unit C also discusses meiosis and
mitosis which can be related back to unit B because these are the mechanisms used to create
gametes and develop an embryo. Looking forward, Unit D discusses how the gene-pool of a
population impacts its survival, which is an application of gene expression learned in unit C. From
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
unit B to D there is an overarching theme about the importance of molecular biology and how it
affects humans and other populations.
Beginning this unit, we assume that students recall from science 9 the basics of genetics and their
role in developing traits throughout generations. In addition, students should already know how
different species have different traits/genetics and how these traits can vary very even within a
species. This unit can also allow for the possibility of cross-curricular teaching. In chemistry 30,
learning about DNA, mRNA, and amino acid chains can be an excellent introduction to organic
chemistry. Students can also relate chemistry to biology through learning about organic molecules,
functional groups, drawing organic molecules, and IUPAC names for molecules. Physics 30 can be
connected to this unit of study by learning how DNA can be destroyed (i.e. radiation) or
investigating the half-life of DNA. Social studies SLO’s (i.e. S.1, S.4, S.5, S.6, S.7, and S.8) are prevalent
throughout this unit due to the nature of investigating issues and forming reasoned judgments.
Therefore, this unit can be closely tied to a variety of social studies projects.
Throughout this unit, a variety of subquestions will be explored. These subquestions will require
students to go beyond simply acquiring content knowledge. That is to say, by framing each lesson
around an essential question, students will have to analyze and evaluate course content in order to
form answers and solutions. Such a method of lesson planning also stands to enhance student
engagement. Instead of having students sit and receive knowledge, students are required to think
critically, participate in discussions with one another, and engage in hands on activities.
Some subquestions found in this unit include: what is molecular biology? what determines
heritability? to what extent do genetics shape our characteristics / qualities? how does
understanding the structure of DNA lead to advancements in molecular biology? what happens if
there are errors made in the genetic code? how does genetic material (genetic code) express a
characteristic or trait? how do we genetically modify organisms? should genetic engineering be
permissible? how can we form a reasoned judgment on an issue?
Beyond knowledge and critical inquiry, students will also gain insight into the Nature of Science
(NOS) throughout this unit. Specifically, students will perform labs that will give them a sense that
science strives for accurate record keeping, peer reviewing, and replicability. Labs also serve to
demonstrate that there are multiple ways to go about doing science, some being more creative than
others. In this unit’s labs, students will also see how science relies on observation, evidence, and
skepticism, all in the hopes of reporting knew knowledge openly (although this sometimes does not
happen). Investigating historical discoveries (such as Watson and Crick’s discovery of DNA) is
incorporated throughout this unit. By investigating historical aspects of science, students will see
that scientific knowledge is tentative, since some knowledge has changed and been disproven, but
also durable as some discoveries are still heavily relied on today. In some historical investigations,
students will also see the messiness of science; that is, how certain individuals did not receive the
credit that they deserved or how advancements to molecular biology were influenced by the social
and political contexts of the time. FNMI content will also be incorporated as a demonstration that a
variety of people and cultures contribute to scientist knowledge and ways of knowing.
Students will get the chance to research scientific articles and resources, enhancing scientific
literacy and gaining an understanding of how scientific research is generated, authenticated, and
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
can become controversial. Lastly, on a field trip, students will be introduced to a University
laboratory, where they will see how technological developments have allowed for much more
advanced research and, in turn, much more advanced research has lead to technological
developments.
Day 7
Goals/Key questions
Goals: For students to understand the risks and challenges associated with genetic engineering they
must first understand the complexity of gene expression. They will understand
how the same genetics (from their parents) can get expressed differently
between them, their siblings, and their parents. Also, they will realise how
many traits they share with their classmates.
-Understand how many phenotypes can come from one genotype and vice versa
-Analyse their phenotypic data, their family’s phenotypic data, and their classmate’s phenotypic
data
-Identify the average phenotypes of specific ethnicities
GLO:
2. explain the basic rules and processes associated with the transmission of genetic characteristics
SLO:
30-C2.2K: compare ratios and probabilities of genotypes and phenotypes for dominant and
recessive, multiple, incompletely dominant, and codominant alleles
30-C2.4K: explain the relationship between variability and the number of genes controlling a trait.
30-C2.1S: formulate questions about observed relationships and plan investigations of questions,
ideas, problems, and issues
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
30-C2.2S: conduct investigations into relationships between and among observable variables and
use a broad range of tools and techniques to gather and record data and
information
30-C2.3S: analyse data and apply mathematical and conceptual models to develop and assess
possible solutions
30-C2.4S: work collaboratively in addressing problems and apply the skills and conventions of
science in communicating information and ideas and in assessing results.
30-C2.1STS: explain that decisions regarding the application of scientific and technological
development involve perspective, including social, cultural, environmental,
ethical, and economic considerations.
30-C3.1STS explain that science and technology have both intended and unintended consequences
for humans and the environment
Pre-lesson Considerations
Students will get to see the range of dominant, recessive, codominant phenotypes that humans have.
