Lesson Plan

Teacher: Ms. Beers Unit:1 Genetic Continuity Grade: Bio 122 School: Riverview High School Date: November 9, 2012

Title of Lesson: Incomplete/Codominance Curriculum Outcome: 315-3:Demonstrate an understanding of Mendelian genetics, including the concepts of independent assortment, complete dominance, incomplete dominance, codominance Class Objective: Big Ideas, Key Questions: Students should understand the difference between incomplete dominance and codominance Students should know why a test cross is used and how to perform a test cross. Assessment (Products): Students will be asked to complete questions from the Nelson Biology textbook formative assessment. Students will be handed an exit slip asking What did I learn today and why is it important. To be handed in at the beginning of next class. Formative Assessment

Time Required for this lesson: 60 minutes Materials/ Resources: Nelson Biology textbook, Video clip from access learning, 3 pictures of jokes (found at the end of this document), SMARTboard, Exit Slip Text/Audio/Video-based Resources http://www.accesslearning.com/videodetail.cfm?asset_guid=3a9ee69e3120-4174-bf71-f2fb947d912f - Incomplete Dominance and Codominance Nelson Biology textbook pp. 577-580 Instructional Strategies/ Procedure for the Class: Show the 3 jokes to the students pop them up on the SMARTboard Introduction: o In todays class, Im going to move on to introduce some new concepts in genetics (incomplete dominance, co-dominance and test crosses) o Agenda for the day: Notice on upcoming assignments and due assignments. Incomplete/Co-dominance Access Learning Video on Incomplete and Co-dominance. Story time Test Crosses CFU Questions Exit Slip Incomplete dominance o Definition: When two genes are equally dominant, they interact to produce a new phenotype. Therefore, lack of one sole dominant gene. (blended inheritance). o For example: what happens when you mix blue paint with yellow paint? What colour do you get? Orange. But okay. Was Orange an original phenotype? No. With incomplete dominance, it appears as though there is a third phenotype, it looks like an example of blended inheritance. Features: 3 images of genetics Vocabulary: Incomplete dominance Co-dominance Test cross

With Incomplete dominance, a cross between organisms with two different phenotypes produces offspring with a third phenotype that is a blending of the parental traits. Co-dominance o First, point out that the meaning of the prefix co- meaning together. o Definition: The expression of one allele does not mask the expression of the other. Both genes are expressed at the same time. o Show the genetics joke again the striped one. Or if a student has a striped shirt on show that they are co dominant. o So, its like incomplete dominance in that there APPEARS to be a third phe notype, however, with co dominance the 3rd phenotype is a mix of the together in that both characteristics are visible. Unlike blended inheritance. Show the video clip from access learning on incomplete and codominance Punnet squares with incomplete and co-dominance. o When doing punnet squares we usually have a capital letter for dominant traits and lowercase letter for recessive. For incomplete dominance and co dominance, we use Capital letters all around. o Example for Snapdragons: When a red and white snapdragon cross they produce pink offspring. What type of dominance in that? Incomplete. Why? Because both characteristics arent being expressed individually. This is how we write it out: CRCR = red. CwCw= white, CRCW = pink. Show a red crossed with a white cross. Ask them in their books to cross two pink flowers together and write down the phenotypic and genotypic ratio. o Example of roan bull: When a white cow and a red bull cross together they get a roan coloured calve roan is when the white and red hair are intermingled. What type of dominance is that? Codominance. Why? Because both alleles are being expressed at the same time. HwHw = white, HrHr = red HwHr = roan Show a cross between a white and roan bull. o Give this example question: A cross between a black and a tan cat produces a tabby pattern (black and tan fur together. a) What pattern of inheritance does this illustrate? codominance b) What percent of kitten would have tan fur if a tabby cat is crossed with a black cat? Homozygous black cat crossed with tabby (KBKB x KBKT) To be handed in (formative) Time: 15 minutes o Test crosses Storytime! Let me tell the farmyard story about the sheep and ram. o White wool in sheep is preferred to black wool in sheep. White wool is less brittle, its already white so it doesnt need to be bleached where as black wool more brittle because of all the fixing that needs to be done before the wool is ready to be processed. o So the farmer wants to ensure that his ram(s) are homozygous domininant..right? Howcome? So he doesnt get black sheep. Heterozygous would mean a white sheep has the recessive allele and could therefore, have a black sheep is mated with a heterozygous sheep. o There are only about 2 rams per sheep farm o Why is it that when you go to a sheep farm there are black sheep around? Take 2 minutes to discuss with your partners why you think this is. o After the students talk to they partners about it, have a mini discussion on why they think this and what could be the consequences. They have black sheep to cross with any rams the farm may have to ensure the rams are homozygous dominant. Any heterozygous rams are sent to become porkchops. After the discussion, have students work on questions for practice If they dont want to do it in their notebooks, students can perform test crosses using the punnet square set up in the middle of the classroom.

Differentiation: Video from access learning, hands on punnet square in the classroom.