Use this unit plan to write a lesson plan for lesson one. It should follow The New Zealand Curriculum and Te Marautanga o Aotearoa Biology | Mātai Koiora Years 12–13 Draft for consultation 15 May 2026 to 15 June 2026.

Unit Planner - Incomplete (404 Words) 1 Programme Plan Year 12 Biology Learning Area Science - Biology Level Y12 Level 7

2 Topic/Name of Unit Patterns of Inheritance DURATION 2 Weeks, 6 lessons

LESSONS 6 Strand Inheritance and Evolution Achievement Objectives Which specific achievement objectives from the curriculum does this unit cover? These should be a subset of those identified in the programme plan.

Compare and interpret mitosis and meiosis Model meiosis to explain how independent assortment and crossing over generate genetic variation Apply monohybrid crosses to predict genotype and phenotype ratios Interpret pedigree charts to determine inheritance patterns and justify conclusions using genetic reasoning LEARNING OUTCOMES: Which specific learning objectives will this unit focus on? These should be related to the achievement objectives identified for this unit.

Students Will… Explain how meiosis generates genetic variation Construct and interpret Punnett squares for monohybrid crosses Interpret pedigree charts and justify genotypes with evidence

3 Links Does this unit have links to other curriculum areas or strands? If so, explain how you can transfer ideas from other lessons to support learning in this unit, or vice versa.
Builds on molecular genetics (DNA, genes) taught earlier in the strand Leads to Year 13 population genetics Links to probability (statistics) Links to health contexts (genetic disorders) 4 Lesson Learning Outcomes (Students will…) How students will learn e.g. Through the use of effective literacy strategies, thinking tools, cooperative activities … 1 Mitosis vs meiosis - compare their roles

2 How meiosis creates variation - explain how meiosis produces varied gametes 3 Monohybrid crosses - use Punnett squares to predict ratios 4 Pedigree charts - interpret and justify genotype in writing 5 Applying inheritance patterns - apply learning to an unfamiliar scenario 6 Review key concepts and identify areas for further revision 5 Resources Enter the resources that are available in the kura to support this unit, or additional resources that will be needed

Meiosis diagrams/animations Pedigree chart sets Adapted scientific text extracts Punnett square templates Mini whiteboards Google Classroom Scipads Exercise books 6 Language What is the literacy of the curriculum area that needs to be covered in this unit? This may include technical language, specific genre, or expressions, or ways of saying things.

Technical vocabulary: allele, genotype, phenotype, homozygous, heterozygous, dominant, recessive, crossing over, independent assortment, pedigree, autosomal. Scientific explanations: use cause-and-effect language to explain biological processes and outcome 7 Assessment Diagnostic assessment:
What diagnostic assessment tools will you use to find out what students know or do not know, and can or cannot do in relation to this unit?

Short pre-unit quiz and brain dump to assess prior knowledge of genetics and inheritance and identify gaps in understanding. Critical Success Criteria Specify the success criteria relevant to learning outcomes above.

Distinguish the stages and purposes of mitosis and meiosis and explain why both are needed. Explain how crossing over and independent assortment create genetic variation, using evidence from diagrams or texts. Identify dominant and recessive alleles from given information. Construct Punnett squares and determine predicted genotype and phenotype ratios. Identify affected/unaffected individuals and possible genotypes, justifying conclusions using evidence and genetics vocabulary. Apply genetic reasoning to unfamiliar scenarios using accurate vocabulary and evidence. Formative assessments: What formal and informal assessment opportunities/tools will you create to monitor student progress against the success criteria?

Exit tickets, mini whiteboards, teacher observation Summative assessment: What formal opportunities will you create in this unit for students to evidence what have they learned and to critically reflect and evaluate and explain how they learned it? 

Varied assessment opportunities, including tests, practicals, research, presentations and case studies. 8 Additional Information Enter any additional information relevant to this unit—remember the plan should be written for someone else to follow, so include any information that would enable another teacher to deliver the unit.

Assumes prior knowledge of DNA/gene structure Use hypothetical examples of genetic disorders Support: scaffolded Punnett squares Extension: dihybrid crosses

Patterns of inheritance  Compare and interpret stages of mitosis and meiosis using diagrams or microscopy images to explain their roles in growth, repair, and genetic variation.  Model the processes of meiosis to explain how independent assortment and crossing over create genetic variation in gametes.  Apply genetic crosses (monohybrid and dihybrid) to predict genotype and phenotype ratios under different inheritance patterns, including complete dominance, incomplete dominance, codominance, lethal alleles, and multiple alleles.  Interpret pedigree charts and genetic data to determine patterns of inheritance, including autosomal and sex-linked traits, and justify conclusions using genetic reasoning.  Analyse sources of genetic variation to explain how mutation, meiosis, and fertilisation contribute to differences in traits within populations.

Patterns of inheritance  Mitosis and meiosis are distinct nuclear division processes; mitosis produces genetically identical cells for growth and repair, while meiosis produces genetically varied haploid gametes for sexual reproduction.  Genetic variation is generated by mutation, independent assortment and crossing over and segregation during meiosis, and random fertilisation.  Patterns of inheritance can be predicted using monohybrid crosses, including complete dominance, incomplete dominance, codominance, lethal alleles, and multiple alleles.  Dihybrid crosses can be used to predict inheritance of two traits simultaneously, assuming independent assortment and complete dominance.  Sex linked inheritance occurs when genes are located on sex chromosomes, resulting in different inheritance patterns between males and females due to differences in chromosome composition