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UNIT COVER PAGE
School District:
Bremen Dist. 228
Science
Department:
Unit Title: Mendelian & Non-Mendelian Genetics
Course:
Grade Levels:
Biology
9-10
Topic Areas:
4 weeks
5/19/08
Date Created:
Date Modified:
JoAnne Hellinga, Chad Robson, Jane Molek, Kris Cardinal, Grace Fontana,
Unit Designer(s): Peg Macabobby
Time Frame:
Link to National/State Standards
12.11.12
12.11.13
12.11.14
12.11.16
12.11.19
12.11.20
Understand Mendel’s law of segregation and also that genes do not always separate as
hypothesized by Mendel’s law of segregation. Understand that if genes are located close to
each other on the same chromosome, then they are linked and may undergo independent
assortment.
Identify and be able to apply the following concepts; trait, alleles, dominant allele, recessive
allele, gametes, genotype, homozygous, heterozygous, chromosome, meiosis, and mitosis.
Answer questions about give Punnett squares.
Understand how random chromosome segregation explains the probability that a particular
allele will be in a gamete.
Understand how to predict possible combinations of alleles in a zygote from the genetic
makeup of the parents for simple dominant/recessive traits.
Understand that a multicellular organism develops from a single zygote, and its phenotype
(i.e., its outward appearance) depends on its genotype (i.e., its genetic makeup), which is
established at fertilization.
Summary of Unit
The purpose of the unit is to help students understand how traits are passed on through a variety
of modalities.
Resources
Deck of cards/dice
Easter egg lab
Probability lab
Baby lab
Practice handouts
Key Words
Mendel
Heterozygous
Heterozygous – dominant/recessive
Gene/allele/trait
Dominant/recessive
Diploid
Haploid
Law of segregation/gametes
Genotype/phenotype
Incomplete – sex linked
Codominant – multiple alleles
Hybrid/purebred
Probability
Punnett square
Monohybrid/dihybrid
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STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that
sexual reproduction is the result of independent events in which traits are inherited from
parents in a predictable manner based on probability.
genes, which are located on chromosomes, are composed of segments of DNA which
control inherited traits.
individuals receive half of their genetic information from each parent; in cases in which
two or more forms of the gene exist, some may be dominant and others are recessive.
alleles for different genes segregate independently of each other.
not all traits are inherited in a dominant/recessive pattern.
Essential Questions
What is the key idea in genetics?
How do patterns of inheritance relate to me?
How might the Punnett squares help to predict our own genotypes?
What are the limits of using probability in genetics?
What would it be like to walk in a hemophiliac/color blind person’s shoes, older
couple/consumer/person with history or Huntington’s
How might an insurance company feel about genetic screening?
How can I best show hot my traits were inherited or how traits may be passed to my
offspring?
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Knowledge and Skills
Students will know
Mendel’s laws
understand genotype vs. phenotype
examples of non-Mendelian inheritance
- incomplete
- co-dominance
- sex-linked
- multiple alleles
Mendelian genetics
how probability can be expressed
- fraction
- ration
- percent
difference between haploid and diploid cells
Students will be able to
create a single-trait Punnett square
make predictions based on probability laws
determine genotype and phenotype
show how traits are passed from parent to offspring by solving various genetic problems
- dominance/recessive
- inc. dominance
- sex-linked
- multiple alleles
- co-dominance
* Honors: Perform dihybrid crosses
Students will be familiar with
dihybrid cross
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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Who gets the money? (Applying Medelian – Genetic concepts to solve a problem.)
Other Assessments (brief description)
Vocabulary/tests/quizzes
Punnett square
- Dominant/recessive
- Incomplete dominance
- Multiple allele
- Co-dominance
- Dihybrid (honors)
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PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
The students will be able to complete a Punnett square in order to predict possible outcomes of a
genetic cross.
H
How will you hook students at the beginning of the unit?
E
What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with needed skills and knowledge?
Simulate inheritance of traits through lab activity.
R
How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Identify traits, share experiences
- Tongue rolling, left/right handed, hitchhiker’s thumb, PTC tasters.
Take the role of an insurance company lobbying for genetic testing of potential clients.
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
How does what you’ve learned relate to the present and future?
What questions and uncertainties do you still have?
T
How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
Students will have opportunities to work cooperatively.
O
How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students?
Survey traits and experiences.
Mendel’s laws.
Introduce key terms.
Probability & Punnett squares
Genetic crosses
- dominant/recessive
- incomplete dominant
- sex-linked
- multiple allele
- co-dominant
- dihybrid
Performance assessment. Introduce key terms.
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Essential Questions at Topic Level
Use the six facets of understanding to generate possible essential questions for the topic of
your three-circle audit (curricular priorities).
Explanation
What is the key
idea in genetics?
Interpretation
Application
How do patterns
of inheritance
relate to me?
How might the Punnett squares
help to predict our own
genotypes?
