Download INHERITANCE IN ACTION Mendel`s work

LICEO SCIENTIFICO G.FRACASTORO
PROGETTO E –CLIL PER L’INSEGNAMENTO DI UNA DISCIPLINA NON
LINGUISTICA IN LINGUA STRANIERA
INHERITANCE IN ACTION
Mendel’s work
M. ERICA BONFANTE
Anno Scolastico 2015/2016
INDICE:
PREMESSA:
PAG
UNITA’ DIDATTICA 1: Mendel’ s work
- SCHEMA ARTICOLAZIONE UD
- TEACHER BOOK
- STUDENT BOOK
PAG 4
PAG 8
PAG 30
VALUTAZIONE
- PREMESSA
- Verifica UD 1
- GRIGLIE DI VALUTAZIONE
- QUESTIONARIO DI GRADIMENTO STUDENTI
BIBLIOGRAFIA
ALLEGATI
UD 1: ppt
Lesson 1 Utilities
- Mendel and peas in the garden
- Probability and genetics
2
3
PAG 51
PAG 52
PAG 55
PAG 58
PREMESSA
Nella progettazione del percorso, il livello dei contenuti proposti è stato adattato a quello delle
competenze disciplinari medie della classe quindi si è optato per un percorso di base affrontato con
gradualità nella proposta degli input. Ampio spazio è stato dato all’uso delle immagini e delle
animazioni interattive come veicolo dei contenuti. Per ricorsività si è previsto di riagganciare i
contenuti di ogni lezione a quelli precedentemente acquisiti (con attività utili sia per la
rimotivazione e il warm up sia per il controllo), di riciclarli in attività diverse, sfruttando le
conoscenze pregresse e il lavoro per casa come trait d’union. La metodologia ha visto privilegiata la
modalità di lavoro in coppie e piccoli gruppi.
3
SCHEMA UNITA’ DIDATTICA
Titolo unità didattica: INHERITANCE IN ACTION - Mendel's work
Classe 3C Liceo Linguistico
Ore previste per questa unità didattica: 6
( effettive 8 )
Materiali
Testi in lingua reperiti su Web, modificati e adattati
Immagini da risorse web, in taluni casi riadattate
Script di video in lingua e ppt prodotti dai docenti
Animazioni, e video didattici da risorse web
Scaffolding materials prodotti dai docenti
Manuali scolastici in lingua originale inglese
Alcuni siti di http://classes.biology.ucsd.edu/bild10.WI08/documents/Lect9Heredity.pdf
riferimento http://www.biology.iupui.edu/biocourses/N100/2k4ch10genetics.html
http://www.youtube.com/watch?v=_ksIajiPUAU
http://www.sumanasinc.com/webcontent/animations/content/mendel/mendel.html
http://www.sumanasinc.com/webcontent/animations/content/mendelindassort.html
http://www.woodsidehs.org/+uploaded/file_1722.pdf
Bibliografia Biology concepts and connections , Campbell et al- PEARSON ed
di
Biology today and Tomorrow , C. Starr - Brooks/Cole
riferimento Biology, the living science, Prentice Hall - Miller levine
Prerequisiti disciplinari
Scienze:
- Conoscere e padroneggiare in L1 la terminologia specifica e i contenuti relativi alle Unità su
riproduzione cellulare (in particolare il comportamento dei cromosomi nella meiosi ) e ciclo
vitale umano (gametogenesi e fecondazione), determinazione del sesso e anomalie
cromosomiche nell’uomo.
Prerequisiti linguistici
- Inglese: abilità di comprensione orale e scritta e produzione orale e scritta di livello B1 del
QCRE
Obiettivi da raggiungere
- rispetto al contenuto disciplinare:
Sapere
ü Conoscere e comprendere l’importanza del lavoro di Mendel
ü Conoscere il percorso sperimentale effettuato da Mendel per enunciare i suoi principi
ü Enunciare e spiegare i principi mendeliani della trasmissione dei caratteri (legge della
dominanza, della segregazione e dell’assortimento indipendente).
ü Conoscere le regole più semplici della probabilità applicate alla genetica mendeliana
Saper fare:
ü
Distinguere tra linee pure, ibridi, generazioni parentali, F1 ed F2
ü Definire un incrocio monoibrido e diibrido
ü Definire e distinguere allele dominante e recessivo, condizione eterozigote ed omozigote.
ü Distinguere tra genotipo e fenotipo
ü Saper costruire quadrati di Punnet per prevedere fenotipi e genotipi negli incroci tra linee
pure e ibridi per un carattere
4
ü Applicare semplici regole e concetti della probabilità alla previsione dei risultati di incroci
monoibridi
- rispetto al contenuto linguistico:
Sapere:
ü
Acquisire il lessico specifico della genetica classica
saper fare:
ü Potenziare le abilità di comprensione in LS tanto orale che scritta
ü Utilizzare le strutture linguistiche già note riciclandole in contesti autentici
ü Utilizzare la terminologia inglese specifica adeguata al contesto
ü Saper descrivere immagini e schemi relativi ai contenuti trattati
ü Saper interagire oralmente in gruppo e in plenaria
ü potenziare abilità trasversali in LS quali prendere appunti da testi orali e scritti.
- rispetto alle abilità di studio coinvolte:
ü Suddividere un testo in paragrafi e titolare
ü Saper individuare le parole chiave in un testo
ü Analizzare e comprendere le figure integrando le informazioni con quelle fornite nel testo
scritto (doppia codifica)
ü Inferire, dedurre e fare previsioni in base a rappresentazioni grafiche e iconiche
ü Prendere appunti da testi orali e scritti
ü Collaborare efficacemente in coppia/ gruppo per il raggiungimento di un obiettivo comune
Articolazione della UD:
Si riporta la successione delle lezioni con le relative attività specificate secondo la fase di
appartenenza.
LESSON 1
MOTIVATION PHASE
N. Activity
Description
Activity 1 Warm up: The game of resemblance
Teacher introduces the activity, hands out to the students one copy of the
images and captions in random order and a copy of the chart ”Basic
glossary to talk about genetics”. Have the students match the images with
the correct caption…
Activity 2 Brainstorming: What is genetic? What is not genetic?
Have students to discuss in pair about inheritable and not inheritable
characters referring to the photos and using the scaffolding material..
Teacher stimulates students to reach a consensus.
GLOBAL PHASE
Activity 3 work in pair
Have students skim the text, divide it into paragraphs and match the most
suitable heading from the list to each one
Activity 4 work in pair
Students are asked to number the figures and insert them correctly along
the text using the space on the right side
Activity 5 work in pair (15 min)
Students are asked to find out the key words, to highlight them (they can
use the glossary they used in the previous activity).
Then teacher checks the results and discuss with the whole class. (Some
key words are missing: the teacher stimulates students to complete the
glossary).
5
LESSON 2
MOTIVATION PHASE
N. Activity
Description
Activity 1 Warm up . Work in pair /whole class (10 min)
Ask the students to choose a partner and share the questions they prepared
as homework
ANALITYCAL PHASE
Activity 2 Work in pair. Have the students fill in the white spaces in the picture with
the correct term or sentence.
At the end, the teacher asks a student to go to the IWB where an interactive
version of the picture is presented and it is possible to move the captions to
the correct spaces..
Activity3
The teacher explains specific design of Mendel’s experiments with a few ppt
slides: students are asked to take notes using a text to fill-out during the
explanation.
Activity 4 Work in pair
The teacher supplies the pairs of students with a short written text. Students
are asked to read carefully the text and then to perform the task: Write the
number of the definition that best matches with the term
LESSON 3
ANALITYCAL PHASE
N. Activity
Description
Activity1
Individual/ whole class
Students watch the video about the Punnet square
http://www.youtube.com/watch?v=_ksIajiPUAU (2 min )
the first time without looking at the script, the second time carrying out a
cloze test using the script provided. At the end, students have to check
understanding by doing a quick exercise
At the end the teacher checks the work by watching the video for the third
time..
SUMMING UP PHASE
Activity 2 Work in pair
Monster genetics. Have Students apply Punnet square to guess who Krog’s
parents are. At the end the teacher checks the results as a class
CHECK AND ASSESSMENT PHASE
Activity 3
Quick Check Vocabulary-self assessment: Students are asked to choose the
correct answer to review the specific concepts and terms they learnt in the
previous lesson and to check the results themselves
LESSON 4
ANALITYCAL PHASE
N. Activity Description
Activity 1
Work in pair
Students are asked to watch twice the animation (3 min )from the site
http://www.sumanasinc.com/webcontent/animations/content/mendelindassort.
html
and to perform the listening comprehension test (T/F ). Then they have to
check the results themselves using the transcript. At the end the teacher checks
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the work.
SUMMING UP PHASE
Activity 2
individual work/ check in pair
Have the students complete the chart that summarize Mendel's Laws and
specifying phenotypes and genotypes
CHECK AND ASSESSMENT PHASE
Activity3
Students are asked to solve the interactive exercises suggested in the second
part of the activity from the site below
http://www.sumanasinc.com/webcontent/animations/content/mendel/mendel.
html
to reinforce the knowledge about the inheritance of two traits.
LEZIONE 5
REINFORCE PHASE
N. Activity
Description
Activity1
The Teacher checks the exercises he gave out as homework using IWB.
SUMMING UP -PHASE
. Numero attività
Descrizione attività
Activity 2
Tossing coin genetics mini-lab:
The teacher introduces the activity explaining with a few slides the
basics of probability that can applied to genetics crosses for one
character and the meaning of the terms “ actual ”and “predicted”.
After that, students are involved in an activity to simulate crosses by
tossing coins.
Activity 3
The teacher summarize and revise the contents of the UNIT 1 using a
mind map and provides useful information for the assessment.