Also, understand that these phenotypes can be created by a mixture of
phenotypes. They will practice their data collection and analysis, and then use
this knowledge to make statements about their phenotypes, their family’s
phenotypes, and their friend’s phenotypes. Using these results we can also
analyse if specific ethnicities have certain common phenotypes. Once this
knowledge and application have been achieved we can talk about how it
relates to genetic engineering and how it can be used to choose specific
phenotypes.
Content:
What is the teacher doing? What are the students doing?
-The teacher will have the bell -When students enter the classroom they
Introduction time question posted before know that every day starts will bell time;
students have entered the room. because of this when students enter the
Time classroom they will start working on the
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
Work time: 5 they had in common with each - Students should be interjecting their
minutes group and have them try and thoughts on why we see these different
come up with reasons to why phenotypes
they did or did not differ from
the other groups. - When given permission students can start
to work on their worksheets again.
- Each culture will have their
specific phenotypes so
depending on the ethnicity of
the class certain students may
deviate farther from the average
than others.
-Exit slip question “if it were - Students will complete their exit slip and
possible and ethical, do you get their quiz back.
Conclusion think people would start
genetically modifying their
Time estimate: offspring for one or more of the
5 minutes total traits you analysed today, why
or why not?”
Assessment: I will look at the bell work submissions after class to ensure that students understand
the basic concepts involved with phenotypes and genotypes (For learning). Both the discussions
before and after the lab can be used as an assessment for learning to see if students understood the
purpose of the lab and how it relates back to the course material (For learning). The worksheet will
be taken in for marks (Of learning). It will be graded based on their ability to collect data, accurately
analysis that data, and apply their analysis to a conclusion about phenotypes. Finally, I will also look
at the exit slips after class to see if students understand the connection to our overarching essential
question. With all of these assessments in mind I should know if students reached the goals of the
lesson or not.
Accommodations/Modifications: There are a limited amount of words used throughout the lab
worksheet and there are plenty of visual aids. If there are ESL students in the class who struggle
with English the simple sentences and visual aids should allow them to still grasp the assignment.
Also based on the nature of the assignment students with hearing difficulties should also still be
able to complete the assignment as it is. The instructions for the lab will be written on the board,
which would allow students with ADD or ADHD stay focused on the task.
Phenotypes Lab
Answer the following questions regarding your physical traits. Determine how many
dominant and recessive traits you have. Test your parent(s) to see which versions of the traits
you inherited:
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
13. Eye size: large (homo. dom.) or medium (hetero.) or small (homo. rec.)
18. Mouth Shape: long (homo. dom.) or average (hetero.) or small (homo. rec.)
21. Tongue roll- Can the tongue curl or roll into a “u”-shaped tongue?(Dom.)
22. Tongue flip - tongue can be turned completely over(Dom.)
23. Ski tongue: tongue can extend out and touch nose, forming a “ski”(Dom.)
24. Nostril Shape: rounded (dominant) or flared (recessive)
25. Nose size: big (homo. dom.) or medium (hetero.) or small (homo. rec.)
27. Ear to Nose relationship: Large ears/ wide nose (dominant) or small
ears/narrow nose(recessive)
28. Second toe longer than great toe (Dominant) - See trait graphic at bottom.
29. Hitch hikers/bent thumb(dominant trait) or straight thumb (recessive
trait)
30. Thumbness: Right or left thumbed? Have student put hands together,
interweaving his/her fingers (See graphic). Check which thumb is on top. Since
some students can’t decide by this method, then ask which index finger is on top.
That will be which thumb should also be on top. After they have figured this out,
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
have them replace their hands together with the opposite thumb on top..... This
feels very strange! ) Right is Dominant.
31. Long or short index finger - Put hand on the edge of a piece of paper so
that the middle finger is slightly above the edge and the 3rd finger of each hand is
right on the edge. Where is the index finger? Even with or LONGER than the 3rd
finger? Shorter? Dominant = even with the 3rd finger. (see graphic below)
32. Bent little finger (dominant trait), or straight (recessive trait)
33. Mid-digit hair (dominant trait) vs. No mid-digit hair (recessive trait)
DOMINANT: RECESSIVE
4) Compare your dominant traits to your parent(s), how many traits do you share in
common?
6) Compare your dominant traits to your sibling or other relative, how many traits do you
share in common?
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
7) Compare your dominant traits to your friend(s), how many traits do you share in
common?
8) Do you have more traits in common with your parents, siblings, or friends?
9) Make one Punnett square that describes a trait you inherited from your parents.
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
Name______________
Name______________
Name______________
Day 9
Goals: What am I hoping the students will get out of this experience?
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
An understanding of how DNA replication works, why it both an important biological process, and why it is
important that we understand this biological process.
Main Ideas: What are the ideas at the heart of this experience? What concepts am I
hoping the students will understand as a result of this lesson? (How
does it connect to the big question?)
DNA creates copies of itself so that we have identical material for cell division (growth and reproduction)
Helicase enzymes are a type of restriction enzyme that cuts DNA and allows for DNA replication to occur.
Ligase enzymes are enzymes that splice nucleotides together.
DNA polymerases are enzymes that add corresponding nucleotides to template strands and also proof
read the DNA sequence for errors.
DNA replication related to the bigger questions of genetic modification because it allows us to see how
changing one DNA sequence can manifest itself in all genes. In other words, change one DNA sequence
and this gene gets replicated over and over until multiple cells express the new gene sequences.
