Download Genotype, Phenotype, Schmenotype?

Primary Type: Lesson Plan
Status: Published
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Resource ID#: 75844
Genotype, Phenotype, Schmenotype?
The lesson provides a hands-on activity for students to distinguish between genotype and phenotype.
Subject(s): Science
Grade Level(s): 7
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Internet Connection, Interactive Whiteboard, LCD
Projector, Overhead Projector, CPALMS CMAP
Instructional Time: 1 Hour(s) 15 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: genotype, phenotype
Resource Collection: FCR-STEMLearn Cell Biology
ATTACHMENTS
Facial Traits Worksheet.docx
Genotype_Phenotype Summative_Quiz.docx
Genotype_Phenotype Summative_Quiz_Answerkey.docx
LESSON CONTENT
Lesson Plan Template: Confirmatory or Structured Inquiry
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will be able to explain, the difference between genotype and phenotype and give examples.
Students will demonstrate how a genotype is expressed as a phenotype.
Students will be able to determine possible genotypes for a specific trait, when given the letters for the alleles.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students will have prior knowledge of how traits are inherited, including dominant and recessive alleles. At the beginning of class, the warm-up will include a few
questions on the front board, related to vocabulary that students will copy and answer in their interactive notebooks, or on a piece of paper if notebooks are not used.
Review and self-check will be conducted before the lesson begins.
Questions for review:
Explain what a trait is in genetics. A trait is a specific form of a characteristic that comes from an organism's genes.
Explain the relationship between a gene and an allele. Each gene is made of up two alleles.
Give an example of a dominant trait and give an example of a related recessive trait. In a pea plant, the dominant color of flower is purple. The
recessive color for the flower is white.
Move on to the Introduction of the lesson.
Guiding Questions: What are the guiding questions for this lesson?
How are genotype and phenotype inherited?
How does the genotype dictate the phenotype?
page 1 of 4 Introduction: How will the teacher introduce the lesson to the students?
Students will be assigned to groups of 3 - 4 per group. Each group will have one recorder (for notes of discussions), one leader (to keep everyone organized), one
researcher (in case there is a need for further research on topic), and one, if possible, to begin a chart or poster (if that is part of the activity). ALL students in the
group contribute to the discussion and/or project being worked on at the time.
After the warm-up activity, teacher will write four new vocabulary words will be on the board for students to copy into their interactive journals:
genotype (the combination of alleles inherited from parents)
phenotype (the physical expression of the genotype)
homozygous (when both alleles for a trait are the same, either both dominant or both recessive)
heterozygous (when both alleles for a trait are different, one dominant and one recessive)
The teacher will show a 5-minute video titled, "The Phenotype and Genotype Show"
LINK: https://www.youtube.com/watch?v=lal1aaf14PQ
Students will watch the video. As the vocabulary words are mentioned, the teacher should pause the video and allow students time to write the definitions in their
notebooks. (genotype and phenotype start around minute 2; homozygous and heterozygous begin around minute 3:30). Make sure all students are engaged in this
activity.
As a review of the vocabulary and video, the teacher will ask formative questions. Again, these will be answered by group, as in the previous review section.
How is a genotype related to a trait? Genotypes are the gene combinations possible for a given trait.
Someone, give me an example. Hair color, earlobe shape, eye shape....
How is a phenotype related to a trait? The physical expression of the genotype.
Someone give me an example. Brown hair, attached earlobe, round eyes
Where does the genotype come from? Fertilization, one allele from the female parent and one allele from the male parent.
The teacher will then begin the investigation with the students.
Investigate: What question(s) will students be investigating? What process will students follow to collect information that can be
used to answer the question(s)?
Students will be investigating certain physical traits of each others' faces. Teacher: Make copies of the Facial Traits table . There are two on each page (paper
saving!), just cut after copying.
Pass a copy of the Facial Traits to all students (this is so they can each glue them into their notebooks).
Each student will use the attached chart to keep the data (the recorder is ultimately responsible and should keep the data organized for the group and make sure all
info goes in the appropriate box). The students will look for:
Earlobes: unattached or attached
Freckles: not present or present
Lips: full or thin
Eyebrows: separate (2 distinct) or very close (uni-brow)
This part should take no longer than 10 minutes, if they are on task.
Analyze: How will students organize and interpret the data collected during the investigation?