LESSON 6
ASSESSMENT PHASE
N. Activity
Description
Activity1
Written test
7. MODALITA’ DI VALUTAZIONE e/o AUTOVALUTAZIONE
Valutazione disciplinare:
- Formativa
ü test oggettivi e semplici esercizi di applicazione in itinere
ü competenze in LS-: produzione orale durante l'interazione in gruppo e in sezione plenaria di
classe
- Sommativa :
prova oggettiva (test a scelta multipla) esercizi di applicazione e domande aperte;
7
TEACHER BOOK
MODULE Title: INHERITANCE IN ACTION
Unit n.1: Title Mendel’s work
Lesson 1: Introduction to Mendel’s work (Time:1 h)
OBJECTIVES:
CONTENT
LANGUAGE
STUDY SKILLS AND STRATEGIES
Date:
To know:
Basic concepts of heredity;
some information about Mendel’s life;
Mendel’s role in the history of genetics.
Basic principles and methods that guided Mendel
in his experiments with garden peas
Speaking skills: to talk about inheritance using
basic specific terminology
To engage in visual matching between concepts
and images
To match titles to paragraphs
To interpret visual information
To identify key-words
To work in pair
MOTIVATION PHASE
Activity 1: work in pair (10 min)
Warm up: The game of resemblanceThe Teacher introduces the activity, hands out to the students one copy of the images and captions in
random order and a copy of the chart ”Basic glossary to talk about genetics”. Have the students match
the images with the correct caption. The teacher checks the results using a ppt (Lesson 1)
1E
2A
3F
4B
8
5D
6H
8C
7G
Chart n. 1
number content
Captions
letter
1
The family
Offspring resemble parents, but not exactly, and not as a mixture
halfway between each parent. Children often inherit distinct
characteristics, some from one parent, some from the other and
some from a grandparent.
E
2
Geldof and
daughter
Has Bob got blond hair or has Peaches inherited the shape of her
eyes, lips, nose and face from her father?
A
3
Hansen and
daughter
Like mother, like daughter: the family resemblance is obvious
between Patti Hansen and Alexandra Richards
F
4
Bodybuilder If I do not train, I will not develop big muscles.
and son
B
5
Girl and
cocker
Long, honey-colored and curly hair, long, honey-colored and curly
ears….they look so similar, but they don’t belong to the same
species!!
D
6
Strange dog
Oh poor me… my mother was a Basset hound and my father was a
San Bernardo! What a strange hybrid I am!
H
7
Puppies and
mother
These puppies closely resemble to their mother because they are
pure bred.
G
8
roses
The rose species have been hybridized by the gardeners for
centuries and the domestication processes selected several breeds
C
9
with different flower characters like double flowers, petal colors,
fragrance etc.
Scaffolding material:
Chart n.2:” Basic glossary to talk about genetics”
Synonymous /definition /
Offspring
= progeny; the immediate descendant or
descendants of a person, animal, etc;
Character
a heritable feature that varies among
individuals. E.g. flower color
Trait
A particular variant for a character such as
white or purple colors for flower
Heredity
= inheritance: the passing of traits from
parents to offspring
Hybrid
An offspring of a cross between two
genetically unlike individuals
Pure-bred
= True breeding; an animal or a vegetable
organism that always passes down a certain
trait to its offspring when crossed with
another, identical organism.
Cross
A mating between a male and a female of a
plant or animals species from which one or
more offspring are produced
To resemble
To look like something/someone
To breed
To inherit
= to cross; To pair male and female
(animals or plants) to produce offspring in
a controlled way;
To receive qualities, physical features etc.
from parents or grandparents.
To pass down = to pass on/ To pass from parents to
offspring
Translation
progenie, prole discendenza
Caratteristica, carattere
Carttere, variante
Ereditarietà
Ibrido, prodotto di un incrocio
Linea pura, razza (animale), Varietà
(vegetale)
incrocio
assomigliare
Far riprodurre in modo controllato per
ottenere la discendenza voluta;
Ereditare
Trasmettere, tramandare
Activity 2: work in pair/ whole class (15 min)
Brainstorming: What is genetic? What is not genetic?
Have students to discuss in pair about inheritable and not inheritable characters referring to the
photos and using the scaffolding material.. Teacher stimulates students to reach a consensus.
GLOBAL PHASE
10
Activity 3. work in pair (15 min)
Have students skim the text, divide it into paragraphs and match the most suitable heading from the
list to each one
Mendel’s work
Today the study of heredity is known as genetics
1. Introduction
Our modern understanding of how traits may be inherited through generations
comes from the principles proposed by Gregor Mendel, known as the "father
of modern genetics” who studied heredity carefully and objectively in the mid
1800s-.
2.A short biography of
Mendel
Gregor Mendel was born Johann Mendel in Austria in 1822. In 1843
Mendel entered the Augustinian St Thomas's Abbey and began his training as
a priest: here he took the name Gregor upon entering religious life. In 1851
he was sent to the University of Vienna to study physics , sciences and
mathematics. In 1853, upon completing his studies Mendel returned to the
monastery in Brno and was given a teaching position at a secondary school,
where he would stay for more than a decade. It was during this time that he
began the experiments for which he is best known.
For thousands of years, people thought that the heredity of a living organism
was merely a blend of the characteristics of its parents. Before the discovery
of DNA and chromosomes, principles of heredity were first identified by
Mendel quantitative (i.e., counting and measuring) experimental work
(remember he was a valid mathematician) .
3.The importance of
Mendel work
Because the mechanisms of heredity are essentially the same for all complex
life forms, whether you are talking about pea plants or human beings, genetic
traits that follow the rules of inheritance that Mendel proposed are called
Mendelian.
Before Mendel arrived at the Monastery, the previous gardeners have 4. Mendel and the Garden
developed different true- breeding stocks of pea plants. Gregor Mendel
Pea
performed his experiments exactly with garden peas.
11
Peas are ideally suited to the study of heredity because:
• many varieties are available with easily distinguishable traits that can be
quantified
• they are small, easy to grow, and produce large numbers of offspring quickly
• their reproductive organs can be easily manipulated so that pollination can be
controlled
• they can self-fertilize
5. The way pea plants
Pea plant normally reproduce by self-pollination, in which pollens fertilize
reproduce themselves
egg cells on the same flower. In this way, seeds that are produced from self
pollination have only one plant as a parent.
However pea plants can also cross- pollinate. In cross pollination, pollen from
the flower on one plant fertilizes the egg cells of a flower on another plant.
The seeds produced from cross pollination have two plants as parents.
To perform his experiments, Mendel had to select the pea plant that mated
with each other. Therefore, he needed to prevent flowers from self
pollinating. How did Mendel accomplish this task? First, he cut away the male
parts of a flower (stamens); then he dusted the carpel (female part) of that
flower with pollen from a second flower.
With this technique Mendel could choose
pollinate.
any two pea plants to cross
To simplify his investigation, Mendel chose to study only seven characters;
also, each character has only two contrasting forms (e.g. seed shape is either
round or wrinkled) and there are not intermediate forms in between.
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6 The bases of Mendel
experimental work
ACTIVITY 4. work in pair (5 min)
Students are asked to number the figures and insert them correctly along the text using the space on
the right side
ACTIVITY 5. work in pair (15 min)
Students are asked to find out the key words, to highlight them (they can use the glossary they used in
the previous activity).
Then teacher checks the results and discuss with the whole class. (Some key words are missing: the
teacher stimulates students to complete the glossary).
HOMEWORK
- Students are asked to find the key words in the glossary they used in the
previous activity and to translate them into Italian
- Students are asked to study paragraphs 4-6 carefully and write down three
“Why”, “What” and “How” questions about the scientific basis of Mendel’s
work
13
MODULE Title: INHERITANCE IN ACTION
Unit n.1: Title Mendel’s work
Lesson 2: Principles of dominance and segregation (part 1) (Time: 1h)
Date:
OBJECTIVES:
To Know:
CONTENT
Mendel’s experiments with garden peas
Laws of dominance and segregation
Structures: Passive form
Listening skills: To understand oral information
Writing skill: To take notes from oral lesson; to explain
LANGUAGE
using specific terminology
Lexis: Classical genetics terminology; Mathematical
language: ratio, fractions, percentages
To remind and enhance the previous knowledge (acquired
in lesson 1)
To ask and to respond to “wh-“questions about the topic
STUDY SKILLS AND STRATEGIES
To take notes from a ppt
To interpret data and to make inference from imagines
and charts
To work in pair
MOTIVATION PHASE
Activity 1: Warm up . Work in pair /whole class (10 min)
.Ask the students to choose a partner and share the questions they prepared as homework
(Students are expected to produce questions like:
- Why Peas are ideally suited to the study of heredity
-What is self pollination? What is cross pollination?
-How did Mendel perform cross pollination?
-Why did Mendel cut away male part of the flower?
- How did Mendel simplify his work with pea plant?)
ANALYTICAL PHASE
ACTIVITY 2. work in pair (10 min)
Have the students fill in the white spaces in the picture with the correct term or sentence.
At the end, the teacher asks a student to go to the IWB where an interactive version of the picture is
presented and it is possible to move the captions to the correct spaces.
14
Activity 3: whole class (25 min)
The teacher explains specific design of Mendel’s experiments with a few ppt slides: students are
asked to take notes using a text to fill-out during the explanation.
Mendel and peas in the Garden
Mendel started his work with a specific experimental design:
• he first established true-breeding varieties by allowing plants to self-fertilize for several
generations; in this way he ensured that each variety contained only one type of trait; he
named these pure lines the P generation (P from latin “parentis”)
• he then crossed two varieties exhibiting alternative traits, he named the resulting offspring the
F1 generation (F from latin filius)
What Mendel Observed
Mendel performed crosses for each of the seven characters and repeatedly made his observations of
F1:
Examine the figure and write down inferences to explain why Mendel got this results.
When the teacher presents the image “Mendel’s seven crosses on pea plant”, he asks the students to
examine the results and challenges them to write the inference in their note book to explain why
Mendel’s got those results.
Teacher can help the students providing some questions like:
15
- Did the traits blend?
- Did the traits of both parents appear in F1?
- Did the seven characters behave in the same way?