Procedures:
Engage How will I spark students’ interest in the topic?
Foster class discussions / inquires
Hands on activities
Explore Activity: What will the students be examining and exploring on behalf
of their own learning?
The process of DNA replication
Explain What kind of meaning will students understand from this experience? How
can I help students by scaffolding their ideas?
Students will be able to reflect on how DNA replication relates to the previously learned content of mitosis
and meiosis. Students will then be able to more meaningfully understand the big picture of mitosis and
meiosis.
Elaborate How will the activity connect to what we have been doing in class? (How will I
help students organize their thinking and pull this lesson together?
By working together, students will build collaboration skills and help each other understand the processes
of DNA replication.
Transition
considerations
The teacher will describe Students will listen to the teacher, take
Activity 1: how replication is divided notes, and ask questions.
Powerpoint into three stages: initiation,
Presentation of elongation, and termination.
information Throughout describing these
stages, the teacher should
20 mins encourage students to ask
questions if they are
confused or need
clarification.
The teacher will describe
how initiation begins with
the helicase enzyme finding
and binding to a recognized
sequence called the
replication origon. At the
replication origin, helicase
“unzips” DNA. The unwound
DNA strand serves as a
template for the next stage.
Describe how elongation
begins with the enzyme DNA
Polymerase adding
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
Conclusion model cut outs to the front ready to move onto the next task.
3 mins for of the class then return to Students will listen to the teach
closure their seats ready to summarize the key points of the lesson.
10 mins for continue. Students will clear off their desks and
topic quiz The teacher will bring write their topic quiz.
2-3 mins for closure to the lesson by Students will complete their exit slip after
exit slip after summing up the information finishing their topic quiz.
topic quiz presented. List the various Students will hand in their topic quiz and
enzymes we looked at and exit slip to the teacher and work on
their function: helicase, homework quietly until the bell rings for
(total 15 mins)
ligase, and polymerase. The next class.
teacher should bring
attention to other terms
such as leading and lagging
strand.
The teacher will ask students
to settle and remove open
textbooks from their desks.
The teacher will hand out
the Topic quizzes and exit
slips at the same time.
Instruct students to
complete the topic quiz,
then the exit slip. If students
finish early they should sit
quietly and work on other
homework.
Assessment:
Observation of student engagement and understanding will be continuously performed throughout the
lesson.
An exit slip will be given at the end of class to assess student understanding of the material for that lesson.
A topic quiz will be presented next class on this material.
Bell work on this material will be performed in the next class as a formative assessment
- The cell cycles and each stage -Should genetic engineering be permissible?
- The differences between mitosis and meiosis -To what extent do genetics shape our characteristics /
qualities?
- Genotypes and phenotypes
-What would happen to us if we could not replicate our
- How a single genotype can create multiple DNA?
phenotypes
-In science 9 students learn the basics of -In the last unit students will learn about the Hardy-
genetics and their role in developing traits. Weinberg principle and how it is affected by the gene-
pool of a population.
-They learn how different species have different
traits/genetics and how these traits can vary -They will also learn about how gene-pool impacts the
very even within a species. diversity of a population and how their gene-pool can
lead to evolution.
-They also learn about the heredity of DNA and
traits Chemistry 30
Physics 30
30-C1.1k define and explain the significance of chromosome number in somatic and sex cells; i.e.,
haploidy, diploidy and polyploidy
30-C1.2k explain, in general terms, the events of the cell cycle; i.e., interphase, mitosis and cytokinesis
30-C1.3k describe the process of meiosis (spermatogenesis and oogenesis) and the necessity for the
reduction of chromosome number
30-C1.4k compare the processes of mitosis and meiosis
30-C1.5k describe the processes of crossing over and nondisjunction and evaluate their significance to
organism inheritance and development
30-C2.2k compare ratios and probabilities of genotypes and phenotypes for dominant and recessive,
multiple, incompletely dominant, and codominant alleles
30-C2.4k explain the relationship between variability and the number of genes controlling a trait; e.g., one
pair of genes, as for Rh factor, versus two or more pairs of genes, as for skin colour and height
30-C3.1k summarize the historical events that led to the discovery of the structure of the DNA molecule,
including the work of Franklin and Watson and Crick
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
30-C3.2k describe, in general, how genetic information is contained in the sequence of bases in DNA
molecules in chromosomes and how the DNA molecules replicate themselves
30-C3.3k describe, in general, how genetic information is transcribed into sequences of bases in RNA
molecules and is finally translated into sequences of amino acids in proteins
30-C3.4k explain, in general, how restriction enzymes cut DNA molecules into smaller fragments and how
ligases reassemble them
30-C3.5k explain, in general, how cells may be transformed by inserting new DNA sequences into their
genomes
30-C3.6k explain how a random change (mutation) in the sequence of bases results in abnormalities or
provides a source of genetic variability
30-C3.7k explain how base sequences in nucleic acids contained in the nucleus, mitochondrion and
chloroplast give evidence for the relationships among organisms of different species
30-D1.4k describe the molecular basis of gene-pool change and the significance of these changes over time;
i.e., mutations and natural selection (e.g., drug-resistant bacteria, herbicideresistant plants)
30-C1.1s formulate questions about observed relationships and plan investigations of questions, ideas,
problems and issues
• define questions related to mitosis and meiosis, such as chromosome shortening, conditions/stimuli
for meiosis, aging and mitosis, cytokinesis (IP–NS1)
30-C1.2s conduct investigations into relationships between and among observable variables and use a broad
range of tools and techniques to gather and record data and information
• perform a simulation to demonstrate the behaviour of chromosomes during mitosis (PR–NS3) • use
a microscope and prepared slides of onion root tip cells to identify the stages of a cell cycle and
calculate the duration of each stage (PR–NS3, AI–NS2)
• research and compare a range of reproductive strategies in organisms and present them in the form
of charts, tables or diagrams; e.g., binary fission, budding, the sexual and asexual phases of
alternation of generations (PR–NS1, PR–NS4) [ICT C6–4.3]
• prepare microscope slides to demonstrate some stages of mitosis and meiosis (PR–NS2, PR–NS3,
PR–NS4)
30-C1.4s work collaboratively in addressing problems and apply the skills and conventions of science in
communicating information and ideas and in assessing results
• work collaboratively in the preparation of mitosis slides (CT–NS1)
• present two contrasting reproductive strategies, emphasizing the differences
30-C2.1s formulate questions about observed relationships and plan investigations of questions, ideas,
problems and issues
• design a plan for collecting data to demonstrate human inheritance (IP–NS2).
