TABLE OF CONTENTS - Lindbergh School District

expression of a genetic
disorder (hemophilia, muscular dystrophy, colorblindness)
depending on gender.
Concept D: Genetics
Display an understanding of multiple allele inheritance by
completing A, B, O
blood crosses. Be able to identify antigens and antibodies and
the possibilities for transfusion.
Concept A: Classification
Describe the modern classification system: taxa, binomial
nomenclature, and five kingdom system (prokaryote,
eukaryote).
Concept B: Classification
Define species in terms of the ability to breed and produce
fertile offspring.
D
R
C3
R
C1
C3
C10
R
W
C1
C2
W
identify the genotypes and phenotypes
of the offspring.
(1.5, 1.8, 3.4, 3.5, SC3)
Students will complete Punnett
squares with blood crosses and
identify the genotypes and phenotypes
of the offspring.
(1.8, 3.4, 3.5, SC3)
Provided diagrams and specimens,
students will categorize organisms
into proper taxons using provided
characteristics.
(1.6, 1.8, 2.3, 3.3, SC3)
Using the animal populations at
Grant's Farm, students will discuss
which animals are species.
inheritance and probability of the
occurrence of the trait in offspring.
Given word problems, students will
determine the mode of inheritance
and probability of the occurrence of
the trait in offspring.
Given a menu, students will select
two organisms and classify them to a
their proper kingdom and phlyum.
Explain why a mule is not a species.
Concept C: Classification
Explain how similarities used to group taxa might reflect
evolutionary relationships (e.g. similarities in DNA and protein
sequences, internal anatomical features, and patterns of
development).
Concept D: Classification
Be able to utilize a dichotomous key.
Concept E: Classification
Explain how and why the classification of any taxon might
change as more is learned about the organisms assigned to that
taxon.
C1
C8
C3
C8
R
C10
R
(1.10, 2.3, 3.3, SC3)
Students will compare amino acid
sequences among various primates.
(1.6, SC3)
Students will use a dichotomous key
to identify salamanders.
(1.6, 3.5, SC3)
Students will be introduced to the
historical perspective of classification.
(1.5, 1.9, 3.2, SC3)
Given a set of organisms and their
respective amino acid differences,
students will compose a phylogenic
trees.
For a given set of objects, create a
dichotomous key.
Evaluate how classification can
determine if two specimens belong to
the same species.
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