Then check the results and go on with the explanation.
Y N
Y N
Y N
Results:
for each pair of contrasting varieties that he crossed, one of the traits disappeared in the F1 generation!
Mendel called
• the trait expressed in the F1 generation the dominant trait
• and named the trait not expressed in the F1 generation the recessive trait
The F1 offspring of these crosses are called hybrids.
One of the traits seemed to have vanished! But was it true?
To find an answer Mendel continued his experiments.
He left the F1 generation self-pollinate and called this offspring F2 generation.
Incredibly enough, for each of the seven characters, the form that vanished in F1 reappeared in the F2
generation!!
Mendel counted the number of each type of plant in the F2 generation and he found:
Examine the figure and try to explain the results.
When the teacher presents the image, he asks the students to examine the results and challenges them
to write down their inferences in their note book . Then check the results and go on with the
explanation
Ø three quarters of the F2 individuals expressed the dominant trait while one-quarter expressed
the recessive trait
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Ø the dominant : recessive ratio among the F2 plants was always close to 3:1 (three to one)
Teacher checks comprehension of term “ratio” and gives the definition and the translation, if
necessary.
Mendel came to some important conclusions from these experimental results:
Ø that the inheritance of each trait is determined by " indivisible units" or "factors" that are passed
on to descendants unchanged. Mendel called this unit a “merkmal” (=character in German).
Ø that an individual must contain at least two alternatives for a trait. When the two alternatives
differ, the dominant one mask the presence of the other. This is now called Principle or law of
dominance (However, the dominant factor does not alter the recessive factor in any way and
both can be passed on to the next)
Ø during the production of gametes the two copies of each hereditary factor segregate so that
offspring acquire one factor from each parent.
This is called the law of segregation.
ACTIVITY 4. work in pair (10 min)
The teacher supplies the pairs of students with a short written text. Students are asked to read
carefully the text and then to perform the task:
Work with modern classical genetics terminology
There are some important vocabulary terms today used in modern genetics.
Mendel’s inheritable factors are called genes and we call alleles the different form of a gene.
The genotype is the organism’s genetic composition, the genes present in his chromosomes .
The Phenotype is the observable features of an individual organism, the trait physically shows-up in
the organism (it results from an interaction between the genotype and the environment). Examples of
phenotypes: blue eyes, brown fur, striped fruit, yellow flowers.
By convention biologists represent a dominant allele with a capital letter and the recessive allele with
the corresponding lower case letter. Thus for pea plant, Y means “dominant color of seed yellow” and
y means “recessive color of seed green”.
Organisms that have an identical pair of alleles are called homozygous for that trait (eg. YY or yy) and
organisms that have a mixed pairs of alleles are called heterozygous(Yy). A heterozygous genotype
can also be referred to as hybrid.
Let's Summarize:
Genotype = genes present in an organism (usually abbreviated as two letters)
Tt = heterozygous =
tt = homozygous = pure
hybrid
Write the number of the definition that best matches with the term:
____allele
1. Refers to an individual with two different alleles for a character
TT = homozygous = pure
____dominant
2. An alternative form of a gene
____ recessive
3. The genetic makeup of an organism indicated by its set of alleles
____homozygous
4. The first two individual that mate in a genetic cross
____heterozygous
5. Genetic trait that is expressed in homozygous and heterozygous
17
____Phenotype
____genotype
____P generation
____F1 generation
------hybrid
individual
6. The first offspring from a cross of two varieties in the parental
generation
7. Observable characters of an organism
8. Refers to an individual with two identical alleles for a character
9. A trait that is masked from dominant one
10. An individual with heterozygous genotype for a character
Solutions: 2, 5, 9, 8, 1, 7, 3, 4, 6, 10.
HOMEWORK
Students are asked to study carefully the texts and to
memorize the terms they have learnt.
18
MODULE Title: INHERITANCE IN ACTION
Unit n.1: Title Mendel’s work
Lesson 3: understanding and applying the principles of dominance and segregation (Time: 1h)
Date:
OBJECTIVES:
CONTENT
Punnett square to predict the results of crosses.
Listening skills: To understand oral information
LANGUAGE
Reading skills: to understand instructions from written text
To self-assess knowledge
To predict the results of crosses. using a Punnett square
STUDY SKILLS AND STRATEGIES
To compare and contrast an individual’s genotype and
phenotype.
To work in pair
ANALYTICAL PHASE
Activity 1: individual/ whole class (25 min)
Students watch the video about the Punnet square
http://www.youtube.com/watch?v=_ksIajiPUAU (2 min )
the first time without looking at the script, the second time carrying out a cloze test using the script
provided. At the end, students have to check understanding by doing a quick exercise
At the end the teacher checks the work by watching the video for the third time..
In genetics, one of the most useful tools that you find is what is known as a “Punnett square”, which
is simply a graphical way of helping you figure out genetic problems.
Now, once you've seen how to do it, the Punnett Square is pretty easy, but you have to keep in mind
is that the gametes of the parents that you are going to investigate are on the outside of the Punnett
Square, while the things inside these squares are the offspring.
Let me show you an example of Punnett Square being used for a cross between two heterozygous
individuals (you must look at just one gene).
So, here is one parent and here is the other.
So, somebody has a big R and little r, and we are going to do this for the tongue rolling allele “…”
versus the recessive non-rolling allele “…”.
So this parent, what I do is (I know by the first law of Mendel, the Law of segregation), that these
two “little r” have to separate in one of a different gametes.
So this person can create a gamete that has a big R, or he can produce a gamete that has a little r.
This parent does the same thing: so they produce a gamete that has a big R, or they can also produce a
gamete that has a little r.
To make it more apparent, let me add here some details: so here we have the guy’s sperm and here
the girl's eggs.
So now we make some babies: so we have RR, a big R combined with little r, (are you getting the
point here?) we have another big R. Now, just as little technique thing, you always put the dominant
allele first, even if you can think: “but that one came here on the left...” No, you put the dominant one
first. And then my last little guy over here, is little r, little r.
So I can see that these two parents can produce four offspring: now, one of my offspring is going to
be homozygous dominant for tongue-rolling; two of my offspring out of the four possible different
offspring will be heterozygous : they can still roll their tongue, so they look phenotypically the same
as this one here. This guy down here is my one homozygous recessive individual: the one non-rolling
of the group.
This is a great method for predicting offspring, but you can also use it for figuring out what the
parents are like.
19
Quick check comprehension:
Ask the students to figure out a Punnet square about the cross “homozygous rolling tongue female
with a heterozygous rolling tongue male” and to predict the phenotype and the genotype ratios.
SUMMING UP PHASE
Activity 2: Monster genetics Work in pair (20 min)
Have Students apply Punnet square to guess who Krog’s parents are. At the end the teacher checks
the results as a class.
.
In this activity the task is to discover the identity of KROG’s parents by doing Punnet squares on
three characteristics:
• number of eyes: Three eyes are dominant (E), and two eyes are recessive (e).
• fur color:
Blue fur is dominant (B), and purple fur is recessive (b)
• number of horns: Two horns are dominant (H), and one horn is recessive (h).
KROG ‘s phenotype is: THREE EYES - BLUE FUR - ONE HORN.
Below you will find listed the names of each of the three possible families, the characteristics of each
of the parents, and blank Punnet squares to fill in.
Only one of these families could possibly be KROG’ s true parents. Which family is it?
Perform the task and motivate your answer
Family 1 :The Venusians
• The genotype of the mother is Ee, bb, and Hh.
• The genotype of the father is ee, bb, and Hh.
Eyes
Fur
Horns
Possible phenotypes of the offspring:
____________________
___________________
____________________
Family 2: The Neptunians
• The genotype of the mother is ee, Bb, and hh.
• The genotype of the father is EE, Bb, and Hh.
Eyes
Fur
Horns
20
Possible phenotypes of the offspring:
____________________
___________________
____________________
Family 3 The Plutonians
• The genotype of the mother is Ee, bb, and Hh.
• The genotype of the father is Ee, BB, and HH.
Eyes
Fur
Horns
Possible phenotypes of the offspring:
____________________
___________________
____________________
KROG ‘s family is_______________________________________
Motivation:________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
ASSESMENT
ACTIVITY3 : individual work (10 min)
Quick Check Vocabulary-self assessment: Students are asked to choose the correct answer to
review the specific concepts and terms they learnt in the previous lesson and to check the results
themselves
1. Which of the following is a possible genotype?
A. BC
B. Pp
C. Ty
D. Yg
2. What is the best way to determine the phenotype of the feathers on a bird?
A. analyze the bird's DNA (genes)
B. look at the bird's feathers
C. look at the bird's beak
d. examine the bird's droppings
3. The genes present in an organism represent the organism's
A. genotype
B. phenotype
C. physical traits
D. Chromosomes
4. Which choice represents a possible pair of alleles?
21
A. k & t
B. K & T
C. K & k
D. K & t
5. How many alleles for one trait are normally found in the genotype of an organism?
A. 1
B. 2
C. 3
D. 4
6. Which statement is not true?
A. genotype determines phenotype
B. phenotype determines genotype
C. a phenotype is the physical appearance of a trait in an organism
D. alleles are different forms of the same gene
7. Which of the following represent the genotype of a hybrid pea plant?
A.
Yy
B.Green seeds
C.Yellow seeds
D. YY
8. A chestnut male horse is crossed with a black female horse. All of their offspring are black
colored. Which trait is dominant?_______________
9. Two heterozygous tall plants are crossed. What are the genotypes of the parents? ________ x
________. What fraction of the offspring will also be tall?
A.
1/4
B.
1/2
C.
3/4
D.
None of them
10. Referring to the Law of segregation, which is the most suitable term to explain what happens to
the alleles during the formation of gamete?
A. They are recombined
B. They are separated
C. They are mixed
D. The recessive one disappears
(SOLUTIONS: 1B; 2B; 3A; 4C; 5B; 6B; 7A; 8; 9Tt, Tt; C; 10 B; )
SCORE=__________
9-10 very good! 7-8 good; 6 pass; 0-5 review the previous lesson!