30-C2.2s conduct investigations into relationships between and among observable variables and use a broad
range of tools and techniques to gather and record data and information
• perform an experiment to demonstrate inheritance of a trait controlled by a single pair of genes;
e.g., albino corn, Drosophila or Arabidopsis (PR–NS2, PR–NS3, PR–NS4)
• design and perform an experiment to demonstrate that an environmental factor can cause a change
in the expression of genetic information in an organism (IP–NS2, IP–NS3, IP–NS4, PR–NS3, PR–
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
30-C3.1s formulate questions about observed relationships and plan investigations of questions, ideas,
problems and issues • design an experiment to identify the proteins produced in a cell at a particular point in
time or development (IP–NS2, IP–NS3, IP–NS4).
30-C3.2s conduct investigations into relationships between and among observable variables and use a broad
range of tools and techniques to gather and record data and information
• construct models of DNA to demonstrate the general structure and base arrangement (PR–ST2)
[ICT C6–4.4]
• perform simulations to demonstrate the replication of DNA and the transcription and translation of
its information (PR–NS2, PR–NS4)
• perform simulations to demonstrate the use of restriction enzymes and ligases (PR–NS3, PR–NS4)
• perform an investigation to extract DNA from cells in green peas, beans, bananas or onions (PR–
NS2, PR–NS3, PR–NS4, PR–NS5)
• research gel electrophoresis techniques and their applications in medical diagnostics and forensics
(PR–ST1).
30-C3.3s analyze data and apply mathematical and conceptual models to develop and assess possible
solutions
• analyze, from published data, relationships between human activities and changes in genetic
information that lead to heritable mutations and cancer (AI–NS2) [ICT C7–4.2]
• analyze DNA fingerprints (AI–NS2)
• compare and contrast homologous DNA sequences to infer ancestry of various species (AI–NS2).
30-C3.4s work collaboratively in addressing problems and apply the skills and conventions of science in
communicating information and ideas and in assessing results
• work cooperatively with team members to investigate the impact of an environmental factor on the
expression of a gene and to solve problems as they arise (CT–NS1)
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
• debate the advantages and disadvantages of corporate funding and patenting of genetic research
results, including Aboriginal and other perspectives of ownership (CT–SEC2, CT–SEC3) [ICT C1–
4.4].
30-C1.1sts explain that science and technology are developed to meet societal needs and expand human
capability (SEC1)
• discuss the role of mitosis and biotechnology in regenerating whole, damaged or missing parts of
organisms (stem cells, skin tissue)
• evaluate how knowledge of cell division or development of nanotechnology might be applied to
the regulation of cancerous growth in plants or animals
• discuss and assess the impact of research in plant and animal reproduction on our understanding of
mitosis and meiosis in humans (cloning, chromosome shortening)
• discuss the types and sources of teratogenic compounds found in the environment and the
technological means by which they can be removed or controlled to ensure quality of life for future
generations.
30-C2.1sts explain that decisions regarding the application of scientific and technological development
involve a variety of perspectives, including social, cultural, environmental, ethical and economic
considerations (SEC4b) [ICT F2–4.2, F3–4.1]
• evaluate the needs and interests of society and the role of genetic counselling and technology in the
identification and treatment of potentially disabling genetic disorders (phenylketonuria, cystic
fibrosis, germ-cell modification)
• discuss the contributions of Aboriginal peoples in the development of early plant hybrids
• discuss the application of genetic crosses in the development of specific breeds or hybrids (wheat
and corn).
