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Course name:
Genetics/Anatomy
Topic: Genetics
*Instructional Strategy/strategies:
Inquiry, Argumentation,
Florida Standards:
SS.912.S.2.3: Recognize the influences
of genetic inheritance and culture on
human behavior.
SC.912.L.16.9
Explain how and why the genetic code
is universal and is common to almost
all organisms.
Science and Engineering practice: (Identify the practice and explain how you will explicitly address the practice in your teaching)
Resources used to write lesson plan (Please include enough information so that anyone could locate your resources;
links should include retrieval dates):
wiki.coe.jmu.edu/MSME/admin/download.html?attachid=3495419
http://www.sas.upenn.edu/~trindal/index_files/bugbabies.pdf
How will this lesson address the needs of ELL, ESOL, and ESE students? (Draw upon your previous coursework, including
TSL and RED)
ELL, ESOL, and ESE students are addressed by introducing them to foundation vocabulary for the content area and working in groups
in order to transition them into the language.
Lesson Outline: (complete this section in a manner that aligns with the instructional method)
- Ask students if they think that this is an accurate way to predict the color coat of the baby. What might be a
better way?
Task 2: Exploring Genotypes
- Have students flip their cards and discuss in their groups for a minute or two what the letters on the back
might mean. Tell students that some helpful words to use are allele, dominant and recessive. (Students should
have been introduced, in previous classes, to alleles and to the idea that they can be represented by letters
AND to the idea of recessive and dominant alleles but not to a combination of them as TRAITS.)
- Ask for student suggestions stressing that EACH trait is made up of 2 alleles and that one is often dominant
and the other recessive. Ask students how they think that the code on the back is related to the picture on the
front. DONT move on until they understand how a genotype relates to a phenotype (without using those
terms).
- Tell students that we can use that code (the two alleles for each trait) to predict more accurately the physical
traits of babies from their families.
- Hand out a sheet with four empty Punnett Squares on it (see worksheet labelled . Ask students to choose a
mother and father from one of their combinations and add the genotypes to the Punnett Square. (Show them
how to do this on the Interactive Whiteboard). Tell students that, when a baby is formed, they inherit
one allele from one parent and one from another. Tell them that we cannot say for sure which allele from the
father will be chosen, or which from the mother, but that we can make predictions). REMIND students that
these are all the POSSIBILITIES of the physical features of the baby.
- Ask students to perform this procedure (producing their own Punnet Squares) for each of the combinations
they had made
- Write if the fur is grey or brown in the table underneath each possible genotype.
- Ask students if, after finding all the possibilities for the babys eyes, if the one they had predicted was there
or not.
Explanation: ( minutes)
Probing questions:
This section should allow students to apply their knowledge as they consider, still, the components of Punnett
Squares.
- Hand 2 coins to each pair. On each of these coins, heads is marked with a G and tails is marked with a
g.
- Tell students that each coin represents a Koala (i.e. each of these koalas has a Gg genotype).
- Tell students that this is a model for the characteristics of koala offspring. Students are to toss the coin 25
times and record the combination each time (i.e. what the baby koala inherited from the mother, and what
from the father).
- Students should record this in the table (on the worksheet in practice)...
- And they should follow the directions to find the PROBABILITY of each genotype and make some comment as
to the most LIKELY genotype to occur.
Wrap-up or elaboration/application: (20-25 minutes)
- Students are then given the opportunity to find out whether this practical result reflects the theory learnt
through this lesson on Punnett Squares... This is done through producing a Punnett square of the experiment,
finding the probability and making a comparison between this and the one in practice (conclusion).
- Students will be given time to discuss their results in class.
- A final discussion (comparison) of codominance and a lead in to mutations is done through PowerPoint.
We will further discuss how phenotypes, genotypes, and mutations affect humans and how they operate. I will
allow the students to inquire about how differences lead to social inequalities but ultimately we are the same. I
will challenge students to debate whether the inequality arguments are valid or not.
Mother
Assignment/Homework:
Hand students a piece of paper with the following questions to be turned in as an exit
slip:
B
B
B
B
If B = the allele for brown hair and if b = the allele for blonde hair
Q.2. What color hair (PHENOTYPE) does each parent have?
Q.3. What is the probability that a child will have blonde hair?
Supplemental Documents: (includes handouts, direction sheets, data sheets, quizzes, exit tickets, Power
Points, etc...)
Note: If you create handouts for use in any stage of the lesson or that you assign for homework, please include the
documents at the end of this lesson plan document. Also, if you use any part of a handout using a resource written
by someone else, you must give credit to the source somewhere on the handout (e.g., in the footer). If you have
questions about how to do this, please ask!!