HOMEWORK
Students are asked to watch the animation about inheritance of one character from the site below
http://www.sumanasinc.com/webcontent/animations/content/mendel/mendel.html
and to solve the interactive exercises only about monohybrid crossing using the information provided
in order to review and reinforce previous knowledge.
22
MODULE Title: INHERITANCE IN ACTION
Unit n.1: Title Mendel’s work
Lesson 4: principle of independent assortment (Time: 1h)
Date:
OBJECTIVES:
Punnett square to predict the results of di-hybrid crosses.
CONTENT
Law of independent assortment
LANGUAGE
Listening skills: To understand oral information
To reinforce knowledge acquired
STUDY SKILLS AND STRATEGIES
To Compare and to contrast genotype and phenotype.
To summarize information using charts
ANALYTICAL PHASE
ACTIVITY 1: work in pair (30 min)
Students are asked to watch twice the animation (3 min )from the site
http://www.sumanasinc.com/webcontent/animations/content/mendelindassort.html
and to perform the listening comprehension test (T/F ). Then they have to check the results
themselves using the transcript. At the end the teacher checks the work.
1. The law of independent assortment was based on experiments in which Mendel crossed plants
that were different for one character. T/F
2. For a pea plant, having a dominant R gene results in wrinkled seed T/F
3. For a pea plant being homozygous recessive (yy) results in green seed. T/F
4. Mendel crossed a large number of F2 hybrids T/F
5. In Mendel idea, the distribution of the alleles of seed color into gametes was independent of
the distribution of the alleles of seed shape . T/F
6. In the results of Mendel’s experiments, 9 out of 16 F2 individuals have round and green seeds
T/F
7. 1 out of 16 was homozygous recessive for both characters T/F
8. The inheritance of seed shape depends on the inheritance of seed color T/F
9. The law of independent assortment states that when gametes form, the two alleles for
different characters always segregate together. T/F
10. Complete the chart:
Seed shape
Seed color
9/16
Round
Yellow
3/16
Round
Green
3/16
Wrinkled
Yellow
1/16
Wrinkled
Green
Script:
Mendel's Law of Independent Assortment- A two-trait breeding experiment
As a field of science genetics did not begin until 1866, the year that an Augustinian monk named
Gregor Mendel published a landmark paper on inheritance in pea plants. Mendel's laws of inheritance
help us predict the phenotypes of offspring from the genotypes of the parents.
One of Mendel's laws, the law of independent assortment, was based on two-trait breeding
23
experiments: crosses in which he tracked two completely different traits at the same time.
Mendel wanted to know what would happen if true-breeding plants with round yellow seeds (RRYY)
were crossed with true-breeding plants with wrinkled green seeds (rryy).
The R gene controls seed shape: having a dominant R results in round seeds, and being homozygous
recessive (rr) results in wrinkled seeds. For seed color, having a dominant Y results in yellow seeds,
and being homozygous recessive (yy) results in green seeds.
Mendel asked, is the inheritance of seed shape independent of the inheritance of seed color? That is,
do the alleles assort independently?
If Mendel's hunch was right, the distribution of the alleles of one gene into gametes would be
independent of the distribution of the alleles of the other gene, so all possible combinations of the
alleles would be found in the gametes.
The plants of the next generation are called F1 hybrids, and Mendel crossed large numbers of them.
Again, if the alleles assort independently into gametes, all four different gamete possibilities would be
produced in equal proportions.
A Punnett square is useful in predicting the genotypes and phenotypes in the next generation—the
F2 plants. The genotypes of the sperm and eggs are placed along the sides of the Punnett square.
Sperm and eggs are then combined systematically within the grid to create diploid individuals. Based
on the genotypes in each square, the phenotypes are filled in.
The Punnett square depicts the phenotypic ratios of alleles that are assorting independently. That is, 9
out of 16 F2 individuals would have round and yellow seeds, 3 out of 16 would have round and green
seeds, 3 out of 16 would have wrinkled and yellow seeds, and 1 out of 16 would have wrinkled and
green seeds—an overall ratio of 9:3:3:1.
What did Mendel actually see? From hundreds of F2 plants examined, he found a very similar ratio.
From the data, he could conclude that the inheritance of seed shape is indeed independent of the
inheritance of seed color.
Mendel made similar crosses for various combinations of the seven traits he studied. His results led
him to propose the law of independent assortment, which states that when gametes form, the two
alleles of any given gene segregate during meiosis independently of any two alleles of other genes.
SUMMING-UP PHASE:
ACTIVITY 2: individual work/ check in pair (time 10 min)
Have the students complete the chart that summarize Mendel's Laws and specifying phenotypes and
genotypes
LAW
DOMINANCE
SEGREGATION
INDEPENDENT
ASSORTMENT
PARENT CROSS
PP x pp
purple x white
Tt x Tt
tall x tall
RrGg x RrGg
round & green x
round & green
OFFSPRING
Pp
purple
3/4tall (TT, Tt)
1/4 short (tt)
9/16 round seeds & green pods
3/16 round seeds & yellow pods
3/16 wrinkled seeds & green pods
1/16 wrinkled seeds & yellow
pods
ASSESSMENT
Activity 3: whole class (5 min)
Students are asked to solve the interactive exercises suggested in the second part of the activity from
the site below
http://www.sumanasinc.com/webcontent/animations/content/mendel/mendel.html
to reinforce the knowledge about the inheritance of two traits.
24
HOMEWORK
Have students work out the exercises provided by applying Mendel’s laws to solve simple
problems about monohybrid crosses.
1. A heterozygous round seeded plant (Rr) is crossed with a homozygous round seeded plant
(RR). What percentage of the offspring will be homozygous (RR)? ____________
2. A homozygous round seeded plant is crossed with a homozygous wrinkled seeded plant. What
are the genotypes of the parents?
__________ x __________
What percentage of the offspring will also be homozygous? ______________
3. In pea plants purple flowers are dominant to white flowers. If two white flowered plants are
cross, what percentage of their offspring will be white flowered? ______________
4. A white flowered plant is crossed with a plant that is heterozygous for the trait. What
percentage of the offspring will have purple flowers? _____________
5. Two plants, both heterozygous for the gene that controls flower color are crossed. What
percentage of their offspring will have purple flowers? ______________
What percentage will have white flowers? ___________
6. In guinea pigs, the allele for short hair is dominant.
What genotype would a heterozygous short haired guinea pig have? _______
What genotype would a purebreeding short haired guinea pig have? _______
What genotype would a long haired guinea pig have? ________
7. Show the cross for a pure breeding short haired guinea pig and a long haired guinea pig.
What percentage of the offspring will have short hair? __________
8. Two short haired guinea pigs are mated several times. Out of 100 offspring, 25 of them have
long hair. What are the probable genotypes of the parents?
________ x ___________ Show the cross to prove it.
25
MODULE Title: INHERITANCE IN ACTION
Unit n.1: Title Mendel’s work
Lesson 5: applying the principles of probability to simulate genetic crosses (Time: 1h)
Date:
OBJECTIVES:
Basics of Probability and genetics
CONTENT
Actual data versus predicted
Reading skills: to understand instructions from written
LANGUAGE
text
Lexis: Probability; Actual
To relate probability to genetics
To compare and contrast an individual’s genotype and
STUDY SKILLS AND STRATEGIES
phenotype.
To simulate crossing using coins
To work in pair
Activity 1: whole class (10min)
The Teacher checks the exercises he gave out as homework using IWB.
SUMMING UP PHASE
Activity 2: whole class 10 (min)/ work in pair (30 min)
Tossing coin genetics min-ilab:
The teacher introduces the activity explaining with a few slides the basics of probability that can
applied to genetics crosses for one character and the meaning of the terms “ actual ”and
“predicted”.
After that, students are involved in an activity to simulate crosses by tossing coins
The rules of probability can be applied to Mendelian crosses to determine the phenotypes and
genotypes of offspring.
Mendel's laws of segregation and independent assortment reflect the same laws of probability that are
applied to tossing coins. Probability is the chance that someting happens.
When you toss a coin there is a same probability of 50% that you obtain a head or a tail. The next
time you toss the coin the probability doesn’t change as every flip is an independent event.
In the same way, when eggs (or sperm) are produced, each allele has the same chance (50% of
probability) of ending up in an egg or sperm cell.
Thus there is an equal probability of ½ (50%) for each egg or sperm to join forming a zygote;
Look at the picture and pay attention to this example:
in a Mendelian cross between pea plants that are heterozygous for flower color (Pp), what is the
probability that the offspring will be homozygous recessive (pp)?
The probability that an egg from the F1 (Pp) will receive a p allele = 1/2.
The probability that a sperm from the F1 will receive a p allele = 1/2.
The overall probability that two recessive alleles will unite, one from the egg and one from the
sperm, at fertilization is: 1/2 X 1/2 = 1/4. (25%)
This is called the Product Rule: the probability that independent events will occur simultaneously is
the product of their individual probabilities
26
Tossing coin minilab:
In this lab you will make predictions using Punnett Squares and using coins to simulate the crosses.
Then you will compare the actual ratios with the predicted ratios.
Pay attention to the term “actual”: it means real, effective ( its meaning is very different from the
Italian one!!) . Predicted means expected, estimated.
The Mendelian character you are going to study is the length of
big toe in humans.
A big T represents the dominant allele (short big toe), t is the
recessive allele, long big toe. The following genotypes are possible.
Fill in the phenotypes for them:
Genotype
Phenotype
TT
Tt
tt
PREDICTED RATIO
Use a Punnet Square to predict the ratio of offspring (F1) in a cross where the parents are both Tt
These are your predicted ratios (Express them also in
percentage)
Genotype Ratio
Phenotype Ratio
27
ACTUAL RATIO
Now you will determine the actual ratios by using coins to represent the crosses.