30-C3.1sts explain that science and technology have both intended and unintended consequences for
humans and the environment (SEC3) [ICT F3–4.1]
• discuss the implications for society of corporations being able to patent genes, such as the gene for
herbicide resistance in canola
• assess the concerns and benefits of genetically modified organisms, such as transgenic food
organisms or tree cloning for reforestation
30-C3.2sts explain that scientific research and technological development help achieve a sustainable
society, economy and environment (SEC4a) [ICT F2–4.2, F2–4.8]
• discuss the Human Genome Project and the potential of proteomic technologies, in terms of the
needs, interests and financial support of society
• discuss biotechnology and gene replacement therapy in the treatment of human genetic disorders
• assess the impact and value of DNA sequencing on the study of genetic relationships and variations
in population ecology
• explore the application of nanotechnology and its implications for clinical diagnostics,
pharmacology, biological research or proteomic programs.
content in order to enhance student success. Specifically, we will be assessing the knowledge students have
from science nine SLOs: A2, A2.2, A2.3, A2.4, and A2.5. Also, the pre-assessment can be used to assess
what students already know about the topics we are going to cover. This will let us track the students
progression through the unit.
Speed Dating: Each student will be provided with a topic or definition, from science nine, that he or she is
responsible for explaining. After students have been given time to refresh themselves on the topic, they will
then be placed in pairs and given a short amount of time to teach each other their topics. After the time limit
is up, students will move to different pairs and teach their topic again. This activity allows teachers to assess
the verbal skills of the students and gauge the level of understanding students have for the content, thereby
informing future decisions for differentiation.
Dry erase boards: We will ask the students questions about concepts from science nine and students must
answer using their whiteboard. When signaled, students will raise their whiteboards for the teacher to view.
This activity promotes the active participation of every student and provides the teacher with immediate
information needed to modify future content and decide if any differentiation (i.e. writing preference)
should be made moving forward.
Quizzes, Tests, Assignments Performance Tasks, Projects
Topic 1: Identify the basics chromosomes, hereditary, and the cell cycles. Knowledge needed for
understanding mitosis and meiosis (GLO) (SLO: C1.1K, C1.2K, C1.1S, C1.2S, C1.4S, C2.1S, C1.1STS):
-C1.1K: Define and explain the significance of chromosome number in somatic and sex cells; i.e.,
haploidy, diploidy and polyploidy
-C1.2K: Explain, in general terms, the events of the cell cycle; i.e., interphase, mitosis and
cytokinesis
-C1.1S: Formulate questions about observed relationships and plan investigations of questions,
ideas, problems and issues
• define questions related to mitosis and meiosis, such as chromosome shortening,
conditions/stimuli for meiosis, aging and mitosis, cytokinesis
-C1.1S: Conduct investigations into relationships between and among observable variables and
use a broad range of tools and techniques to gather and record data and information
• perform a simulation to demonstrate the behaviour of chromosomes during mitosis
• use a microscope and prepared slides of onion root tip cells to identify the stages
of a cell cycle and calculate the duration of each stage
• research and compare a range of reproductive strategies in organisms and present them
in the form of charts, tables or diagrams; e.g., binary fission, budding, the sexual and
asexual phases of alternation of generations
• prepare microscope slides to demonstrate some stages of mitosis and meiosis
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
-C1.4S: Work collaboratively in addressing problems and apply the skills and conventions of
science in communicating information and ideas and in assessing results
• work collaboratively in the preparation of mitosis slides
-C2.1S: Formulate questions about observed relationships and plan investigations of questions,
ideas, problems and issues
• design a plan for collecting data to demonstrate human inheritance
-C1.1STS: Explain that science and technology are developed to meet societal needs and expand
human capability
• discuss the role of mitosis and biotechnology in regenerating whole, damaged or missing
parts of organisms (stem cells, skin tissue)
• evaluate how knowledge of cell division or development of nanotechnology might be
applied to the regulation of cancerous growth in plants or animals
• discuss and assess the impact of research in plant and animal reproduction on our
understanding of mitosis and meiosis in humans (cloning, chromosome shortening)
• discuss the types and sources of teratogenic compounds found in the environment and
the technological means by which they can be removed or controlled to ensure quality of
life for future generations.
