DAY THREE Session I Eye : 08:30 – 10:00 Tea Break : 10:00 – 10:15 Session II Ear : 10:15 – 12:00 Post Test : 12:00 – 13: 00 Closing Session : 13:00 – 13:20 Lunch : 13: 20 – 14: 30 Module 1 Genetics and inheritance DBE Exam guideline 2017: Genetics and Inheritance Paper 2: 45 marks Term 2 4 weeks CONTENT ELABORATION Introduction Mention of Mendel as the father of genetics
GRADE 12 SUBJECT LIFE SCIENCE WEEK 12 TOPIC GENETICS : LAW OF DOMINANCE Time: 40 min Lesson 3 LESSON SUMMARY FOR: DATE STARTED: DATE COMPLETED: LESSON OBJECTIVES The learners must be able to: Solve a genetics problem using a specific format of Punnet squares or test cross Write down phenotype and genotype ratios of the P1, P2 F1 and F2 generations Solve genetic problems on complete dominance TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED Introduction: Teacher revises Mendel’s Laws highlighting what dominant and recessive is, using examples. In pea plants, the allele for red flowers is dominant and is represented by the letter “R”. The allele for white flowers is recessive and represented by the letter “r” Main Body (Lesson presentation): Teacher: Provides worksheet for learners with the following questions / tasks/ activities. Activities on worksheet drawn up by teacher from textbooks/ past exam papers. How would you represent the genotype of each of the following pea plant? Homozygous dominant Heterozygous Homozygous recessive Describe the phenotypes represented by the following Learners work on their own to solve questions based on Law of Dominance Learners copy the following diagram of a Punnett square for example 1. Key : B (black) b ( brown) F1 – all heterozygous black- genotype phenotype100% black 10 min 20min CAPS Solutions for All – Life Science Gr 12 by McMillan SIIP Booklets for 2014 compiled Question papers and answer booklets Worksheets Focus on Life science CAPS Gr 12 by Maskew Miller Understanding Life science Gr.12 by T Isaac – 3rd Edition Life Science Gr 12 – Top Class by Shuter’s. Via Afrika Life Science GR 12 (CAP
Example : Sello crosses two pure breeding garden pea plants in the laboratory. Plant A produces yellow peas and plant B green peas. He knows that the gene for yellow peas (Y) is dominant over the gene for green peas (y). The diagram below shows the results he obtained for two generations of pea plants. Study the diagram and answer the questions that follow. Yellow (Y) Green (y) Give the genotype for plant A and plant B. YY B – yy ( explain to learners that if all the individuals in the second generation have the dominant gene, than one of the parent will have to be either homozygous recessive and the other will have to be homozygous dominant. Provide the genotype and phenotype for Plant D, and G. Plant D – Yy Plant G - yy Conclusion: Teacher supervises learners work to check that the learners are on the right track. Answers are written on the board after learners give feedback with the first two examples. 15 min
GRADE 12 SUBJECT LIFE SCIENCE WEEK 13 GENETICS AND INHERITANCE TOPIC MONOHYBRID CROSSING :BLOOD GROUPS & MULTIPLE ALLELES Time: 40 Lesson 1 LESSON SUMMARY FOR: DATE STARTED: DATE COMPLETED: LESSON OBJECTIVES The learners must be able to: List the four blood groups State that blood groups are controlled by multiple alleles Do genetic crosses to determine the genotypes of blood groups of parents and offspring. TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED Introduction: Revise with learners that homozygous recessive alleles will appear as a dominant phenotype. Explain to learners that disorders which occur from chromosome pair 1 to 22 are known as autosomes. Main Body (Lesson presentation): Teacher explains that there are: Four types of blood groups ,namely , A, B, O and AB All blood groups controlled by three alleles IA, IB and i (multiple alleles). O is a recessive gene Blood group O is a universal donor ie. anyone can receive blood from a person with blood group O but , A person with blood group O can only receive blood from a donor with blood group O Teacher write the following symbolic representation of genotypes of the various blood groups. Take few minutes to discuss the answers of previous homework with your teacher Learners copy table on blood groups from chalkboard/ powerpoint. Learners