You have two coins. One side of the coin, (HEAD) is the letter T; on the other side (TAIL) is the
letter t.
The first coin represents a parent that has the genotype T t.
A second coin represents the other parent that has genotype Tt too.
One partner is going to play the role of female, the other will play the role of male.
When the coin is flipped, you are determining what sperm or what egg is being donated to the match.
When you flip the coins together, you are simulating fertilization.
Now, practice flips…
Flip the two coins. The results show you what your offspring will be.
Did you get head/head (TT) , head/tail (Tt) or tail/tail ( tt) ? __________
What is the Phenotype of your offspring? ________________
And now start the activity:
ACTUAL RATIO:
To determine Actual Ratios, flip your coins 100 times , recording in the table below how often each
combination came up. Use tally marks to record your data then summarize as a number
GENOTYPES
head/head (TT)
Number of
times
Probability
(percentages)
PHENOTYPES
Total
Short toe ( TT + Tt)
Long toe (tt)
28
head/tail
tail/tail
(Tt)
(tt)
Now compare Actual to Predicted Ratios:
Predicted ratios
Actual Ratios
TT
Tt
tt
Short Toe
Long Toe
Analysis
Would you consider the actual and predicted ratios the
a. SAME
b. CLOSE TO THE SAME
c. NOT CLOSE AT ALL
What do the coins represent in the simulation?___________________________________________
When you toss the coin to see which side lands up, what part of the process of sexual reproduction
does this simulate?___________________________________
When you put the two coins that are flipped together, what part of the process of sexual reproduction
are you simulating?_______________________________________
At the end of the activity, students are asked to share their results with the class and to discuss
them.
Curiosity:
This specific trait is also called “Venus foot” and it is very
frequent in artistic representation like Botticelli’s Venus.
Someone sustains that this trait could be linked with special
beauty. So, what kind of big toe have you got?
Activity 3: whole class (10min)
The teacher summarize and revise the contents of the UNIT 1 using a mind map and provides
useful information for the assessment.
HOMEWORK
Students are asked to study carefully all the contents learned in
UD1
29
STUDENT BOOK
MODULE Title: INHERITANCE IN ACTION
Unit n.1: Title Mendel’s work
Lesson1 / Introduction to Mendel’s work (Time:1 h)
Date:
OBJECTIVES:
To know:
Basic concepts of heredity;
some information about Mendel’s life;
CONTENT
Mendel’s role in the history of genetics.
basic principles and methods that guided Mendel in his
experiments with garden peas
To discuss about inheritance using basic specific
LANGUAGE
terminology
To engage in visual matching between concepts and images
To match titles to paragraphs
To interpret visual information
STUDY SKILLS AND STRATEGIES
To ask and to respond to “wh-“questions about the topic
To identify key-words
To work in pair
Activity 1: work in pair (10 min) Warm up: The game of resemblance
Look at the photos then match each photo with the correct caption in chart n 1.
1
2
3
Chart n. 1
number letter
1
4
6
Captions
G These puppies closely resemble to their mother because they are pure bred.
30
2
D Long, honey-colored and curly hair, long, honey-colored and curly
ears….they look so similar, but they don’t belong to the same species!!?
3
A Has Bob got blond hair or has Peaches inherited eyes, lips, nose and shape
face from her father?
4
H “Oh poor me… my mother was a Basset hound and my father was a San
Bernardo! What a strange hybrid I am! “
5
F Like mother, like daughter: the family resemblance is obvious between Patti
Hansen and Alexandra Richards
6
B “If I do not train, I will not highly develop big muscles”.
7
C The rose species have been hybridized by the gardeners for centuries and the
domestication processes selected several breeds with different flower
characters like double flowers, petal colors, fragrance etc.
8
E Offspring resemble to parents, but not exactly, and not like a mixture
halfway between each parent. Children often inherit distinct characteristics,
some from one parent, some from the other and some from a grandparent
Chart n. 2 Basic glossary to talk about genetics:
Synonymous/ definition
Offspring
Character
Trait
Heredity
Hybrid
Pure-bred
To resemble
To breed
To inherit
= progeny; the immediate descendant or descendants of a
person, animal, etc;
a heritable feature that varies among individuals. E.g.
flower color
A particular variant for a character such as white or purple
colors for flower
= inheritance: the passing of traits from parents to offspring
An offspring of a cross between two genetically unlike
individuals
= True breeding; an animal or a vegetable organism that
always passes down a certain trait to its offspring when
crossed with another, identical organism.
To look like to something/someone
= to cross; To pair male and female (animals or plants) to
produce offspring in a controlled way;
To receive qualities, physical features etc. from parents or
grandparents.
To pass down = to pass on/ To pass from parents to offspring
Cross
A mating between a male and a female of a plant or
animals species from which one or more offspring are
produced
31
Translation
(homework)
Activity 2: work in pair/ whole class (15 min)
Brainstorming: What is genetic? What is not genetic?
Discuss first with your partner then with your classmates (you can use scaffolding materials).
Activity 3. work in pair (15 min)
Read the text and divide it into paragraphs then match the most suitable heading to the
corresponding one choosing from the list below. (Use the white space on the right side)
Mendel’s work
Today the study of heredity is known as genetics. Our modern
understanding of how traits may be inherited through generations comes
from the principles proposed by Gregor Mendel, known as the "father
of modern genetics”, who studied heredity carefully and objectively in
the mid 1800s-.
Gregor Mendel was born Johann Mendel in Austria in 1822. In 1843
Mendel entered the Augustinian St Thomas's Abbey and began his
training as a priest: here he took the name Gregor upon entering
religious life. In 1851 he was sent to the University of Vienna to study
physics , sciences and mathematics. In 1853, upon completing his
studies Mendel returned to the monastery in Brno and was given a
teaching position at a secondary school, where he would stay for more
than a decade. It was during this time that he began the experiments for
which he is best known.
For thousands of years, people thought that the heredity of a living
organism was merely a blend of the characteristics of its parents.
Before the discovery of DNA and chromosomes, principles of heredity
were first identified by Mendel quantitative (i.e., counting and
measuring) experimental work (remember he was a valid
mathematician).
Because the mechanisms of heredity are essentially the same for all
complex life forms, whether you are talking about pea plants or human
beings, genetic traits that follow the rules of inheritance that Mendel
proposed are called Mendelian.
Before Mendel arrived at the Monastery, the previous gardeners have
developed different true- breeding stocks of pea plants. Gregor Mendel
performed his experiments exactly with garden peas (Pisum sativum).
32
Peas are ideally suited to the study of heredity because:
• many varieties are available with easily distinguishable traits that can
be quantified
• they are small, easy to grow, and produce large numbers of offspring
quickly
• their reproductive organs can be easily manipulated so that pollination
can be controlled
• they can self-fertilize
Pea plant normally reproduce by self-pollination, in which pollens
fertilize egg cells on the same flower. In this way, seeds that are
produced from self pollination have only one plant as a parent.
However pea plants can also cross- pollinate. In cross pollination,
pollen from the flower on one plant fertilizes the egg cells of a flower
on another plant.
The seeds produced from cross pollination have two plants as parents.
To perform his experiments, Mendel had to select the pea plant that
mated with each other. Therefore, he needed to prevent flowers from
self pollinating. How did Mendel accomplish this task? First, he cut
away the male parts of a flower (stamens); then he dusted the carpel
(female part) of that flower with pollen from a second flower.
With this technique Mendel could choose any two pea plants to cross
pollinate (= cross, for short). To simplify his investigation, Mendel
choose to study only seven traits; each trait has only two contrasting
forms (e.g. seed shape is either round or wrinkled) and there are not
intermediate forms in between
The importance ok Mendel work
The bases of Mendel experimental work
A short biography of Gregor Mendel
Introduction
Mendel and the Garden Pea
The way pea plants reproduce themselves
ACTIVITY 4. work in pair (5 min)
Number the figures below and insert them correctly along the text using the space on the right side
33
ACTIVITY 5. work in pair (10 min)/whole class(15)
Now read more carefully the text and:
Find out the key words and highlight them ( you ca use the glossary in chart n2)
Check the work results with the whole class.
HOMEWORK
- Find the key words in the glossary you used in the previous
activity and translate them into Italian.
- Study carefully par. 4-6 and write down at least three “Why” ,
“What” and “How” questions about scientific bases of Mendel’s
work the answers of which are in these paragraphs.
34
MODULE Title: INHERITANCE IN ACTION
Unit n.1: Title Mendel’s work
Lesson 2/ principles of dominance and segregation (part 1)
Date:
OBJECTIVES:
To Know:
CONTENT
Mendel’s experiments with garden peas
Laws of dominance and segregation
Structures: Passive form
Listening skills: To understand oral information
Writing skill: To take notes from oral lesson; to explain
LANGUAGE
using specific terminology
Lexis: Classical genetics terminology; Mathematical
language: ratio, fractions, percentages
To remind and enhance the previous knowledge (acquired
in lesson 1)
To ask and to respond to “wh-“questions about the topic
STUDY SKILLS AND STRATEGIES
To take notes from a ppt
To interpret data and to make inference from imagines and
charts
To work in pair
Warm up:
Activity 1: whole class (10 min)
Share the questions you created as homework: choose a partner and ask him to answer to your
questions.
ACTIVITY 2. Individual/ Whole class (10 min)
Fill in the white space with the correct term or sentence in the figure that shows how to cross
pollinate a pea plant.
Activity 2: whole class (30 min)
Pay attention to the teacher explanation and take note using the form.
35
Mendel and peas in the Garden
Mendel started his work with a specific experimental design:
• he first established …………………………….by allowing plants
………………………………….
for several generations; in this way he ensured that each variety
contained……………………
…………………; he named these …………………………. (P from latin “parentis”)
• he then ………………………………………...exhibiting …………………………….traits,
he named the resulting offspring ……………………………………….(F from latin filius)
What Mendel Observed
Mendel performed crosses for …………………………………………and repeatedly made his
observations of F1:
Examine the figure and write down inferences to explain why Mendel got this results.