Topic 2: describe the processes of mitosis and meiosis (GLO) (SLO: C1.3K, C1.4K, C1.5K, C1.1S,
C1.2S, C1.4S, C2.1S):
-C1.3K: Describe the process of meiosis (spermatogenesis and oogenesis) and the necessity for
the reduction of chromosome number
-C1.5K: Describe the processes of crossing over and nondisjunction and evaluate their
significance to organism inheritance and development
Topic 3: explain the basic rules and processes associated with the transmission of genetic characteristics
(GLO) (SLO: C2.2K, C2.4K, C2.2S, C2.3S, C2.4S)
-C2.2K: Compare ratios and probabilities of genotypes and phenotypes for dominant and
recessive, multiple, incompletely dominant, and codominant alleles
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
-C2.4K: Explain the relationship between variability and the number of genes controlling a trait;
e.g., one pair of genes, as for Rh factor, versus two or more pairs of genes, as for skin colour and
height
-C2.2S: Conduct investigations into relationships between and among observable variables and
use a broad range of tools and techniques to gather and record data and information
• perform an experiment to demonstrate inheritance of a trait controlled by a single pair of
genes; e.g., albino corn, Drosophila or Arabidopsis
• design and perform an experiment to demonstrate that an environmental factor can
cause a change in the expression of genetic information in an organism
-C2.3S: Analyze data and apply mathematical and conceptual models to develop and assess
possible solutions
• interpret patterns and trends of inheritance of traits and predict, quantitatively, the
probability of inheritance of traits illustrated in monohybrid, dihybrid and sex-linked
inheritance, using pedigrees and Punnett squares
• perform experiments to record and explain predicted phenotypic ratios versus actual
counts in genetic crosses to show a relationship between chance and genetic results
• draw and interpret pedigree charts from data on human single-allele and multiple-allele
inheritance patterns; e.g., hemophilia, blood types
• analyze crossover data for a single pair of chromosomes to create a chromosome map
showing gene arrangement and relative distance
• identify limitations of data associated with phenotypic ratios for small populations in
which the ratios may not conform with the theoretical ratios expected
-C2.4S: Work collaboratively in addressing problems and apply the skills and conventions of
science in communicating information and ideas and in assessing results • work cooperatively
with team members to investigate a monohybrid cross (tongue rolling, attached earlobes) and
solve problems as they arise
Topic 4: explain classical genetics at the molecular level (GLO) (SLO: C3.1K, C3.2K, C3.1S, C3.2S)
-C3.1K: Summarize the historical events that led to the discovery of the structure of the DNA
molecule, including the work of Franklin and Watson and Crick
-C3.2K: Describe, in general, how genetic information is contained in the sequence of bases in
DNA molecules in chromosomes and how the DNA molecules replicate themselves
-C3.1S: Formulate questions about observed relationships and plan investigations of questions,
Ideas, problems and issues
• design an experiment to identify the proteins produced in a cell at a particular point in
time or development
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
-C3.2S: Conduct investigations into relationships between and among observable variables and
use a broad range of tools and techniques to gather and record data and information
• construct models of DNA to demonstrate the general structure and base arrangement
• perform simulations to demonstrate the replication of DNA and the transcription and
translation of its information
• perform simulations to demonstrate the use of restriction enzymes and ligases
• perform an investigation to extract DNA from cells in green peas, beans, bananas or
onions
• research gel electrophoresis techniques and their applications in medical diagnostics
and forensics.
Topic 5: explain classical genetics at the molecular level (GLO) (SLO: C3.4K, C3.1S, C3.2S, C3.3S,
C3.4S , C1.1STS, C2.1 STS, C3.1STS, C3.2STS)
-C3.4K: Explain, in general, how restriction enzymes cut DNA molecules into smaller fragments
and how ligases reassemble them
-C3.2S as highlighted
-C3.3S: Analyze data and apply mathematical and conceptual models to develop and assess
possible solutions
• analyze, from published data, relationships between human activities and changes in
genetic information that lead to heritable mutations and cancer.
• analyze DNA fingerprints
• compare and contrast homologous DNA sequences to infer ancestry of various species.
-C3.4S: Work collaboratively in addressing problems and apply the skills and conventions of
science in communicating information and ideas and in assessing results
• work cooperatively with team members to investigate the impact of an environmental
factor on the expression of a gene and to solve problems as they arise
• debate the advantages and disadvantages of corporate funding and patenting of genetic
research results, including Aboriginal and other perspectives of ownership.
-C1.1STS: Explain that science and technology are developed to meet societal needs and
expand human capability
• discuss the role of mitosis and biotechnology in regenerating whole, damaged or missing
parts of organisms (stem cells, skin tissue)
• evaluate how knowledge of cell division or development of nanotechnology might be
applied to the regulation of cancerous growth in plants or animals
• discuss and assess the impact of research in plant and animal reproduction on our
understanding of mitosis and meiosis in humans (cloning, chromosome shortening)
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
• discuss the types and sources of teratogenic compounds found in the environment and
the technological means by which they can be removed or controlled to ensure quality of l
ife for future generations.
-C2.1STS: Explain that decisions regarding the application of scientific and technological
development involve a variety of perspectives, including social, cultural, environmental, ethical
and economic considerations
• evaluate the needs and interests of society and the role of genetic counselling and
technology in the identification and treatment of potentially disabling genetic disorders
(phenylketonuria, cystic fibrosis, germ-cell modification)
• discuss the contributions of Aboriginal peoples in the development of early plant hybrids
• discuss the application of genetic crosses in the development of specific breeds or
hybrids (wheat and corn).
-C3.1STS: Explain that science and technology have both intended and unintended
consequences for humans and the environment
• discuss the implications for society of corporations being able to patent genes, such as
the gene for herbicide resistance in canola
• assess the concerns and benefits of genetically modified organisms, such as transgenic
food organisms or tree cloning for reforestation
-C3.2STS: Explain that scientific research and technological development help achieve a
sustainable society, economy and environment
• discuss the Human Genome Project and the potential of proteomic technologies, in
terms of the needs, interests and financial support of society
• discuss biotechnology and gene replacement therapy in the treatment of human genetic
disorders
• assess the impact and value of DNA sequencing on the study of genetic relationships
and variations in population ecology
• explore the application of nanotechnology and its implications for clinical diagnostics,
pharmacology, biological research or proteomic programs.
