Unit Organizer: Cells and Genetics
Standard:
Life Science
I. Students are able to describe the observable
components and functions of a cell.
II. Students are able to compare and contrast
the basic structures and functions of different types of cells.
Standard:
Science, technology, and human activity
III. Understand the connections between science,
technology, and human activity and their impact on
the world.
I. Cell Review
A. Identify
important cell structures.
B. Describe
the functions of cell components.
II. Cell Division
A. Understand the
basic process of growth and reproduction requires cell division.
B. Understand
the two types of cell division: mitosis and meiosis.
C. Understand that
asexual reproduction involves mitosis (diploid cells).
D. Understand
that sexual reproduction involves meiosis (haploid cells).
E. Understand
that change occurs from one generation to another either by mutation or
mixing of
traits through sexual reproduction.
III. Genetics
A.
Describe and understand Gregor Mendel’s experiments with purebred and
hybrid peas.
B.
Understand how Mendel’s experiments led to our understanding that
inherited traits are
controlled
by genes (now known to be DNA).
C. Understand the
concept of dominant and recessive genes.
D. Understand
the structure, function, and replication of DNA.
E. Understand the
relationship between the study of genetics and genetic engineering.
F. describe
the contributions of modern researchers in genetics: Francis Crick, James
Watson,
Severo
Ochoa, and Barbara McClintock.
·
Be able to identify and describe the function of the
following cell structures: cell wall, cell membrane, cytoplasm, nucleus,
nucleolus, Golgi body, endoplasmic reticulum, vacuole, lysosome, microtubules,
nuclear pores, and mitochondria.
·
Be able to describe and draw diagrams for each stage of
mitosis: interphase, prophase, metaphase, anaphase, and telophase.
·
Be able to identify and describe the function of each
of the following structures involved in cell division: centrioles, spindle, chromatin,
chromosomes, chromatids, centromere, and cell plate.
·
Be able to describe and draw diagrams for each stage of
meiosis.
·
Be able to describe the difference between asexual and
sexual reproduction.
·
Be able to describe the differences between haploid and
diploid cells and importance of each type of cell.
·
Be able to describe how mutations can occur in the cell
during cell division.
·
Be able to describe the experiments of Gregor Mendel
and how his work led to our understanding of inheritance.
·
Be able to define the following terms: dominant trait,
recessive trait, pure, hybrid, homozygous, heterozygous, genotype, phenotype, and
allele.
·
Be able to use a Punnett Square to determine the
probability of offspring from a genetic cross.
·
Be able to describe and draw a diagram showing the correct
structure of the DNA molecule that includes the “double helix”, sugar-phosphate
backbone(s), correct coding (A-T, C-T) of nucleotides.
·
Be able to describe and draw a diagram showing the
process of DNA replication.
·
Be able to describe and draw a diagram showing the
relationship between DNA, genes, and proteins.
(over)
·
Be able to describe the relationship between genetics
and the field of genetic engineering using an example.
·
Be able to describe the contributions of modern
researchers in genetics: Francis Crick, James
Watson, Severo Ochoa, and Barbara McClintock.
·
Organize information in simple tables and graphs and
identify relationships they reveal.
·
Find what percentage one number is of another and
figure the percentage of any number.
·
Use, interpret, and compare numbers in several
equivalent forms such as integers, fractions, decimals, and percents.
·
Locate information in reference books, back issues of
newspapers and magazines, compact disks, and computer data bases.
·
Be aware that there may be more than one good way to
interpret a given set of findings.
·
Estimate probabilities of outcomes in familiar
situations, on the basis of history or the number of possible outcomes.