When all groups have finished the investigation, the teacher will lead the analysis section of the activity. The teacher will have the following possible allele
combinations (genotypes) on the board:
Earlobe: A = Detached a = Attached AA, Aa, aa
Freckles: F = Freckles f = no freckles FF, Ff, ff
Lips: L = Full lips l = thin lips LL, Ll, ll
Eyebrows S = Separated s = Uni-brow (or very close together) SS, Ss, ss
Ask students Which of these columns is a list of phenotypes? How do you know? How can we have three possible GENOTYPES but only two PHENOTYPES? Remind
students that as they proceed with their group discussion, they should now be using the sophisticated words 'genotype' and 'phenotype.'
The groups will decide what the possible genotypes are for each student in their group. Write the correct genotype in the appropriate place in the table. For the
dominant traits, students should put both possible combinations in the box. The teacher may want to circulate around the room to offer assistance to those groups
needing it.
Move on to the closure of the lesson.
Closure: What will the teacher do to bring the lesson to a close? How will the students make sense of the investigation?
There should be discussion about the student's results.
How many students have detached earlobes? Those students will raise their hands
What are the possible genotypes for detached earlobes? Take all answers and discuss.
Based on the genotypes for detached earlobes, would we EXPECT a lot of people to have that phenotype? Why?
Do the same for all the traits.
When the review of data is complete, the data tables should be collected before the end of the class period. The grading of this table should be simple, for example, a
completion grade is recommended.
If there is time, administer the Genotype and Phenotype Summative Quiz (found in the attachments for this lesson). There is also an answer key attachment.
If time does not allow for the summative quiz on this day, the quiz should be given at the beginning of the next class time.
Summative Assessment
There will be a quick 5-question assessment at the end of the lesson. The quiz will be completed individually. Students will turn in the answer sheet at the end of the
quiz on their way out of class at dismissal.
page 2 of 4 Attachment for Genotype/Phenotype Summative Quiz
Attachment for Genotype/Phenotype Summative Quiz Key
Formative Assessment
When students enter the room have the question posted: Everyone has heard the statement "She really looks like her mom!" How would you explain the
resemblance. Have students complete a quick 1 minute write on their paper. At the end of the one minute ask students to turn the student closest to them and allow
them to discuss their answers.
During the lesson, the teacher will ask clarifying questions to students, as the terms genotype, phenotype, homozygous, and heterozygous are introduced. Students
should be in groups of four. When each question is asked, the group will quietly discuss the answer. The teacher will then call on each group for their answer. When
all groups have been called upon, the teacher will then discuss the correct answer with the whole class (see Feedback to Students section).
Examples of these questions will be embedded throughout the lesson.
How is a genotype related to a trait? Genotypes are the gene combinations possible for a given trait.
Someone, give me an example. Hair color, earlobe shape, eye shape....
How is a phenotype related to a trait? The physical expression of the genotype.
Someone give me an example. Brown hair, attached earlobe, round eyes
Where does the genotype come from? Fertilization, one allele from the female parent and one allele from the male parent.
REMEMBER!: Use the vocabulary words often, so students will learn to recognize them.
Feedback to Students
After all groups answer the formative questions, the teacher may ask for evidence from groups with incorrect answers. A group with a correct answer can be called
upon to supply their evidence to the other groups. Students will be able to ask clarifying questions, at any time during the lesson.
REMEMBER!: Use the vocabulary words often, so students will learn to recognize them.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Group work is involved, so the groups can be arranged to benefit those who need more help (ie - assigning peer tutors to students who are designated as ESE or
ELL)
Visual representations of vocabulary words can be provided to make the concepts slightly less abstract.
Students that require accommodations on tests, may use their notes, dictionaries, or interactive notebooks during the quiz.
It is highly recommended that students have had practice working in groups. This activity requires some student movement and they will need to understand that they
are only working with their assigned group.
Extensions:
Students can extend this to look for other traits that they have.
Suggested Technology: Computer for Presenter, Internet Connection, Interactive Whiteboard, LCD Projector, Overhead Projector, CPALMS CMAP
Special Materials Needed:
There are attachments that are a part of this lesson. The lesson can be done without an Interactive Whiteboard very easily, and I have written the directions with that
in mind.
In order to access the linked video in the lesson, teacher must have the ability to access YouTube.
Further Recommendations:
Timing is everything! Some classes work faster than others. Adjust as you see fit.
Additional Information/Instructions
By Author/Submitter
.
SOURCE AND ACCESS INFORMATION
Contributed by: Jocelyn Wills
Name of Author/Source: Jocelyn Wills
District/Organization of Contributor(s): Broward
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
page 3 of 4 Related Standards
Name
SC.7.L.16.2:
Description
Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees.
page 4 of 4