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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student
Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards
feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Biology 9-12
Unit: Growth and Heredity
General Task
Uncovering the Mysteries of the Hidden Genotype
OVERVIEW: Students will investigate the prevalence of five inherited traits in their school
population and calculate allelic frequencies. Students will also research and analyze the
transmission of alleles within a family over multiple generations by creating a family pedigree
detailing inheritance of an allele using an actual case study based on Internet research. At the
conclusion of this activity, students will have clearer understandings of the laws of inheritance,
how occurrence of traits within a population, along with information about the inheritance
patterns of those traits can be used to predict the frequency of alleles of the trait within the
population.
Standards (Content and Characteristics):
SB2.
Students will analyze how biological traits are passed on to successive generations.
a. Explain the role of DNA in storing and transmitting cellular information.
b. Using Mendel’s laws, explain the role of meiosis in reproductive variability.
SB5.
Students will evaluate the role of natural selection in the development of the
theory of evolution.
c. Relate natural selection to changes in organisms.
SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and
skepticism in science.
a. Exhibit the above traits in their own scientific activities.
SCSh3. Students will identify and investigate problems scientifically.
d. Develop reasonable conclusions based on data collected..
SCSh7. Students analyze how scientific knowledge is developed.
Students recognize that:
a. The universe is a vast single system in which the basic principles are the same
everywhere.
b. Universal principles are discovered through observation and experimental
verification.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Growth and Heredity General Task
August 12, 2007  Page 1 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Enduring Understandings:
 Favorable variations among individuals that increase the chance of survival tend to be
passed onto successive generations.
 Cells in sexually reproducing organisms contain two copies of each chromosome;
therefore, two copies of each gene explain many features of heredity such as how
variations that are hidden in one generation can be expressed in the next.
 Hereditary information, coded by DNA, is passed down from generation to generation in
a predictable way.
Essential Questions:
1. How can the frequency of a gene in a population be determined?
2. What conditions could cause changes in the frequency of alleles in a population?
3. How could you trace the transmission of genetic traits through successive generations of
a family?
4. Why do Mendel's laws and the Hardy-Weinberg principle provide biologists with an
avenue for prediction of trends in inheritance and evolution over time?
ADMINISTRATION PROCEDURES
Pre-Assessment:
“Chalk talk” - on a large piece of paper, draw a circle with the words “Mendel's laws” in
the center. Have students write one idea on the paper with a line connecting to the center circle.
Each student should initial their idea or what they remember from previous discussions. As a
class, discuss what is written on the paper.
Using videos from United Streaming, students can review the Hardy-Weinberg
Principles, its conditions, limitations and the use of its descriptive mathematical formulas of
changes in gene frequencies.
Outcome / Performance
Expectations:
Describe the role and mechanisms of DNA in genetic
inheritance.
Justify Mendel's Laws as being applicable to all sexually
reproducing populations.
Calculate allelic frequencies based on the data from a
population.
Explain the use of the Hardy-Weinberg principle in sexually
reproducing populations as a predictor of gene frequencies in
populations, as well as trends in inheritance and evolution.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Growth and Heredity General Task
August 12, 2007  Page 2 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
General Teacher Instructions:
Human variation can be observed through phenotypic traits.
Collection of data can confirm and support Mendelian laws. Using
pedigree analysis of a family tree or prevalence of a trait in a
population, students can predict patterns of inheritance within a
population.
Students will create surveys of human traits for any five traits as
listed here: tongue rolling, bent little fingers, Widow's Peak,
Hitchhiker's thumb, free earlobe, cleft chin etc.
1. In groups of 4 or 5 (or as an entire class), students will
create, administer and collect the surveys they have created
to _________________.
2. Simple statistical analysis will be applied to results.
Application of the Hardy-Weinberg Principle will be
attempted wherever applicable.
Video clips from United Streaming concerning the HardyWeinberg principles: What are Populations and Gene
Pools?; 5 conditions of the Hardy-Weinberg Principle;
Applying the Hardy-Weinberg principle to predict coat
color in a population of fuzz balls;
Biologix: The Hardy-Weinberg Principle.
UnitedLearning(1997). Retrieved July 6, 2007, from
united streaming: www.unitedstreaming.com/
Materials Needed:
Information or websites from which students can
construct a family pedigree for a genetic trait.
Student designed human trait surveys.
Task with Student Directions:
Calculators or computer access.
1. As a class, you will need to select five human traits from
the list given in the Human Genetic Lab Activity. You
may also select a trait that is not on the list -especially if it
it is of special interest to you – such as diabetes, sickle
cell anemia, lactose intolerance, colorblindness, etc.
2. You will need to research the expression of these traits in
human populations and create hypotheses concerning the
probability of occurrence of these traits within the school
population with justification. (Teacher note: Students
will need to take into account the ethnic background of
the school population.)