Topic 6: explain classical genetics at the molecular level (GLO) (SLO: C3.3K, C3.1S, C3.2S, C3.3S,
C3.4S, C1.1STS, C2.1 STS, C3.1STS, C3.2STS)
-C3.3K: Describe, in general, how genetic information is transcribed into sequences of bases in
RNA molecules and is finally translated into sequences of amino acids in proteins
Topic 7: Students will take their knowledge of classical genetics and apply it to the field of genetic
engineering and bioethics. (SLO: C3.4K, C3.5K, C3.6K, C3.1S, C3.2S, C3.3S, C3.4S, C1.1STS, C2.1
STS, C3.1STS, C3.2STS)
C3.4K: Explain, in general, how restriction enzymes cut DNA molecules into smaller fragments
and how ligases reassemble them
C3.5K: Explain, in general, how cells may be transformed by inserting new DNA sequences into
their genomes
C3.6K: Explain how a random change (mutation) in the sequence of bases results in
abnormalities or provides a source of genetic variability
Topic 8: Students will take their knowledge of classical genetics and apply it to population ecology and
evolution. (SLO: C3.7K, D1.4K, C1.1STS)
-C3.7K: Explain how base sequences in nucleic acids contained in the nucleus, mitochondrion
and chloroplast give evidence for the relationships among organisms of different species
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
-D1.4K: Describe the molecular basis of gene-pool change and the significance of these changes
over time; i.e., mutations and natural selection (e.g., drug-resistant bacteria, herbicideresistant
plants)
Assessments
Pre- Exit
Bell Work You Find
Assessment Slips Mulligan Performance Unit Topic Labs
Title (class to Them You Labs Task
s (for each (class to Test Quizzes
class) Fix Them
topic) class)
Learning
Type
Outcomes
(Format Formative Summativ Summativ Summativ
Formative Formative Formative Formative Formative Summative
e
ive/Sum e e
mative)
Weighti N/A 20% 25%
N/A N/A N/A N/A N/A 25% 30%
ng
Topic 1:
Chromosomes and
Stages of Cell Cycle
X X X X X X X X X
SLO: C1.1K, C1.2K,
C1.1S, C1.2S, C1.4S,
C2.1S, C1.1STS
Topic 4: DNA
structure X X
X X X X X X X X
SLO: C3.1K, C3.2K,
C3.1S, C3.2S
Topic 5: DNA
replication
Topic 6: Transcription
and Translation
Bibliography:
Scientific resources:
Ritter, B., Fraser, D., & Burely, K. L. (2007). Nelson biology: Alberta 20-30. Australia: Thomson
Nelson
Nelson biology is a textbook approved by the Alberta government to follow the curriculum. It
provides the base knowledge needed to engage in the inquiry-based projects at the end of the
unit. The foundational concepts were derived from both the program of studies and the Nelson
textbook. It is an extremely useful resource in regards to developing knowledge.
Wenemoser, D., & Reddien, P. W. (2010). Planarian regeneration involves distinct stem cell
responses to wounds and tissue absence. Developmental biology, 344(2), 979-991.
When discussing the application of mitosis we talk about regeneration. Humans can do basic
regeneration most. Notably, we can regenerate skin and muscles cells, but Planarian can
regenerate every cell in their body. This paper discusses the mitotic processes that allow this to
happen and how studying these organisms could lead to humans having these regenerative
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
capabilities. When talking about this topic in class, we will have to be somewhat brief, so if there
are any students who get their curiosity peaks from the video shown in class, I can give them this
paper to help build their knowledge.
B. (2016, October 05). Planarian Regeneration and Stem Cells | HHMI BioInteractive Video.
Retrieved February 17, 2018, from https://www.youtube.com/watch?v=roZeOBZAa2Q
Planarian regeneration is almost unbelievable when you first read or hear about it. If a Planarian
gets cut in half, from each half, a new Planarian will grow. One researcher cut a Planarian to
1/256th its original size and is fully regenerated. This video will introduce how Planarians use
the mitosis of stem cells to create this astonishing regeneration. Not only does this topic relate to
mitosis (the matter we are coving when the video will be shown), but it also refers to the
essential question. It would be nice to incorporate a genome that would all humans to regenerate
like that; however, there are over 250 genes required to perform this action and splicing that into
a human genome is not feasible. This is an excellent look at one of the challenges associated with
DNA modification.
Genetic details of controversial 'three-parent baby' revealed. (n.d.). Retrieved February 17, 2018,
fromhttps://www.nature.com/news/genetic-details-of-controversial-three-parent-baby-revealed-
1.21761
This article is an excellent resource for introducing the controversy behind genetic engineering
and shows how relevant this topic is currently. On April 3rd, 2017 the world's first three-parent
baby was born. The mitochondrial DNA that a child gets only comes from the mother, there is
zero of the father genetics present; because of this if the mother has a hereditary mitochondrial
disease there is a one hundred percent chance the child will also get that disease. In this case, the
mother had a mitochondrial DNA linked disease and scientists spliced the original mother’s
mitochondrial DNA for a healthy women’s DNA. This meant that the child would not inherit the
disease from its mother, but this operation has been meeting with a lot of controversies based on
the ethics of the procedure and whether that should be permissible. This article will show the
students where they can go with their inquiry projects and what kind of reasoned judgments they
will have to make.
