Cell Structure and Functions · SHS3 Biology

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.1 - Explain the application of the key terminologies in the study of Genetics

By the end of the lesson, learners can:

Define at least eight key genetic terms (heredity, traits, genes, alleles, chromosomes, genotype, phenotype, dominant, recessive, homozygous, heterozygous) and state one application of each in everyday life.
Use Punnett square notation to represent a simple monohybrid cross involving visible traits.
Distinguish clearly between genotype and phenotype, and between homozygous and heterozygous conditions, using examples from plants and animals.
Explain how genetic terminology is applied in real-world situations such as selective breeding of crops and livestock, and in medical genetics.
Research and present the background to the study of genetics, crediting Gregor Mendel’s work, and use at least three key terms correctly in their presentation.

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Curriculum details

Strand: Life in the Fundamental Unit (Strand 2)
Sub-strand: Cell Structure and Functions (2.1)
Content standard: 3.2.1.CS.1 - Demonstrate understanding of the concept of Genetics 3.2.2.LO.1 Explain key terms in Genetics and their applications. 3.2.1.LO.2 Relate Mendel's laws and concepts of inheritance to human blood groups and their importance. 3.2.1.LO.3 Explain the concept of variation, its causes, processes, and consequences in life. 3.2.1.LO.4 Explain evolution and the factors leading to its occurrence in nature. 3.2.1.LO.5 Explain the cell cycle, cell division, and their relevance in living things.
Indicator: 3.2.1.LI.1 - Explain the application of the key terminologies in the study of Genetics
Suggested placement: Semester 1, Week 7 (Week 7 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 96

Exemplars (from the NaCCA curriculum)

Individual/Independent Learning Approach: Learner research from textbooks, the internet, libraries and other relevant sources, the background to the study of genetics, and terms used in describing genetic processes and activities; the learner believe in the capacity to work independently when required and learns diverse learning experiences from other peers in similar research assignments. Learners develop the necessary emotional and psychological strength to work that accompanies independent working.
Talk for Learning: In mixed ability, all-inclusive groups, brainstorm and discuss the key terminologies used in genetics (e.g. heredity, traits, chromosomes, genotypes, etc.): Each member of a group is assigned at least a term to discuss before the class: Learner develops self-confidence by learning to speak before peers. Peers of the same group learn to offer the required social and emotional support to their members during the class discuss.
Teaching and Learning Materials:
- * Simulations * Photos
- * Textbooks and posters on * Four o'clock plant genetics terminologies, and outcomes of Mendel's experiments on inheritance. * Pea plants and seeds
- * Maize cob with grains of different colours
- Albino rats
Assessment (3.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.