3. In your lab group, you will need to create a survey for
your classmates AND for other classes to participate.
(Teacher note: keep the survey simple. You will want
results that can easily be manipulated using HardyWeinberg equations.)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Growth and Heredity General Task
August 12, 2007  Page 3 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Resources:
Homework / Extension:
4. After applying basic statistical analysis to results of the
survey, data must be organized in a graphic form.
(Teacher note: you may include statistical analysis that is
appropriate to the level of knowledge of the student. At
the minimum, you will need to do percentages of the
student population with the trait. The Hardy-Weinberg
Principle can be used here to determine allelic
frequencies. Good sources of information are the
following websites:
http://www.biologycorner.com/bio4/notes/hardy_weinber
g.php and
http://anthro.palomar.edu/synthetic/synth_2.htm
5. A pedigree analysis of a family tree is to be completed by
each group. Three generations are required but more
generations will improve the visual analysis. You may
choose to illustrate a disease like diabetes, sickle cell
anemia, lupus, or another known inherited disease. After
gathering information, create a pedigree chart that shows
the inheritance pattern in the family. Good explanations
and examples can be found at the following websites:
www.biologycorner.com/bio4/notes/pedigrees.php
and
http://www.hhmi.org/biointeractive/vlabs/cardiology/
content/dtg/pedigree/pedigree.html
However, there are also other resources to use
including your own textbook for relevant information
concerning pedigree analysis.
1. Using Internet sources: www.ancestry.com ,
www.rootsweb.com, and others, students may also
research ancestry backgrounds to add to the history
already known for their chosen survey characteristics or
the pedigree of a particular disease occurrence in a family.
2. United Streaming clips: Organizing Information About
Sex-Linked Inheritance in Pedigree Charts (02:14)
Biologix: Sex-Linked Inheritance. United Learning
(1997). Retrieved June 15, 2007, from united streaming:
http://www.unitedstreaming.com/
3. http://www.biologycorner.com/bio4/notes/hardy_weinber
g.php
4. http://www.biologycorner.com/bio4/notes/pedigrees.php
1. Besides Mendel, who are some of the other scientists and
groups of researchers that have contributed to our
understanding our inheritance today and the human
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Growth and Heredity General Task
August 12, 2007  Page 4 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Instructional Task
Accommodations for ELL
Students:
Instructional Task
Accommodations for Students
with Specific Disabilities:
Instructional Task
Accommodations for Gifted
Students:
genome project? Research a person, a group of people, or
a company and what they did to add to the scientific
knowledge of genes and heredity. (Teacher note: some
possible suggestions include Rosalind Franklin, Watson,
Crick, Morgan, and even the genealogy records of the
Mormons-this is a good task to extend across the
curriculum including social studies and English.))
2. Do a Chi square analysis of your data. This website may
also help in explanations:
http://www.so.wustl.edu/science_outreach/curriculum
/genetics/pdfs/ModGen_2E_SP.pdf
Modify language requirements for written
assessments
Pair with more advanced native language speaking
partner; allow for translation in native language for
comprehension as needed
Provide bilingual support using word to word
translation such as dictionaries, and glossaries
Provide native language text books and support
material whenever possible
Post all new vocabulary on a word wall; allow student
to interact with the word wall using yarn to make
connections between vocabulary words
Allow extended time for written tasks
Keep language simple while giving step by step
directions
Provide template for the create your family survey
Provide a sample graph for graphing activity
Provide a data table for collection and organization of
data
Review and Implement IEP accommodations for
specific student needs
Other accommodations to be considered:
Allow extended time for written tasks
Reduce # of traits that have to be traced for the lab
Provide template for the create your family survey
Provide a sample graph for graphing activity
Provide a data table for collection and organization of
data
Using multi-media, gifted students will create a public
announcement concerning advantages of knowing
your family medical history
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Growth and Heredity General Task
August 12, 2007  Page 5 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
TRAITS LISTING FROM HUMAN GENETICS ACTIVITY:
Trait
Self
Class%
Tongue rolling
Bent little fingers
Widow’s peak
Hitchhiker’s Thumb
Hand clasping, left over right thumb
Arm folding: fold your arms across your
chest/stomach…which one is on top?
Free earlobe
Chin cleft
Hair on middle joints of fingers
Short big toe
Ear points
Round face
Curly hair
Sodium Benzoate Taster (Do Not Use PTC
or Thiourea)- Sodium Benzoate will detect
salty, sour, bitter or sweet.
Eye Color (blue?)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Growth and Heredity General Task
August 12, 2007  Page 6 of 6
Copyright 2007 © All Rights Reserved
Genotype
Phenotype