____________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Now answer:
- Did the traits blend?
- Did the traits of both parents appear in F1?
- Did the seven characters behave in the same way?
Y N
YN
YN
Results:
for each pair of contrasting varieties that he crossed, one of the traits ……………………………..in
the F1 generation!
Mendel called
• the trait expressed in the F1 generation the……………………………………………….
• and named the trait not expressed in the F1 generation the ……………………………..
The F1 offspring of these crosses are called hybrids.
36
The specific trait of one of the parents seemed to have vanished! But was it true?
To find an answer Mendel continued his experiments.
He left the …………………………………………….and called this offspring ……….generation.
Incredibly enough, for each of the seven traits, the form that have vanished in F1,
………………………………………………………in the F2 generation!
Mendel counted the number of each type of plant in the F2 generation and he found:
Examine the figure and try to explain the results. Write down them
____________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Results:
Ø ………………………..of the F2 individuals expressed the dominant trait while one-fourth
expressed the recessive trait
Ø the dominant : recessive ratio among the F2 plants was always close to ……….(three to one)
Mendel came to some important conclusions from these experimental results:
Ø that the inheritance of each trait is determined by " indivisible units" or "factors"
that……………………………………………………………………………….. Mendel
called this unit a “merkmal” (= character in German).
Ø that an individual must contain ……………………………………………………..for a trait.
When the two alternatives differ, the dominant one mask the presence of the other. This is
called now ……………………………………………………………(However, the dominant
factor does not alter the recessive one in any way. and both can be passed on to the next)
Ø during the production of gametes the two copies of each hereditary factor segregate so that
offspring acquire one factor from each parent.
This is called also………………………………………………………
ACTIVITY 3. work in pair (15 min)
Work with modern classical genetics terminology
Read carefully the text then perform the task:
There are some important vocabulary terms today used in modern genetic.
Mendel’s inheritable factors are called genes and we call alleles the different form of a gene.
The genotype is the organism’s genetic composition, the genes present in his DNA .
The Phenotype is the observable features of an individual organism, the trait physically shows-up in
the organism(it results from an interaction between the genotype and the environment) Examples of
phenotypes: blue eyes, brown fur, striped fruit, yellow flowers.
By convention biologists represent a dominant allele with a capital letter and the recessive allele with
the corresponding lower case letter. Thus for pea plant, Y means “dominant color of seed yellow” and
y means “recessive color of seed green”.
Organisms that have an identical pair of allele are called homozygous for that trait (eg. YY or yy)
37
and organisms that have a mixed pairs of alleles are called heterozygous(Yy). A heterozygous
genotype can also be referred to as hybrid.
Let's Summarize:
Genotype = genes present in an organism (usually abbreviated as two letters)
TT = homozygous = Tt = heterozygous =
tt = homozygous = pure
pure
hybrid
Write the number of the definition that best matches with the term:
____allele
1. Refers to an individual with two different alleles for a character
____dominant
2. An alternative form of a gene
____ recessive
3. The genetic make up of an organism indicated by its set of alleles
____homozygous
4. The first two individual that mate in a genetic cross
____heterozygous
5. Genetic trait that is expressed in homozygous and heterozygous
individual
____Phenotype
____genotype
6. The first offspring from a cross of two varieties in the parental
generation
____P generation
7. Observable characters of an organism
____F1 generation
8. Refers to an individual with two identical alleles for a character
-------hybrid
9. A trait that is masked from dominant one
10. An individual with heterozygous genotype for a character
Solutions: 2, 5, 9, 8, 1, 7, 3, 4, 6, 10.
HOMEWORK
Study carefully the texts and memorize the terms you have learnt.
38
MODULE Title: INHERITANCE IN ACTION
Unit n.1: Title Mendel’s work
Lesson 3: application of principles of dominance and segregation (Time: 1h) Date:
OBJECTIVES:
CONTENT
Punnett square to predict the results of crosses.
Listening skills: To understand oral information
LANGUAGE
Reading skills: to understand instructions from written text
To self-assess knowledge
STUDY SKILLS AND
To predict the results of crosses. using a Punnett square
STRATEGIES
To compare and contrast an individual’s genotype and phenotype.
To work in pair
Activity 1: whole class (15 min)
Watch the video “Punnet square”: the first time listen carefully without look at the text, the second
time try to fill in the missing words choosing from the list below. (If necessary you can ask to watch
the video for the third time). At the end the teacher will check the work.
In genetics, one of the most useful …………….that you find is what is known as a “Punnett square”,
which is simply a …………………..way of helping you ………………………….genetic problems.
Now, once you've seen how to do it, the Punnett Square is pretty easy, but you have to keep in mind
is that the ………………….of the parents that you are going to investigate are on the……………….
of the Punnett Square, while the things inside these squares are the ………………………..
Let me show you an example of Punnett Square being used for a cross between two
…………………………. individuals (you must look at just one gene).
So, here is one ……………………and here is the other.
So, somebody has a ……………and little r, and we are going to do this for the ……………………
allele “…” ,versus the recessive non-rolling allele “…”.
So this parent, what I do is (I know by the first law of Mendel, the Law of……………………….),
that these two “little r” have to separate in one of a ………………………..gametes.
So this person can create a gamete that has a big R, or he can produce a gamete that has a little r.
This parent does the same thing: so they produce a gamete that has a big R, or they can also produce a
gamete that has a little r.
To make it more apparent, let me add here some………………………: so here we have the guy’s
……….and here the girl's……………
So now we make some babies: so we have RR, a big R ………………………….with little r, (are you
getting the point here?) we have another big R. Now, just as little technique thing, you always put
the dominant allele ……………, even if you can think: “but that one came here on the left...” No, you
put the dominant one first. And then my last little guy over here, is little r, little r.
So I can see that these two parents can produce four offspring: now, …………………my offspring is
going to be homozygous dominant for tongue-rolling; two of my offspring out of the four possible
different offspring will be heterozygous: they can still roll their tongue, so they look
…………………………the same as this one here. This guy down here is my
one……………………….. recessive individual: the one non-rolling of the group.
This is a great method for ………………….offspring, but you can also use it for figuring out what
the parents are like.
different,
parent,
combined,
39
predicting,
big R,
heterozygous,
gametes,
tongue rolling,
sperm,
outside,
segregation,
one of,
homozygous,
tools,
phenotypically,
offspring
eggs
graphical,
details,
figure out,
first.
Quick check: train Punnet square. Cross a homozygous rolling tongue female with a heterozygous
rolling tongue male and predict the phenotype and the genotype ratios.
GENOTYPES:
PHENOTYPES:
Activity 2: Work in pair (30 min)
Monster’s genetics.
In this activity the task is to discover the identity of KROG’s parents by doing Punnet squares on
three characteristics:
• number of eyes: Three eyes are dominant (E), and two eyes are recessive (e).
• fur color:
Blue fur is dominant (B), and purple fur is recessive (b)
• number of horns: Two horns are dominant (H), and one horn is recessive (h).
KROG’s phenotype is: THREE EYES - BLUE FUR - ONE HORN.
Below you will find listed the names of each of the three possible families, the characteristics of each
of the parents, and blank Punnet squares to fill in.
Only one of these families could possibly be KROG’ s true parents. Which family is it?
Perform the task and motivate your answer
Family 1 :The Venusians
• The genotype of the mother is Ee, bb, and Hh.
• The genotype of the father is ee, bb, and Hh.
Eyes
Fur
Horns
Possible phenotypes of the offspring:
____________________
___________________
Family 2: The Neptunians
40
____________________
• The genotype of the mother is ee, Bb, and hh.
• The genotype of the father is EE, Bb, and Hh.
Eyes
Fur
Horns
Possible phenotypes of the offspring:
____________________
___________________
____________________
Family 3 The Plutonians
• The genotype of the mother is Ee, bb, and Hh.
• The genotype of the father is Ee, BB, and HH.
Eyes
Fur
Horns
Possible phenotypes of the offspring:
____________________
___________________
____________________
KROG ‘s family is_______________________________________
Motivation:________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
ACTIVITY 3: Individual work (10 min)
Quick Check Vocabulary-self-assessment: Choose the correct answer to review the specific terms you
learnt in the previous lesson, then check the solutions and assign 1 point to every correct answer.
1. Which of the following is a possible genotype?
A. BC
B. Pp
C. Ty
D. Yg
2. What is the best way to determine the phenotype of the feathers on a bird?
A. analyze the bird's DNA (genes)
B. look at the bird's feathers
C. look at the bird's beak
d. examine the bird's droppings
3. The genes present in an organism represent the organism's
A. genotype
B. phenotype
C. physical traits
41
D. Chromosomes
4. Which choice represents a possible pair of alleles?
A. k & t
B. K & T
C. K & k
D. K & t
5. How many alleles for one trait are normally found in the genotype of an organism?
A. 1
B. 2
C. 3
D. 4
6. Which statement is not true?
A. genotype determines phenotype
B. phenotype determines genotype
C. a phenotype is the physical appearance of a trait in an organism
D. alleles are different forms of the same gene
7. Which of the following represent the genotype of a hybrid pea plant?
A.
Yy
B.Green seeds
C.Yellow seeds
D.
YY
8. A chestnut male horse is crossed with a black female horse. All of their offspring are black
colored. Which trait is dominant?_______________
9. Two heterozygous tall plants are crossed. What are the genotypes of the parents? ________ x
________. What fraction of the offspring will also be tall?
A. 1/4
B. 1/2
C. 3/4
D. None of them
10. Referring to the Law of segregation, which is the most suitable term to explain what happens to
the alleles during the formation of gamete?
A. They are recombined
B. They are separated
C. They are mixed
D. The recessive one disappears
(SOLUTIONS: 1B; 2B; 3A; 4C; 5B; 6B; 7A; 8 black; 9Tt, Tt; C; 10 B )
SCORE=__________
HOMEWORK
9-10 very good! 7-8 good; 6 pass; 0-5 review the previous lesson!