take down following table to be used when working out possible genotypes between babies and parents. Homework: Give learners a case study on the swopping of babies in a hospital. Need to determine the genotype of parents and match with genotype of baby using genetic crosses to determine correct parents. ( ACTIVITY 5.5. PG 78) Learners observe diagram below to get further understanding of parents genotypes and their resulting offspring. The diagram shows a family tree with the blood group phenotypes filled in for some members of the family. A square is used to represent a male and a circle is used to represent a female. There are three alleles for blood groups represented by the letters: IA, IB and i .Select the correct genotypes for 10min 20 min SIIP Booklets for 2014 compiled Question papers and answer booklets Worksheets CAPS 12 Life science for All by McMillan Focus on Life science CAPS Gr 12 by Maskew Miller Understanding Life science Gr.12 by T
SEX CHROMOSOMES / GONOSOMES: is pair 23 – give information of gender of person –XX is female; XY is male. Educator must explain how to identify gender using karyotype chart. Explain to learners that it is the sex chromosomes which determine the sex of a child. SPERM CELLS- 22 AUTOSOMES + X or Y CHROMOSOME AFTER MEIOSIS.’ EGG CELL – 22 AUTOSOMES = X or X CHROMOSOME AFTER MEIOSIS. Explain that gametes are haploid and somatic cells have diploid chromosome numbers. Conclusion: Learners must be able to use the autosomes and sex chromosomes to determine the sex of an offspring from educator explanation. 20min 10 min Reflection/Notes: GRADE 12 SUBJECT LIFE SCIENCE WEEK 14 TOPIC MUTATIONS Time: 80 min Lesson 1 LESSON SUMMARY FOR: DATE STARTED: DATE COMPLETED:
15 min GRADE 12 SUBJECT LIFE SCIENCE WEEK 17 TOPIC HUMAN EYE- PUPILLARY MECHANISM Time: 40 min Lesson 3 LESSON SUMMARY FOR: DATE STARTED: DATE COMPLETED: LESSON OBJECTIVES The learners must be able to: Understand the formation of an image Explain papillary mechanism during dim and bright light TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED Lesson presentation using blackboard / transparencies Introduction Teacher revises basic structure of the human eye. Main Body (Lesson presentation) Teacher highlights the following aspects of the formation of an image: There are 3 basic parts: Pathway of light and image formation: light passes through various parts of the eye until it reaches the retina Learners revise the structure of a human eye. Learners make summarised notes of image formation. 5 min Model of the human eye. Life Sciences (Mind Action Series): CAPS Solutions for All – Life Science Gr 12 by McMillan
as light passes through different substances it is refracted cornea refracts light the most lens ensure fine, sharp focusing light rays converge on yellow spot of the retina image on retina is upside down and reversed (left to right) Stimulation of photoreceptors: rods and cones are stimulated by light photopigments are broken down this creates electrical impulses Pathway of nerve impulses: impulses travel via optic nerve to cerebral cortex for interpretation Teacher provides or draws simplified version of the illustration below on blackboard / transparency. Teacher highlights the following for the structure of the structure of the iris: This is a response of the eye to changes in light intensity. Iris controls the amount of light that enters the eye. It contains two set of involuntary muscles; the radial and circular muscles The muscles function antagonistically (do the opposite). Teacher highlights the following for the pupil mechanism: In dim light Radial muscles contract. Circular muscles relax. The pupil enlarges (dilates). Thus more light enters the eye. In bright light Radial muscles relax. Circular muscles contract. The pupil becomes smaller (constricts). Thus less light enters the eye Learners complete summary of pupil mechanism on mind map. Learners must be able to tabulate differences in pupillary mechanisms during dim and bright light. Learners complete labelling on mind map. Allow for peer assessment. 15 min 15 min 5 min SIIP Booklets for 2014 compiled Question papers and answer booklets Worksheets Focus on Life science CAPS Gr 12 by Maskew Miller Understanding Life science Gr.12 by T Isaac – 3rd Edition Life Science Gr 12 – Top Class by Shuter’s. Via Afrika Life Science GR 12 (CAPS)
