Do Now: Make a Table

1. Do Now: Make a Table • In your notes, make a two column table. • On the left write “Mitosis” on the right write “Meiosis” • Write down two things specific to each.

2. Lesson #2: Cell Cycle: Transmission of Genetic Information LEQ: What processes allow genetic information to differ?

6. Mitosis/Meiosis Color Worksheet Crayons Needed: Red Purple Blue Green Black Orange

7. Unit 3: Inheritance and Evolution Unit Essential Question: What processes define the unique characteristics of organisms?

8. Chunk #1: Inheritance Concepts: 1.) Mendel’s Theory 2.) Punnett Square 3.) Pedigree

9. Lesson #1: Mendel’s Theory LEQ: What factors were explained in Mendel’s Theory to support genetic variability of species?

10. Big Idea: Offspring are not a blend of the parents. • Thanks to Meiosis!! • Gregor Mendel: “The Father of Genetics” • Used plants to develop his theory of inheritance • Pollinated true – breed plants • Discovered two main phenotypic (physical trait) ratios: • 3:1 (Focusing on one trait) • 9:3:3:1 (Focusing on two traits)

11. Big Idea: Offspring are result of gene expression. • Thanks to Meiosis!! • Mendel’s Theory: • 1. For each individual trait, an individual has two copies of the gene – one from each parent.

12. Big Idea: Offspring are result of gene expression. • Thanks to Meiosis!! • Mendel’s Theory: • 1. For each individual trait, an individual has two copies of the gene – one from each parent. • 2. There are alternative versions of genes. • These are called: Alleles

13. Big Idea: Offspring are result of gene expression. • Thanks to Meiosis!! • Mendel’s Theory: • 1. For each individual trait, an individual has two copies of the gene – one from each parent. • 2. There are alternative versions of genes. • These are called: Alleles • 3. When two different alleles occur together, one of them may be completely expressed, while the other may have no observable effect on the organism’s appearance. • Dominant  The expressed trait • Recessive  The non-expressed trait

14. Big Idea: Offspring are result of gene expression. • Mendel’s Theory: • 1. For each individual trait, an individual has two copies of the gene – one from each parent. • 2. There are alternative versions of genes. • These are called: Alleles • 3. When two different alleles occur together, one of them may be completely expressed, while the other may have no observable effect on the organism’s appearance. • Dominant  The expressed trait • Recessive  The non-expressed trait • When gametes formed, the alleles for each gene separated independently of each other. • Law of Segregation  separation of chromosomes • Law of Independent Assortment  Genes located on different chromosomes • Thanks to Meiosis!!

15. Genetics Lab: Identifying Dominant & Recessive Traits

17. Do Now: If You Could… 1.) List some examples of selective breeding in domestic animals and crops. 2.) Then… Write a short paragraph explaining how you think breeders would go about selecting for a particular trait.

18. Unit 3: Inheritance and Evolution Unit Essential Question: What processes define the unique characteristics of organisms?

19. Chunk #1: Inheritance Concepts: 1.) Mendel’s Theory 2.) Punnett Square 3.) Pedigree

20. Lessons #2 & #3: Punnett Squares & Pedigrees LEQ: How can traits be determined theoretically?

21. Big Idea: Most traits can be “mapped out”. • Animal Breeders do this. • Punnett Square: • A boxed diagram predicting the outcomes of favorable characteristics. • Uses Capitalized and lowercase lettering (genotypes) • Capital = Dominant • Lowercase = Recessive

22. Big Idea: Probability is calculated based on the number of squares. • Always out of 100 percent. Dominant : Recessive (homo(dominant):hetero:homo(recessive) • Homo= Same Combination • Hetero = Mixed Combination

23. Big Idea: Probability is calculated based on the number of squares. • Dad’s alleles are on top. Mom’s alleles are on the left side. • Each letter goes over each square. Let’s do one for Shape of Eyes: A slanted eye is recessive to round eye. Let, R represent the dominant allele for round. Let, r represent the recessive allele for slant. Father has slanted eyes. Mother has been determined to be heterozygous for round eyes. What is the phenotypic ratio? What is the probability that their children will have round eyes? Slant eyes? • Setting up the Monohybrid Cross… r r Rr Rr R r 1:1 rr rr