Watch the animation about inheritance of one character (the first part) from
the site below
http://www.sumanasinc.com/webcontent/animations/content/mendel/mendel.ht
ml
and solve the interactive exercises only about monohybrid crossing using the
information provided.
42
43
MODULE Title: INHERITANCE IN ACTION
Unit n.1: Title Mendel’s work
Lesson 4: principles of independent assortment (Time: 1h)
Date:
OBJECTIVES:
Law of independent assortment
CONTENT
Punnett square to predict the results of di-hybrid crosses.
LANGUAGE
Listening skills: To understand oral information
To reinforce knowledge acquired
STUDY SKILLS AND STRATEGIES
To Compare and to contrast genotype and phenotype.
To summarize information using charts
ACTIVITY 1: individual work / work in pairs (30 min)
Watch the animation from the site
http://www.sumanasinc.com/webcontent/animations/content/mendelindassort.html
You are going to watch it twice. After that , you will be requested to perform the test.
Then check the results with your partner using the transcript. At the end the teacher will check the
work.
1. The law of independent assortment was based on experiments in which Mendel crossed plants
that were different for one character.
T/F
2. For a pea plant, having a dominant R gene results in wrinkled seed.
T/F
3. For a pea plant being homozygous recessive (yy) results in green seed. T/F
4. Mendel crossed a large number of F2 hybrid. T/F
5. In Mendel idea, the distribution of the alleles of seed color into gametes was independent of
the distribution of the alleles of seed shape . T/F
6. In the results of Mendel’s experiments, 9 out of 16 F2 individuals have round and green
seeds. T/F
7. 1 out of 16 was homozygous recessive for both characters. T/F
8. The inheritance of seed shape depends on the inheritance of seed color. T/F
9. The law of independent assortment states that when gametes form, the two alleles for
different characters always segregate together. T/F
10. Complete the chart:
Seed shape
Seed color
9/16
3/16
3/16
1/16
Script:
Mendel's Law of Independent Assortment- A two-trait breeding experiment
As a field of science genetics did not begin until 1866, the year that an Augustinian monk named
Gregor Mendel published a landmark paper on inheritance in pea plants. Mendel's laws of inheritance
help us predict the phenotypes of offspring from the genotypes of the parents.
One of Mendel's laws, the law of independent assortment, was based on two-trait breeding
44
experiments: crosses in which he tracked two completely different traits at the same time.
Mendel wanted to know what would happen if true-breeding plants with round yellow seeds (RRYY)
were crossed with true-breeding plants with wrinkled green seeds (rryy).
The R gene controls seed shape: having a dominant R results in round seeds, and being homozygous
recessive (rr) results in wrinkled seeds. For seed color, having a dominant Y results in yellow seeds,
and being homozygous recessive (yy) results in green seeds.
Mendel asked, is the inheritance of seed shape independent of the inheritance of seed color? That is,
do the alleles assort independently?
If Mendel's hunch was right, the distribution of the alleles of one gene into gametes would be
independent of the distribution of the alleles of the other gene, so all possible combinations of the
alleles would be found in the gametes.
The plants of the next generation are called F1 hybrids, and Mendel crossed large numbers of them.
Again, if the alleles assort independently into gametes, all four different gamete possibilities would be
produced in equal proportions.
A Punnett square is useful in predicting the genotypes and phenotypes in the next generation—the
F2 plants. The genotypes of the sperm and eggs are placed along the sides of the Punnett square.
Sperm and eggs are then combined systematically within the grid to create diploid individuals. Based
on the genotypes in each square, the phenotypes are filled in.
The Punnett square depicts the phenotypic ratios of alleles that are assorting independently. That is, 9
out of 16 F2 individuals would have round and yellow seeds, 3 out of 16 would have round and green
seeds, 3 out of 16 would have wrinkled and yellow seeds, and 1 out of 16 would have wrinkled and
green seeds—an overall ratio of 9:3:3:1.
What did Mendel actually see? From hundreds of F2 plants examined, he found a very similar ratio.
From the data, he could conclude that the inheritance of seed shape is indeed independent of the
inheritance of seed color.
Mendel made similar crosses for various combinations of the seven traits he studied. His results led
him to propose the law of independent assortment, which states that when gametes form, the two
alleles of any given gene segregate during meiosis independently of any two alleles of other genes.
ACTIVITY 2: individual work/ check in pair (time 10 min)
Complete the chart that summarize Mendel's Laws.. .You have to specify phenotypes and genotypes
LAW
DOMINANCE
PARENT CROSS
……….
Purple x white
Tt x Tt
……………
INDEPENDENT
ASSORTMENT
HOMEWORK
…………….
Tall & green pods
x
Tall & green pods
OFFSPRING
………………
purple
………tall (………….)
………...…(…………)
9/16 Tall & green pods
……………………………..
……………………………
……………………….........
Do the exercises below to apply Mendel’s laws and to predict
genotypes and phenotypes in monohybrid crosses
1. A heterozygous round seeded plant (Rr) is crossed with a homozygous round seeded plant
(RR). What percentage of the offspring will be homozygous (RR)? ____________
2. A homozygous round seeded plant is crossed with a homozygous wrinkled seeded plant. What
45
are the genotypes of the parents?
__________ x __________
What percentage of the offspring will also be homozygous? ______________
3. In pea plants purple flowers are dominant to white flowers. If two white flowered plants are
cross, what percentage of their offspring will be white flowered? ______________
4. A white flowered plant is crossed with a plant that is heterozygous for the trait. What
percentage of the offspring will have purple flowers? _____________
5. Two plants, both heterozygous for the gene that controls flower color are crossed. What
percentage of their offspring will have purple flowers? ______________
What percentage will have white flowers? ___________
6. In guinea pigs, the allele for short hair is dominant.
What genotype would a heterozygous short haired guinea pig have? _______
What genotype would a purebreeding short haired guinea pig have? _______
What genotype would a long haired guinea pig have? ________
7. Show the cross for a pure breeding short haired guinea pig and a long haired guinea pig.
What percentage of the offspring will have short hair? __________
8. Two short haired guinea pigs are mated several times. Out of 100 offspring, 25 of them have
long hair. What are the probable genotypes of the parents?
________ x ___________ Show the cross to prove it.
46
MODULE Title: INHERITANCE IN ACTION
Unit n.1: Title Mendel’s work
Lesson 5: applying the principles of probability to simulate genetic crosses (Time: 1h)
Date:
OBJECTIVES:
Basics of Probability and genetics
CONTENT
Actual data versus predicted
Reading skills: to understand instructions from written text
LANGUAGE
Lexis: Probability; Actual
To revise and reinforce knowledge acquired
To relate probability to genetics
To compare and contrast an individual’s genotype and
STUDY SKILLS AND STRATEGIES
phenotype.
To simulate crossing using coins
To work in pair
Activity 1: whole class (10min)
The Teacher checks the exercises he gave out as homework.
Activity 2: whole class 5 (min)/ work in pair (30 min)
Tossing coin genetics: minilab
Pay attention to the teacher: she will introduce the activity you are going to do explaining the basics
of probability that can applied to genetics crosses for one character.
The rules of probability can be applied to Mendelian crosses to determine the phenotypes and
genotypes of offspring.
Mendel's laws of segregation and independent assortment reflect the same laws of probability that are
applied to tossing coins. Probability is the chance that something happens.
When you toss a coin there is a same probability of 50% that you obtain a head or a tail. The next
time you toss the coin the probability doesn’t change as every flip is an independent event.
In the same way, when eggs (or sperm) are produced, each allele has the same chance (50% of
probability) of ending up in an egg or sperm cell.
Thus there is an equal probability of ½ (50%) for each egg or sperm to join forming a zygote;
Look at the picture and pay attention to this example:
in a Mendelian cross between pea plants that are heterozygous for flower color (Pp), what is the
probability that the offspring will be homozygous recessive (pp)?
The probability that an egg from the F1 (Pp) will receive a p allele = 1/2.
The probability that a sperm from the F1 will receive a p allele = 1/2.
The overall probability that two recessive alleles will unite, one from the egg and one from the sperm
at fertilization is: 1/2 X 1/2 = 1/4. (25%)
This is called the Product Rule: the probability that independent events will occur simultaneously is
the product of their individual probabilities
Tossing coin mini-lab:
In this lab you will make predictions using Punnett Squares and using coins to simulate the crosses.
Then you will compare the actual ratios with the predicted ratios.
Pay attention to the term “actual”: it means real, effective ( its meaning is very different from the
Italian meaning !!)
The Mendelian character you are going to study is the length of
47
big toe in humans.
A big T represents the dominant allele (short big toe), t is the
recessive allele, long big toe. The following genotypes are possible.
Fill in the phenotypes for them:
Genotype
Phenotype
TT
Tt
tt
PREDICTED RATIO
Use a Punnet Square to predict the ratio of offspring (F1) in a cross where the parents are both Tt
These are your predicted ratios (Express them also in
percentage)
Genotype Ratio
Phenotype Ratio
ACTUAL RATIO
Now you will determine the actual ratios by using coins to represent the crosses.
You have two coins. One side of the coin, (HEAD) is the letter T; on the other side (TAIL) is the
letter t.
The first coin represents a parent that has the genotype T t.
A second coin represents the other parent that has genotype Tt too.
One partner is going to play the role of female, the other will play the role of male.
When the coin is flipped, you are determining what sperm or what egg is being donated to the match.
When you flip the coins together, you are simulating fertilization.
Now, practice flips…
Flip the two coins. The results show you what your offspring will be.
Did you get head/head (TT) , head/tail (Tt) or tail/tail ( tt) ? __________
What is the Phenotype of your offspring? ________________
And now start the activity:
ACTUAL RATIO:
To determine Actual Ratios, flip your coins 100 times , recording in the table below how often each
combination came up.