Teacher resources:
Dr Igor Kovalchuk does research involving plant biotechnology. One topic he researches on is
the genetic modification of plants to be resistant to specific pathogens. He uses a CRISPR
machine to do the modification. Taking a field trip to his lab would allow students to see how
CRISPR is used in a real lab and how CRISPR is used on plants. During our unit, we will only
be discussing the implications of CRISPR on an animal, but CRISPR also can have a significant
impact on plant research. This should give students an excellent lesson in the nature of science as
well as the practical applications of genetic engineering.
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
L. (2016, June 19). Will Genetic Modification Create Perfect Humans? Retrieved February 17,
2018, from https://www.youtube.com/watch?v=CRJ7T9dEbJY
An excellent video describing the basics of CRISPR. Also, the short video highlights the ethical
issues that are associated with CRISPR. The video uses terminology that the students will
already have and will be a base for them as they grow their knowledge. Also, this video gives a
couple of examples of the controversy that students would be able to peruse more.
S. (2012, July 30). Mitosis Rap: Mr. W's Cell Division Song. Retrieved February 17, 2018, from
https://www.youtube.com/watch?v=pOsAbTi9tHw
Mr W’s raps are impressive. Associating concepts with music is an excellent way of memorising.
Also, the video has visual aids throughout that goes through each stage as well as some specific
examples of how mitosis impacts our everyday lives. Explaining scientific concepts through
music or art could help engage a student who may not think science is for them because of their
artistic background.
C. (2012, April 2). DNA Structure and Replication. Retrieved February 17, 2018, from
https://www.youtube.com/watch?time_continue=1&v=8kK2zwjRV0M
Crash course performs an in-depth review of the structure of DNA. In addition, Crash Course
runs through the intricacies of DNA replication quite elegantly. One of the highlights of this video is that
it explains why it is important to learn and understand the structure of DNA and DNA replication.
F. (2008, April 08). Meiosis Square Dance. Retrieved February 17, 2018, from
https://www.youtube.com/watch?v=iCL6d0OwKt8
A similar concept to Mr W’s rap my biology 30 teacher played this song, and it still gets stuck in
my head to this day. This song does a great job going through each stage of meiosis to an
infectious beat. If students listen to this song more than five times, I can almost guarantee that
they will be humming it during an exam or test.
Paul-Elder Model of Critical Thinking - qepcafe. (n.d.). Retrieved February 18, 2018, from
https://sites.google.com/site/qepcafe/modules/overview/paul-elder
When students are researching and formulating their project, I will continuously be reinforcing
the intellectual traits into them. If students approach any issue in this course or life by following
the intellectual traits they have the highest chance of growing. The intellectual traits or standards
of critical thinking outline the standards needed to make a reasoned decision. If students make
sure that each standard is being met, then they most likely will get a high grade.
Subject Area Biology 30
Grade Level 12
Unit Plan
Topic Unit C Cell Division, Genetics, and
By Kolton Krein Molecular Biology
Length of Unit (days) 22
Activities/Apps:
Biology Games & Virtual Labs! (n.d.). Retrieved February 17, 2018, from
https://www.biomanbio.com/HTML5GamesandLabs/LifeChemgames/protsynthracehtml
5page.html
Bioman has a plethora of excellent games for educational use. We do not use them in our unit
plan due to time shortages; however, if a student were struggling with the concept of
transcription and translation I would direct them to this game. These games harness the
educational power of instant feedback, goals, and engagement. In this games students to take a
DNA strand through translation and transcription. They must complete each level before being
able to move on, so if a student is struggling with transcription they cannot proceed until they
improve (sometimes students will just skip over what they do not understand). Also, matching
DNA to mRNA or mRNA to proteins by hand is very tedious, and this game does a great job of
eliminating the tediousness while still building their skills. In between the games, there are quick
multiple choice questions that test the vital information regarding translation and transcription
which is another way of making sure they are not just skipping over concepts they do not
understand. Finally, as a teacher you can set up classes on this game where you can monitor what
questions and process students are struggling; this could be an extremely powerful formative
assessment tool because you can see if your class is struggling with a particular concept.
Biology Games & Virtual Labs! (n.d.). Retrieved February 17, 2018, from
https://www.biomanbio.com/HTML5GamesandLabs/LifeChemgames/bioagenthtml5page.html
All the logic I used above also applies to this bioman game, but this game cover genetic
engineering instead of translation and transcription. The game has the student picking restriction
endonucleases, making sticky ends, adding recombinant DNA, and making genetically modified
DNA. All these stages cover vital knowledge that students will need to understand to do well in
their presentations.
This virtual lab combines all the knowledge that we have taught about genetic engineering and
DNA modification. It goes through the mechanics, ethical considerations, and whether or not the
splice would be feasible. The can go through the process with six different organisms with six
different traits they could splice in. This leaves plenty of options for students to try and see what
the limits are both ethically and feasible. This lab goes exceptionally well with our essential
questions because this lab shows both the risks (ethically) and challenges (whether it is feasible
or not) that are associated with DNA modification.