(Topic Area)
Mendelian & NonMendelian
Genetics
Empathy
What would it be like to
walk in a
hemophiliac/color blind
person’s shoes, older
couple/consumer/person
with history of
Huntington’s?
How might an insurance
company feel about
genetic screening?
Perspective
Self-Knowledge
What are the limits of
using probability in
genetics?
How can I best show how my
traits were inherited or how my
traits may be passed to my
offspring?
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Student Performance Task
Unit: Mendelian & Non-Mendelian Genetics
Task: Application
Course: Biology
Time Frame: 1 period
Overarching Understanding:
 Students will understand that the relationships among living things are ongoing and
interconnected by biological principles.
Enduring Understanding:
 Students will understand that individuals receive half of their genetic information
from each parent in cases in which two or more forms of the gene exist. Some may be
dominant and others are recessive. Not all genes.
Essential Question:
 How can I best show how my traits were inherited or how my traits may be passed
to my offspring?
Vignette:
You have been hired to determine which one of the five men claiming to be the son
of Mr. and Mrs. Jones, is the rightful heir to their estate. To evaluate your success you
will create punnett squares to compare the possible outcomes resulting from the cross of
the Jones’ with the five men.
Standard:
You will be graded on the following scale:
 Successful completion of punnett squares.
 Selecting the correct heir.
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Performance Task Blueprint
Unit:
Topic Area:
Mendelian & NonMendelian Genetics
Type: Application
Time Frame: 1 class period
Goal
Your task is to solve a mystery involving genetics.
Role
You have been asked to determine who is the rightful beneficiary of the
inheritance money.
Audience
Your clients are the deceased through their will.
Situation
The context you find yourself in is five men fighting over inheritance
money.
Product or
Performance
You will need to develop a Punnett square based on the genotype of the
deceased in order to eliminate the imposters.
Standards &
Criteria for
Success
A successful result will identify the true heir.
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Performance Task: Regular Biology
Investigation
6
Who Gets the Money?
Purpose
To solve a mystery involving genetics.
Concepts
Punnett squares
Incomplete dominance
Sex-linked inheritance
Monohybrid cross
Codominance
Background
This story appeared in the local paper recently:
Mr. and Mrs. John Jones died in a tragic farm accident when the
tractor they were riding on rolled over in a ditch. Authorities
found one million dollars hidden in a feed bid in the chicken
coop. The couple is known to have a son, from whom they are
estranged. This man is the sole heir to the Jones fortune.
Five men show up, each claiming to be the couples’ long lost son who had run away to become a
sheep-herder. You are called in as a genetics expert to decide who is the rightful heir. This mystery
will be solved in three parts.
Procedure
Complete Parts One, Two, and Three of the Who Gets the Money? Worksheet as directed by your
instructor.
Safety
There are no particular safety concerns for this activity, but follow all normal laboratory safety
rules.
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Performance Task: Regular Biology
Name: ________________________________________________
Who Gets the Money? Worksheet
Part One: Monohybrid Cross
Brown eyes are dominant over blue eyes, free earlobes are dominant over attached earlobes.
Mr. Jones
Mrs. Jones
Carl
Ray
Dale
Earl
Robert
Heterozygous, free earlobes, and homozygous brown-eyed.
Heterozygous, free earlobes, and heterozygous brown-eyed.
Homozygous brown-eyed, and attached earlobes.
Homozygous free earlobes, blue-eyed.
Heterozygous free earlobes, homozygous brown-eyed.
Heterozygous free earlobes, and heterozygous brown-eyed.
Homozygous free earlobes, blue-eyed.
In the space below, draw two Punnett Squares showing the possible offspring of Mr. and Mrs. Jones:
one for eye color and one for earlobes.
Write each person’s genotypes in the chart below.
Person
Eye Color
Earlobes
Mr. Jones
Mrs. Jones
Carl
Ray
Dale
Earl
Robert
Which men can be eliminated by these traits? Explain your reasoning for each man.
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Performance Task: Regular Biology
Name: ________________________________________________
Who Gets the Money? Worksheet
Part Two: Co-dominance and Incomplete dominance
Now that ______________________________ have been eliminated, lawyers order blood tests to try to
prove their claims. The lawyers have also done some research and read that hair texture is
inherited.
Type A and type B blood are co-dominant over type O.
Rh+ blood is dominant over Rh- blood.
Hair texture exhibits incomplete dominance. Homozygous dominants (HH) have curly hair.
Homozygous recessives (hh) have straight hair. Heterozygotes (Hh) have wavy hair.
Mr. Jones
Mrs. Jones
Carl
Dale
Earl
Homozygous type A blood, heterozygous Rh+, straight hair.
Heterozygous type B blood, homozygous Rh+, wavy hair.
Heterozygous type A blood, heterozygous Rh+, wavy hair.
Heterozygous type A blood, homozygous Rh+, wavy hair.
Type O blood, Rh-, straight hair.
In the space below, draw three Punnett Squares showing the possible offspring of Mr. and Mrs.
Jones: for blood type, Rh type, and hair textures.
Write each person’s genotypes in the chart below.