24. Big Idea: Probability is calculated based on the number of squares. cd dC dC cd • Dad’s alleles are on top. Mom’s alleles are on the left side. • Each letter combination goes over each square. Let’s do one for Hair Type and Skin Color: Straight hair is recessive to curly hair. Light skin is recessive to dark skin. Let, C represent the dominant allele and c represent recessive. (hair) Let, D represent the dominant allele and d represent recessive. (skin) Father heterozygous for curly hair with light skin. Mother has straight hair and homozygous for dark skin. What is the phenotypic ratio? What is the probability that their children will have straight hair and Light Skin? • Setting up the Dihybrid Cross… DdCc Ddcc DdCc Ddcc Dc Dc DdCc Ddcc DdCc Ddcc Dc DdCc Ddcc Ddcc DdCc 1:1 Dc DdCc DdCc Ddcc Ddcc

25. Punnett Square Worksheet Pckts.

26. Big Idea: Most traits can be “mapped out” with circles and squares. • A Geneticist goes beyond looking at a family tree • Pedigree: • A Diagram showing the family history of a particular inherited trait. • Usually disorders: Hemophilia, Cystic Fibrosis, Sickle Cell, Baldness, Albinism, etc. • Circles = Females • Squares = Men • Shaded Shape = Male/Female with the noted trait.

27. Big Idea: Follow the lines and look at the shapes. • Punnett squares can help to solve the genetic mystery of pedigrees. • Dominant or Recessive: • Autosomal Dominant trait will show up equally in both males & females based of a parent with that trait. • Autosomal Recessive trait will not show in the parent but be present in the child. • Sex – linked trait typically recessive and links between sons and mothers. • Heterozygous or Homozygous: • Heterozygous individuals will show the autosomal dominant trait. • Homozygous recessive individuals will show the recessive trait.

28. Big Idea: Follow the lines and look at the shapes. • Punnett squares can help to solve the genetic mystery of pedigrees. Autosomal recessive Sex – Linked (recessive)

29. Pedigree Book Activity pg., 176 (Evaluating the Pedigree: #s 1 & 2)

31. Punnett Square Worksheet Pckts.

32. Big Idea: Most traits can be “mapped out” with circles and squares. • A Geneticist goes beyond looking at a family tree • Pedigree: • A Diagram showing the family history of a particular inherited trait. • Usually disorders: Hemophilia, Cystic Fibrosis, Sickle Cell, Baldness, Albinism, etc. • Circles = Females • Squares = Men • Shaded Shape = Male/Female with the noted trait.

33. Big Idea: Follow the lines and look at the shapes. • Punnett squares can help to solve the genetic mystery of pedigrees. • Dominant or Recessive: • Autosomal Dominant trait will show up equally in both males & females based of a parent with that trait. • Autosomal Recessive trait will not show in the parent but be present in the child. • Sex – linked trait typically recessive and links between sons and mothers. • Heterozygous or Homozygous: • Heterozygous individuals will show the autosomal dominant trait. • Homozygous recessive individuals will show the recessive trait.

34. Big Idea: Follow the lines and look at the shapes. • Punnett squares can help to solve the genetic mystery of pedigrees. Autosomal recessive Sex – Linked (recessive)

35. Unit 3: Inheritance and Evolution Unit Essential Question: What processes define the unique characteristics of organisms?

36. Chunk #2: Evolution Concepts: 1.) Darwin’s Theory 2.) Origin of Species 3.) Natural Selection 4.) Populations

37. Lessons #1 & #2: Darwin & Origin of Species LEQ: How and why do organisms evolve?

38. Big Idea: Due to mutations (changes in DNA) there is variety in species. • Look at yourself and others around you!! • Charles Darwin: “The Father of Evolution” • Collected specimens that looked similar, bred them and concluded that organisms “evolve” to better “survive” their environment. • Evolve: • Those with more favorable traits reproduce. • Survive: • Reproduction continues for that species.

39. Big Idea: All species derived from a common ancestor and overtime groups of similar species gave rise to diverse populations. • There exist a pattern of inheritance. • Fossils: • Remnants of deceased organisms usually imprinted in rocks. • Species in older look different from newer rocks • Pangaea (Continental Drift) and radioactive dating

40. Big Idea: All species derived from a common ancestor and overtime groups of similar species gave rise to diverse populations. • There exist a pattern of inheritance. • Homologous Structures: • Structures that have similar compositions but functions may differ.

41. Big Idea: All species derived from a common ancestor and overtime groups of similar species gave rise to diverse populations. • There exist a pattern of inheritance. • Embryonic Development: • All sexual organisms, after fertilization, undergo similar morphogenesis.

42. Big Idea: All species derived from a common ancestor and overtime groups of similar species gave rise to diverse populations. • There exist a pattern of inheritance. • Biological Molecules: • Organisms more closely related have fewer amino acid sequence differences. • Molecular Clocks

43. “What Darwin Never Knew”

45. Analyzing & Creating Cladograms