By: Kara Loofborough, Sunshine Malaluan, Adam Wirtz

Grade/Subject:

High School / Genetics

Unit BIG Idea

"What genetic processes cause everyone to look

different from each other?"

Next Generation Science Standard

HS-LS3-3. Apply concepts of statistics and

probability to explain the variation and distribution
of expressed traits in a population.

Arizona Science Standard(s)

Concept 2: Molecular Basis of Heredity

Understand the molecular basis of heredity and
resulting genetic diversity.
PO 3. Explain how genotypic variation occurs and
results in phenotypic diversity.
PO 4. Describe how meiosis and fertilization
maintain genetic variation.

Arizona College and Career Readiness Standards

(optional)

9 10.RST.7. Integrate quantitative or technical

information expressed in words in a text into visual
form (e.g., a table or chart) and translate
information expressed visually or mathematically
(e.g., in an equation) into words.

Culminating Assessment: How will you measure

mastery of NGSS?

Create a pedigree representing probabilities of

inheritance.

Before Unit: Pre-assess

Day

Learning Objective

Lesson Summary

Formative
Assessment

SWBAT explain the process of

meiosis and what factors
influence diversity

Review principles of meiosis &

Mendels laws of segregation and
independent assortment

Students will create a

representation of
Mendels laws

SWBAT calculate the genotypic

and phenotypic outcome of a
mated pair

Minion Activity: Students will

create their own minion, then pair
with another student and cross
minions to produce an offspring.

Students will draw a

completed minion with
calculated traits from
genotypic crossing

SWBAT calculate genotypic and

phenotypic probabilities of a
cross of multiple traits

Extend the minion activity by

crossing minion offspring. Pick
new partners whose offspring have
two differing traits. Cross and
calculate outcome

Students will complete

a dihybrid cross of first
filial generation
minions.

SWBAT identify phenotypic

characteristics of themselves
and create a bioglyph
representation of these
characteristics.

Each student will create a personal

bioglyph using a chart given by the
teacher. Then, the students will
post completed bioglyphs around
the room. The class will go around
the room and try to identify which
bioglyph belongs to each

The completion of the

personal bioglyph will
show the fulfillment of
the objective for the
day.

By: Kara Loofborough, Sunshine Malaluan, Adam Wirtz

classmate.
5

SWBAT understand the

relationship between phenotypic
characteristics and their
genotype.

Students will take their self

bioglyphs from the day before and
build possible parent bioglyphs.

The completion of
possible parental
bioglyphs will show the
fulfillment of the
objective for the day.

SWBAT understand the

relationship between phenotypic
characteristics and their
genotype.

Students will create their parents

real bioglyphs from pictures that
they bring in. They will compare
similarities and differences
between the real bioglyphs and the
bioglyphs they constructed from
the day before using punnett
squares.

The completion of
accurate punnett
squares for real
parents bioglyphs and
possible parents
bioglyphs.

SWBAT draw a family genetic

pedigree based on phenotypic
traits. (Day 1)

Short introduction of what a

pedigree is. connecting to
previous lessons on Minions, and
Labradors.

Formative:
Students correctly using
the rules and symbols
in drawing their
pedigrees.

A pedigree based on the minion

activity will be show to the class to
help in the explanation of the rules
in reading a pedigree, what the
symbols mean, and why we use
pedigrees.

The groups ability to

present their finding
both with the drawn
pedigree and the verbal
explanation.

Students will work in groups to

practice reading, applying the rules
of a pedigree, and drawing
pedigrees.
Each group will be given a different
pedigree and the accompanying
story to go along with it.
Groups will present their findings.
8

SWBAT create a family genetic

pedigree based on phenotypic
traits. (Day 2)

Students will be asked to get out

their bioglyphs, both self and
family.
Students will then be asked to
create a 3 generation or more
family pedigree. This family
pedigree will be blank including all
family members.
The students will then chose one
trait from their bioglyphs and fill in
the pedigree with the probabilities
on that one trait.

Students will present

their blank family
pedigree explaining
who each circle or
square represents,
before choosing their
trait to fill in.

By: Kara Loofborough, Sunshine Malaluan, Adam Wirtz

SWBAT construct a family

pedigree to determine the
probability of passing down a
given genetic trait.

Short introduction to different types

of genetic diseases.
The class will then be presented a
word problem, or family scenario.
Where the students will work in
groups in constructing a family
pedigree, based on the scenario,
and use punnett squares to solve
the scenario.
The students will use butcher
paper or whiteboards to show their
work to the class, and defend their
answers in a classroom
discussion.

10

SWBAT assess family

scenarios, construct a family
pedigree, and be able to
determine the probabilities of
genetic traits being passed on to
future generations.

Students will be given the entire

class period to solve 4 genetic
scenarios of varied difficulty.

Each scenario will

require the use of
different techniques.

Each scenario will require students

to apply all techniques learned
over the course of the unit:
Punnett squares, probability
calculations, phenotypic bioglyphs,
and genetic pedigrees.

Students will be
evaluated on both
proper choice of
technique and proper
use of these
techniques.
Emphasis on showing
complete work on how
answer was reached in
solving the word
problems.