48
Use tally marks to record your data then summarize as a number
GENOTYPES
head/head (TT)
head/tail
tail/tail
(Tt)
(tt)
Number of
times
Probability
(percentages)
PHENOTYPES
Total
Short toe ( TT + Tt)
Long toe (tt)
Now compare Actual to Predicted Ratios:
Predicted ratios
Actual Ratios
TT
Tt
tt
Short Toe
Long Toe
Analysis
Would you consider the actual and predicted ratios the
a. SAME
b. CLOSE TO THE SAME
c. NOT CLOSE AT ALL
What do the coins represent in the simulation?___________________________________________
When you toss the coin to see which side lands up, what part of the process of sexual reproduction
49
does this simulate?___________________________________
When you put the two coins that are flipped together, what part of the process of sexual reproduction
are you simulating?_______________________________________
Now share your results with the class and discuss them.
Curiosity:
This specific trait is also called “Venus foot” and it is very
frequent in artistic representation like Botticelli’s Venus.
Someone sustains that this trait could be linked with special
beauty. So, what kind of big toe have you got?
Activity 3: whole class (10min)
Revision of the UNIT 1; useful information for the assessment
50
VALUTAZIONE
PREMESSA
Le valutazione ha preso in considerazione vari aspetti contenutistici, linguistici ma anche relativi
ad abilità integrate.
L’UD ha previsto momenti di verifica formativa dell’acquisizione e comprensione dei contenuti
chiave in LS e una verifica scritta in parte oggettiva e in parte a quesiti aperti a risposta breve.
Relativamente a quest’ultima, sulla parte oggettiva la valutazione attribuita in punteggio concerne
sostanzialmente l’acquisizione dei contenuti mentre sulle domande aperte è stata prevista anche la
valutazione delle competenze linguistiche da parte del docente di LS (vedi griglie allegate).
Nell’attribuzione dei punteggi si è data prevalenza alla componente contenutistica rispetto a quella
linguistica e per quest’ultima alla efficacia comunicativa rispetto alla correttezza.
- La valutazione complessiva di fine modulo invece è determinata da una media ponderata tra le
valutazioni della verifica scritta (70%), e dalla valutazione globale sulla interazione orale degli
alunni desunta dalle rilevazioni nel corso delle attività (30%).
51
VERIFICA SCRITTA UD1
UD1 ASSESMENT PHASE (Time 1 h)
1. Multiple choice. Choose the right answer. (Pt 2*9)
Which cross would best illustrate Mendel's Law of Segregation?
A. TT x tt
B. Hh x hh
C. Bb x Bb
D. rr x rr
In the cross Yy x Yy, what percentage of offspring would have the same
phenotype as the parents?
A. 25%
B. 50%
C. 75%
D. 100%
In a certain plant, purple flowers are dominant to red flowers. If the cross of two
purple-flowered plants produces some purple-flowered and some red-flowered
plants, what is the genotype of the parent plants?
A. PP x Pp
B. Pp x Pp
C. pp x PP
D. pp x pp
Crossing two di-hybrid organisms results in which phenotypic ratio?
A. 1:2:1
B. 9:3:3:1
C. 3:1
D. 1:1
The outward appearance (gene expression) of a trait in an organism is referred to
as:
A. genotype
B. phenotype
C. an allele
D. independent assortment
The phenotype of a pea plant can best be determined by:
A. analyzing its genes
B. looking at it
C. crossing it with a recessive plant
D. eating it
Mendel formulated his Law of Segregation after he had:
A. studied F1 offspring
B. studied F2 offspring
C. produced mutations
D. produced hybrids
Which cross would produce phenotypic ratios that would illustrate the Law of
Dominance?
A. TT x tt
B. TT x Tt
C. Tt x Tt
D. tt x tt
The mating of two curly-haired brown guinea pigs results in some offspring with
52
brown curly hair, some with brown straight hair, some with white curly hair, and
even some with white straight hair. Which of Mendel's Laws does this mating
illustrate?
A. Dominance
B. Segregation
C. Independent Assortment
D. Sex-Linkage
2. Study Dihybrid Cross: (pt 5)
AA or Aa = purple; aa = white
BB or Bb = tall; bb = short
complete the Punnet square, then answer to the questions:
3. Solve the problems:
a) A white-flowered plant is crossed with a pink-flowered plant. All of the F1
offspring from the cross are white. Draw the Punnet square for this cross then
answer (pt 5)
Which phenotype is dominant? _______________________________
What are the genotypes of the original parent plants?
_____________________________
What is the genotype of all the F1 offspring?
____________________________________
What would be the percentages of genotypes & phenotypes if one of the white F1
plants is crossed with a pink-flowered plant? _________________________
Which of Mendel's Laws is/are illustrated in this question?
________________________
b) - One cat carries heterozygous, long-haired traits (Ll), and its mate carries
homozygous short-haired traits (ll). Use a Punnett square to determine the
probability of one of their offspring having long hair.________________ (pt 6)
c)- In a certain species of pine trees, short needles are dominant to long needles .
Draw the Punnett squares to figure out the possible offspring of a cross between
a short needles plant and a long needles plant. What is the probability of an
offspring having long needles? (pt 6)
53
4. Answer each of the following questions in a complete sentence: (pt 5*6 )
1. Describe the contributions that Mendel made to the study of biology
2. Explane the difference between self pollination and cross pollination
3. In Mendel’s experiments, what was the P generations? The F1 generation? The
F2 generation?
4. Why can organisms that have the same Phenotype for a trait have different
genotype for the trait?
5. In Mendel’s F1 crosses, explain why one form of a character seemed to
disappear in the F1 generation and then reappeared in F2 generation.
6. Describe the principle of independent assortment.
Contents: TOTAL SCORE 70
54
GRIGLIE DI VALUTAZIONE
1.GRIGLIA PER VALUTAZIONE VERIFICA SCRITTA
BELOW
AVERAGE
PASS
FAIR
GOOD
VERY
GOOD
COMPRENSIONE
CONTENUTI
0-39
40-45
46-54
55-6O
61-70
EFFICACIA
COMUNICATIVA
0-10
11-14
15-16
17-18
19-20
CORRETTEZZA
USO
TERMINOLOGIA
SPECIFICA
0-5
6
7
8-9
10
TOTAL Score/100 =
MARK/10 =
55
2. QUESTIONARIO DI AUTOVALUTAZIONE DEL LAVORO DI GRUPPO PER
ALUNNI
Per nulla
poco
Ho mostrato
disponibilità nella
partecipazione al
lavoro di gruppo
Ho contribuito in
modo efficace
alla discussione
nel gruppo
Ho contribuito
attivamente al
mantenimento
dell’armonia nel
gruppo
Sono stato
responsabile
rispetto al lavoro
e ai compiti
assegnatimi
Ho contribuito
attivamente alla
ricerca dei
materiali
Ho contribuito
attivamente alla
elaborazione del
progetto di
gruppo
Ho contribuito
attivamente alla
realizzazione del
prodotto
56
abbastanza
molto
3. SCHEDA VALUTAZIONE DELLA PRODUZIONE ORALE
studen
ti
Quantità interazioni
I.
A
B
Utilizzo lessico specifico
I.
A
Nota: I= insufficiente; A= adeguato; B= buono
57
B
fluency
I.
A
B
4. QUESTIONARIO DI VALUTAZIONE DEL PROGETTO PER STUDENTI
Il presente questionario è anonimo
PN
1.Quando ti è stato proposto questo percorso CLIL hai
pensato che:
- Avresti potuto migliorare le tue competenze linguistiche
- avresti potuto progredire in entrambe le discipline
- avresti incontrato molte più difficoltà nella materia
2.Ritieni che imparare le scienze in inglese sia utile?
3.Al termine del percorso ti è sembrato che acquisire i
contenuti della materia sia stato più difficile del previsto?
4. Nelle lezioni CLIL ti è sembrato più difficile?
- capire l’insegnante di materia che parlava in LS
- comprendere i concetti attraverso la lettura di testi
- comprendere i concetti attraverso le immagini e le
animazioni
- svolgere gli esercizi
- esprimere oralmente in LS quanto appreso
- partecipare alle discussioni in gruppo
5. La presentazione dei contenuti è stata adeguata al tuo
livello linguistico?
6. La presentazione dei contenuti ti è sembrata chiara ed
efficace?
7. Quali tra le attività proposte hai trovato di maggior
gradimento?
- attività di lettura
- attività di ascolto
- animazioni
- discussioni di classe
- attività laboratoriali
58
P
A
M
MM
- lavoro individuale
8. Ti piacerebbe proseguire l’esperienza del CLIL?
Altre osservazioni e suggerimenti:
BIBLIOGRAFIA
Campbell N. A., J.B. Reece et al: Biology: concepts and connections, 6th Edition - PEARSON ed,
2009;
Federici M.: Proposte di strumenti e questionari di valutazione e autovalutazione degli
apprendimenti in percorsi CLIL. Ist. Superiore Contardo Ferrarini, Verbania.
Miller/ Levine: Biology, the living science, Teacher’s edition, Prentice Hall;
Ricci Garotti F. a cura di: Il futuro si chiama CLIL, IPRASE Trentino,2006.
Starr C.: Biology today and Tomorrow , Brooks/Cole, 2005;
SITOGRAFIA
http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/25
http://classes.biology.ucsd.edu/bild10.WI08/documents/Lect9Heredity.pdf
http://www.biology.iupui.edu/biocourses/N100/2k4ch10genetics.html
http://www.youtube.com/watch?v=_ksIajiPUAU
http://www.sumanasinc.com/webcontent/animations/content/mendel/mendel.html
http://www.sumanasinc.com/webcontent/animations/content/mendelindassort.html
http://www.woodsidehs.org/+uploaded/file_1722.pdf
http://hotpot.uvic.ca/
http://moodleshare.org/mod/book/view.php?id=2138&chapterid=299
http://www.youtube.com/watch?v=0jg9GmkuPEA
http://hotpot.uvic.ca/
http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/newton/BldTyping.html
http.//www.glencoe.com/sec/teachingtoday/educationupclose.phtml/25
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