GRADE 12 SUBJECT LIFE SCIENCES WEEK 18 TOPIC HUMAN EAR Time: 40 min Lesson 1 LESSON SUMMARY FOR: DATE STARTED: DATE COMPLETED: LESSON OBJECTIVES The learners must be able to: Explain the structure of the different parts of human ear Use of mind map to summarise information TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED Lesson presentation using blackboard / transparencies/ model of ear Introduction Question and answer method used to revise importance of sense organs in helping respond to stimuli in the external environment. Main Body (Lesson presentation) Teachers provides mind map of human ear. Model of ear used to illustrate parts and explain associated functions. Teacher highlights the following parts of the human ear: Pinna - visible, cartilaginous structure Auditory canal – tube from pinna to tympanic membrane Tympanic membrane – thin membrane that separates outer from middle ear Auditory ossicles-smallest bones in human body Malleus–1st auditory ossicle Incus- 2nd auditory ossicle Stapes—3rd auditory ossicle Eustachian tube- connects middle ear and back of throat Cochlea-shell-shaped structure in inner ear Vestibule- structure below semi-circular canals Three semi-circular canals – semi-circular structure at 90 angle to each other Auditory nerve –structure that leaves cochlea and travels to brain Conclusion Teacher facilitates the completion of the labels. Give learners homework Learner respond to informal revision Learners place labels (in red) in boxes on mind map provided. Learners complete labels on the mind map. Home work: Using textbook, learners complete assigned homework. Learners must begin Researching functions of various parts. 10 min 25 min The Answer Series – Part 2 Model of human ear Understanding Life Sciences- Gr 12 Focus on Life Sciences- Gr 12 Mind map and textbook Home work: The Answer Series – Part 2 Focus on Life Sciences Gr 12 Life Science Exam Fever
GRADE 12 SUBJECT LIFE SCIENCE WEEK 18 TOPIC HUMAN EAR – DISORDERS Time: 40 min Lesson 5 LESSON SUMMARY FOR: DATE STARTED: DATE COMPLETED: LESSON OBJECTIVES The learners must be able to: ⦁ Know all definitions related to this chapter ⦁ Explain the causes and treatment of following hearing defects: Middle ear infections (Treatment using grommets) Deafness (hearing aids and cochlear implants) TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED Lesson presentation using blackboard / transparencies Introduction Teacher revises different parts of human ear and the process of hearing using the following diagram similar , to the one below, using question and answer method to recapitulate functioning and parts of ear. Main Body (Lesson presentation) Teacher highlights the following about middle ear infections and deafness: Learner respond to informal revision 2. Learners summarise information in work book. 5 min 15 min Model of Ear Gr 12- Life Science Exam Fever Study Guide CAPS Solutions for All – Life Science Gr 12 by McMillan SIIP Booklets for 2014
Middle ear infection (called otitis media) Symptoms Ear ache, fever, limited loss of hearing, leaking of fluid and dizziness. Causes Due to viral infection, usually after cold or flu. Treatment Simple surgical procedure called myringotomy (cut ear drum and insert grommet) Deafness Types Conductive - path of sound wave/vibration is incomplete or non-functional. Neural – due to damage to organ of Corti, auditory nerve or cerebral cortex. Causes Heredity, age, problems during pregnancy or birth, hardening of wax, side effect of diseases like meningitis, German measles or mumps. Treatment Hearing aids make sounds louder. It can be used by people who suffer from conductive deafness. It is worn outside the ear. Cochlear implants (bionic ear) is an electronic device that is surgically implanted inside the ear. Conclusion Explain to learners that deaf people also have human rights. 3. Learners participate in classroom discussion. Home work: Learner uses textbook 15 min compiled Question papers and answer booklets Worksheets Focus on Life science CAPS Gr 12 by Maskew Miller Understanding Life science Gr.12 by T Isaac – 3rd Edition Life Science Gr 12 – Top Class by Shuter’s. Via Afrika Life Science GR 12 (CAPS)