1. Hereditary Unit Photo Album April Chancellor Biology -9 th

2. Heredity Photo Album Purpose This photo album is an overview of the Heredity unit. This photo album is an overview of the Heredity unit. This album has been put together to give you heads up and notify you on what will be expected of you. This album has been put together to give you heads up and notify you on what will be expected of you. You will be informed on the learner goals, assessments, performance tasks, and rubric that you will use to self assess throughout your progress of your projects. You will be informed on the learner goals, assessments, performance tasks, and rubric that you will use to self assess throughout your progress of your projects.

3. Learner Goals Students will……………. *Determine monohybrid and dihybrid crosses by using Punnett squares. *Determine monohybrid and dihybrid crosses by using Punnett squares. *Apply and analyze test cross to determine the genotype and phenotype of offspring *Apply and analyze test cross to determine the genotype and phenotype of offspring *Learn the laws of heredity relate to the outcomes of Mendel’s pea plant experiments. *Learn the laws of heredity relate to the outcomes of Mendel’s pea plant experiments.

4. Pre-assessment This questionnaire will be a cultural awareness survey: This questionnaire will be a cultural awareness survey: Family history of diseases? Family history of diseases? Childhood illnesses? Childhood illnesses? Daily activities and hobbies? Daily activities and hobbies? Do you live with parents or guardians? Do you live with parents or guardians? This questionnaire data will bring awareness to the importance of genetics, health, and your family history. This questionnaire data will bring awareness to the importance of genetics, health, and your family history.

5. Formative Assessments Accountable talk: Tell me what you understand, what you do not understand, and what the lesson means to you. An example would be, I think the lesson was about...., I learned today…., I still do not understand, and why did (a particular event occur). Accountable talk: Tell me what you understand, what you do not understand, and what the lesson means to you. An example would be, I think the lesson was about...., I learned today…., I still do not understand, and why did (a particular event occur). Red and green cup: During class, the green cup means you understand and are moving right along, the red cup means “help I do not know what I am doing”. Red and green cup: During class, the green cup means you understand and are moving right along, the red cup means “help I do not know what I am doing”.

6. Your Role as a Geneticist Take on the role of a real life geneticists. Take on the role of a real life geneticists. Paired up and assigned a genetic disorder. Paired up and assigned a genetic disorder. Design a brochure similar to the one's in a doctors office. Design a brochure similar to the one's in a doctors office. Come up with the disorder symptoms, causes, prognosis and support groups. Come up with the disorder symptoms, causes, prognosis and support groups. Select an organism that would be useful for your genetics research. Select an organism that would be useful for your genetics research. Relate their genetic data and research to Mendel's four hypotheses. Relate their genetic data and research to Mendel's four hypotheses. Presentation to class. Presentation to class.

7. Heredity Unit Rubric Quality of Work Below Basic (1) Basic (2) Proficient (3) Advanced (4) Learning Goals Performance Task products shows no evidence of learning goals for lesson. Performance Task products not aligned with the learning goals in lesson. Performance Task Learning goals are identified in products but unclear and difficult to define. Performance Task Learning goals are identified and evident and clearly defines. Essential Questions Performance Task products shows no evidence of presence of essential questions being answered. Performance Task products shows unclear presentation of essential questions. Performance Task products seems to identify 2 or more essential questions. Performance Task products shows evidence of essential questions that are valid and answered. Products(artifacts) Performance Task artifacts not identified or provided. Performance Task offers more than one version of artifacts. version of artifacts. Directions are not clear. Performance Task provides artifacts with accurate information that measures one learning goal and answers one essential question. Performance Task artifacts answer questions, are valid, demonstrates exemplary understanding of learning goals and essential questions. Creativity Performance Task shows a lack of effort and demonstrate work quickly done with a poor appearance. Performance Task shows average attention to detail and shows an average effort. Performance Task shows attention to shows attention to detail and shows a good effort with quality work. Performance Task shows attention to detail, engaging, and demonstrates excellent effort and creativity.

8. Assessment of Your Knowledge True/False Item: One way to predict inherited traits and summarize the chromosome theory of inheritance, you must understand and apply the principles of Mendelian genetics. Short Answer or Fill-in-the-Blank Item: In order to predict inherited traits and summarize the chromosome theory of inheritance, you must understand and use the law of probability ________. Mutliple-Choice Item: The following choices allow you to predict inherited traits and summarize the chromosome theory of inheritance except: chromosome theory of inheritance except: A. law of genetics B. law of probability C. principles of segregation D. principles of Medelian genetics Essay Item: Discuss three factors that determine how to predict inherited traits and summarize the chromosome theory of inheritance.