Person
Mr. Jones
Mrs. Jones
Carl
Dale
Earl
Blood Type
Rh Type
Hair Texture
Which men can be eliminated now? Justify your answers for each man.
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Performance Task: Regular Biology
Name: ________________________________________________
Who Gets the Money? Worksheet
Part Three: Sex-linked Inheritance
We’re down to just _________________________________. The lawyer now orders that a vision test be
performed to test for red-green color blindness.
Mr. Jones
Mrs. Jones
Carl
Dale
Color blind
Homozygous for normal vision
Color blind
Normal vision
In the space below, draw a Punnett Squares showing the possible offspring of Mr. and Mrs. Jones
for color blindness.
Write the genotypes of the persons in the table below:
Person
Mr. Jones
Mrs. Jones
Carl
Dale
Vision
SO: WHO GETS THE MONEY? (Don’t forget to justify your answer!)
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Performance Task: Honors Biology
Investigation
6
Who Gets the Money?
Purpose
To solve a mystery involving genetics.
Concepts
Punnett squares
Incomplete dominance
Sex-linked inheritance
Monohybrid cross
Codominance
Background
This story appeared in the local paper recently:
Mr. and Mrs. John Jones died in a tragic farm accident when the
tractor they were riding on rolled over in a ditch. Authorities
found one million dollars hidden in a feed bid in the chicken
coop. The couple is known to have a son, from whom they are
estranged. This man is the sole heir to the Jones fortune.
Five men show up, each claiming to be the couples’ long lost son who had run away to become a
sheep-herder. You are called in as a genetics expert to decide who is the rightful heir. This mystery
will be solved in three parts.
Procedure
Complete Parts One, Two, and Three of the Who Gets the Money? Worksheet as directed by your
instructor.
Safety
There are no particular safety concerns for this activity, but follow all normal laboratory safety
rules.
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Performance Task: Honors Biology
Name: ________________________________________________
Who Gets the Money? Worksheet
Part One: Dihybrid Cross
Brown eyes are dominant over blue eyes, free earlobes are dominant over attached earlobes.
Mr. Jones
Mrs. Jones
Carl
Ray
Dale
Earl
Robert
Heterozygous, free earlobes, and homozygous brown-eyed.
Heterozygous, free earlobes, and heterozygous brown-eyed.
Homozygous brown-eyed, and attached earlobes.
Homozygous free earlobes, blue-eyed.
Heterozygous free earlobes, homozygous brown-eyed.
Heterozygous free earlobes, and heterozygous brown-eyed.
Homozygous free earlobes, blue-eyed.
In the space below, complete a dihybrid cross showing the possible offspring of Mr. and Mrs. Jones:
one for eye color and one for earlobes.
Write each person’s genotypes in the chart below.
Person
Eye Color
Earlobes
Mr. Jones
Mrs. Jones
Carl
Ray
Dale
Earl
Robert
Which men can be eliminated by these traits? Explain your reasoning for each man.
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Performance Task: Honors Biology
Name: ________________________________________________
Who Gets the Money? Worksheet
Part Two: Co-dominance and Incomplete dominance
Now that ______________________________ have been eliminated, lawyers order blood tests to try to
prove their claims. The lawyers have also done some research and read that hair texture is
inherited.
Type A and type B blood are co-dominant over type O.
Rh+ blood is dominant over Rh- blood.
Hair texture exhibits incomplete dominance. Homozygous dominants (HH) have curly hair.
Homozygous recessives (hh) have straight hair. Heterozygotes (Hh) have wavy hair.
Mr. Jones
Mrs. Jones
Carl
Dale
Earl
Homozygous type A blood, heterozygous Rh+, straight hair.
Heterozygous type B blood, homozygous Rh+, wavy hair.
Heterozygous type A blood, heterozygous Rh+, wavy hair.
Heterozygous type A blood, homozygous Rh+, wavy hair.
Type O blood, Rh-, straight hair.
In the space below, draw three Punnett Squares showing the possible offspring of Mr. and Mrs.
Jones: for blood type, Rh type, and hair textures.
Write each person’s genotypes in the chart below.
Person
Mr. Jones
Mrs. Jones
Carl
Dale
Earl
Blood Type
Rh Type
Hair Texture
Which men can be eliminated now? Justify your answers for each man.
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Performance Task: Honors Biology
Name: ________________________________________________
Who Gets the Money? Worksheet
Part Three: Sex-linked Inheritance
We’re down to just _________________________________. The lawyer now orders that a vision test be
performed to test for red-green color blindness.
Mr. Jones
Mrs. Jones
Carl
Dale
Color blind
Homozygous for normal vision
Color blind
Normal vision
In the space below, draw a Punnett Squares showing the possible offspring of Mr. and Mrs. Jones
for color blindness.
Write the genotypes of the persons in the table below:
Person
Mr. Jones
Mrs. Jones
Carl
Dale
Vision
SO: WHO GETS THE MONEY? (Don’t forget to justify your answer!)
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