S+Collins,Karen+Sue

**Office: Rm 203** **Office Phone:779-4317** **Office Hours: MWF2-4. TTh**
 * Teacher: Ms. Collins**

=Summary of Unit:= This unit deals with the structure and function of DNA in cellular processes and heredity. The student will understand the structure and function of DNA, including mitosis and meiosis. They will then compare and contrast this with the structure of RNA and explore the processes of transcription and translation including its relationship to cellular processes. Students will understand that DNA changes over time, that mutations cause the creation of new alleles of a gene, and be able to predict the outcome of a genetic cross using a Punnet Square. They will also understand the role of mutation in evolution, and disease. They will also discuss the moral and ethical ramifications of genetic engineering.


 * Maine Learning Results: Science, and Technology - E. The Living Environment E4: Heredity and Reproduction Grade 9-Diploma - Genetics Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species **

= = =Students will understand that= •DNA controls the expression of traits in differentiating cells. •New organisms come from the recombination of genetic material. •DNA changes over time through mutation and genetic engineering, resulting in new traits and evolving species.

= = =Essential Questions= •How does DNA control the expression of the traits in differentiating cells? •How does genetic material recombine to make new individuals? •Why does DNA change over time?

= = =Students will know= •**Vocabulary:** DNA, RNA, transcription, translation,guanine, cytosine, adenine, thymine, ribosomes, nucleus, microfibers, centromere, anaphase, metaphase, telophase, interphase, mutation, allele, chromosomes, genes, junk DNA, epigenetics. •**Critical Details:** structure of DNA & RNA, structure of the cell, current advances and techniques in genetic engineering, info on genetic disease, and epigenetics. •**Sequence and timelines:** transcription, translation, mitosis, and meiosis, a history of genetic discovery from Aristotle, and Mendel, to Watson and Crick and beyond.

= = =Students will be able to= •illustrate the structure of DNA and RNA. •predict the likelihood of a genetic combination using a punnet square. •compare and contrast DNA and RNA structure and transcription. •be aware of the social implications of genetic engineering. •design a new genetic trait or experiment. •consider the consequences of recessive and dominant genes in disease transmission.

**Performance Task Overview** **:** 1) Written proposal of a research project. It must be approximately 2 pages in length and include an introduction, description of the disease, the symptoms, genetic mechanisms and causes, current research and a proposal for a research project based on this information. 50% 2) A glogster describing the project and why the student should be chosen. 40%, 3) Presentation of the project to the class 10% .
 * Goal:** The student will submit a proposal for a research project
 * Role:** The student is a high school student applying for an internship at Jackson Laboratory in Bar Harbor, Maine.
 * Audience:** The education program director and the desired mentor.
 * Situation:** The student is applying for a summer internship at Jackson Laboratory. Competition is fierce and the student will want to present a research idea that will catch the attention of a mentor teacher.
 * Product/Presentation:**
 * Standards (Criteria from both rubrics - product and presentation):**
 * **Paper:** Organization 10%, Content 30%, Mechanics 10%, Graphic Organizer 10%, Proposal 30%, and References 10%
 * **Glogster:** Originality 35%, Content 30%, Storyboard 10%, Sound and Video Quality 10%, Layout 10%, and Sources 5%
 * **Presentation:**Preparedness 20%, Content 40%, Posture and Eye Contact 10%, Answers Question Well 10%, Speaks Clearly 10%, Enthusiasm 10%

=Expectations= In this class my goal is to create the best possible environment for you to learn. In order for that to happen, we all need to work together. Therefore, we need to have some expectations for behavior and work habits.


 * Behavior:** We all have to be here together and we don't get to choose who we are with. This means that there will be occasional conflicts with your classmates. I expect that these conflicts will be dealt with in an adult manner (this does not mean like House even if he is theoretically an adult) using a calm voice and respectful words. I expect that you will treat others with respect regardless of whether you like them or not. I have zero tolerance for mocking and bullying. Should these things happen, depending on the severity, I will give a verbal warning. At which point, a verbal apology is expected. If the behavior continues or an apology is not forthcoming, a detention will be given. If the behavior still continues, further steps will be taken to be determined by the situation.


 * Attire:** I expect that you will follow the school dress code. If you come to class in something that is inappropriate you will be asked to call home for something different or wear something that I will provide (you won't like it, so don't make me do it). On days when we have a lab you will be expected to have long pants and close-toed shoes or you will not be able to participate.


 * Attendance and late work:** I expect that you will come to class and when you are there you are ready to learn which means you have had adequate sleep and food, have done the assigned homework and have all of the necessary tools (that means pencils, paper, and your homework). If you are absent, it is your responsibility to check with me to see what you missed. You have as many days to finish your makeup work as you were absent. After that it will be considered late work. Any late work will be docked 10 points for every day it is late. If your reasons for late work are valid, see me and this can be waived. Unexcused absences will be treated as late work. If you know you will be absent, see me and we can make arrangements for you to do your work early.


 * Redo policy:** All graded work will be subject to one revision, but only after you have met with me and shown evidence of further work that increased your understanding.


 * Organization :** All work will be kept in a folder clearly labeled with your name and the class. If you do not have a folder, see me and I can provide you with one. All assignments will be posted on the Wiki: (BIOCP11class.wikispaces.com/), as well as written on the board at the beginning of class so you will have time to write it down. I strongly encourage the use of a calendar or agenda book of some sort to keep track of assignments.


 * Plagiarism :** Using someone's ideas without giving them credit is stealing. The school has a very clear plagiarism policy in the handbook. I will expect that these guidelines will be followed. If there are any questions about how to cite something I am always happy to help. For anything other than a picture, a URL is not enough. You have to give credit to the person or organization that created to information and let your readers know where they can find it.

=Benchmarks (total points- 300)= These are the projects that you will be graded on.

Blog Entries (48 points)
You will become more aware of the moral and ethical questions involved in genetic engineering by contributing to a blog thread based on a question of the week. Points will be given for the initial blog responses (5 points each- total 20 points ), responses to other blogs 2/wk (1 points each- total 8 points) and 20 points for the opinion blog at the end of the unit. Any extra comments will be extra credit.

DNA model (20 points)
You will demonstrate your understanding of the structure of DNA by making a model of DNA using Discovery Studio Visualizer 2.5.5 Points will be given for accuracy.

DNA/ RNA Comic Life (20 points)
You will demonstrate your understanding of DNA and RNA structure and function by comparing and contrasting their structures and functions using Comic Life.

Online Punnet Square (20 points)
You will complete a punnet square with an online punnet square calculator for a complicated cross (3 or more alleles) and write a paragraph describing all of the possible offspring and their ratios.

You will research a genetic disease and present the genetic causes in a Web 2.0 format.

Homework (5 points each)
mitosis circle diagram Venn diagram Punnet squares Pedigree chart analysis

Performance task (100 points)
You will show your understanding of genetics by researching a genetic disease and conveying what you learned in several ways they include: a concept web, disease research, a multimedia presentation, a 2-3 page research proposal, and a glogster to 'sell' the proposal and an oral presentation.

Participation (40 points)
=Grading Scale:= A = 276-300 A- =270-275 B+ = 264-269 B = 248-268 B- = 240-267 C+ = 235-239 C = 219-234 C- = 210-218 D+ = 204-209 D = 186-203 D- = 180-185 F = <180