Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Teacher’s Name: Emily Irwin Biology B: Heredity Unit: Complete Dominance - traits Date: 1/4/10 Lesson Title/Topic: Inherited traits, phenotype, genotype, dominant, recessive Mentor: Heather Peterson Objectives and Big Ideas Phenotype is what is physically expressed and the sequences for these traits are found in the genotype. The genotype is the specific sequence of genes. Two alleles for a trait are inherited from an individual’s parents, one from mom and one from dad. A trait is dominant if only one allele is needed for the trait to be expressed. The dominant trait also masks the recessive allele in complete dominance. A trait is recessive if two alleles are needed for the trait to be expressed and can be covered by the dominant allele. A trait that is homozygous has to alleles that are the same (BB or bb) and a trait that is heterozygous is (Bb). - Students will be able to describe relationships, as well as differences, between genotype and phenotype Students will practice identifying traits that are completely dominant among individuals in the classroom Standards (http://www.michigan.gov/mde/0,1607,7-140-38924_41644_42814---,00.html) B4.1B Explain that the information passed from parents to offspring is transmitted by means of genes that are coded in DNA molecules.These genes contain the information for the production of proteins. B4.1c Differentiate between dominant, recessive, codominant, polygenic, and sex-linked traits Materials/Equipment- Bikini bottom genetics WS Single trait inheritance WS Pictures of traits Activities Monday Intro: (~10 minutes) Journal questions: What did you do over winter break? What did you learn from the chocolate kisses activities before break (use vocab)? (~5 minutes) Go over test (~10 minutes) go over the journal questions, what happened in the kisses activity? Make sure students remember the difference between genotype and phenotype (practice examples of each). Students should get this worksheet back out and we can add notes together as a class. Middle: (~10 minutes) Go over possible traits that can be inherited and show pictures of each example. Try and guide students into brainstorming experiences that they are already familiar with (hair color, eye color, freckles, etc.) (~10 minutes) In groups go to the back of the room and determine what traits they express and record the genotype for each. Make sure students are including both of the alleles (from each parent) and can identify if it is homozygous or heterozygous. (~5 minutes) Discuss results, practice homozygous/heterozygous, practice individually at seat with examples put on the whiteboard. (~5 minutes) Go back and answer the alien question from before break again. What would the parents genotype for number of eyes have to be in order to have a daughter and a son with one eye? (if each parent had three eyes). Have students practice this individually on their own in their journal and then discuss different answers after they have time to work alone. End: (~5 minutes) Ticket out the door journal question: Some aliens have the trait for antennae, which is a dominant trait. Draw a picture of an alien that is heterozygous dominant. Discuss answer (~5-10 minutes) Homework: Bikini bottom genetics worksheet for more practice and to introduce karyotyping tomorrow. Assessment Students will be assessed throughout the lesson based on their answers to the various journal questions. I will circulate around the room to read their answers and then use their different ideas, and misconcpetions, to continue the lesson. This activity is a good review of vocabulary from before break as well as a transition into future lessons. Notes/Comments: