Download File

*** MENDELIAN GENETICS ***
Instructions:
#
PRE
After reading the statements below, choose either “A” for agree or “D” for disagree.
UNIT STATEMENTS
1
2
Offspring inherit 4 sets of instructions for each characteristic.
3
If both the dominant allele and the recessive allele are inherited for a
characteristic, only the dominant allele is expressed.
A genotype is the physical expression of the phenotype.
4
5
6
7
8
9
10
11
Different versions of the same gene are known as genes.
Probability is the mathematical chance that an event will occur. It is usually
expressed as a fraction or as a percentage.
Dominant traits are apparent only when two recessive alleles for the
characteristic are inherited.
A genotype is the combination of alleles for a particular trait
The set of instructions transmitted to parent to offspring are called genes.
Gregor Mendel used dandelions to study heredity.
Heredity is the passing of traits from parents to offspring.
A fertilized egg has two forms of the same gene for each trait.
13
When a true-breeding plant self-pollinates, it will always produce offspring
with the same trait the parent plant has.
The offspring resulting from the parental cross is called the F2 generation.
14
Cross pollination is when the anthers of a plant are removed so that the plant
cannot self-pollinate.
12
POST
CLASS PERCENTAGE OF PREASSESSMENT: AGREE
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ___ 7 ____ 8 ___ 9 ___ 10 ___ 11 ___ 12 ___ 13 ___ 14 ___
CLASS PERCENTAGE OF PREASSESSMENT: DISAGREE
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ___ 7 ____ 8 ___ 9 ___ 10 ___ 11 ___ 12 ___ 13 ___ 14 ___
CLASS PERCENTAGE OF POSTASSESSMENT: AGREE
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ___ 7 ____ 8 ___ 9 ___ 10 ___ 11 ___ 12 ___ 13 ___ 14 ___
CLASS PERCENTAGE OF POSTASSESSMENT: DISAGREE
1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ___ 7 ____ 8 ___ 9 ___ 10 ___ 11 ___ 12 ___ 13 ___ 14 ___
This packet belongs to: ___________________________
Grade:
___________________________
*** UNIT VOCABULARY ***
TERM
DEFINITION
TEST QUESTION
DOMINANT TRAIT
RECESSIVE TRAIT
GENES
ALLELES
GENOTYPE
PHENOTYPE
PUNNETT SQUARES
HYBRID
PUREBRED
9 FACTS
1.
2.
3.
4.
5.
6.
7.
8.
9.
ABOUT GREGOR MENDEL
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
*** SCIENCE NOTE LOG ***
_____________
DATE:
PERSONAL JOURNAL NOTES
Information cited from : Holt, Rinehart, & Winston. (2002). Cells, Heredity, and Classification. Austin, Texas: Holt, Rinehart and Winston.
*** MENDELIAN GENETICS ***
A. THE FATHER OF MODERN GENETICS
*** NOTE MAKING AND REVIEW ***
Growing up on a farm, what did Mendel
have a lot of practice cultivating?
Review: Define the term inheritance?
____________________________________
____________________________________
____________________________________
Gregor Johann Mendel (July 20, 1822January 6, 1884) was an Austrian
monk whose studies of the inheritance
of traits in pea plants helped to lay the
foundation for the later development
of the field of genetics.
Gregor Mendel was born in 1822 in Austria.
Growing up on his family’s farm he had a lot of
practice cultivating ____________ and _________
__________. As a young man he attended the
Institute in Olomouc. After completing his studies
he began work in a __________________. There
he changed his name from Johann to
_____________. In 1847, he was ordained as a
___________. Mendel was inspired by both his
professors and his colleagues at the monastery
that he started his own work. He tried to unravel
the mystery of ________________________. He
also studied the ways ______________________
________________________________________.
Between 1856 and 1863 Mendel cultivated and
__________ some _____________ pea plants.
B. Mendel’s Research – Unraveling the Mystery
Mendel’s attraction to research was based on his
love of nature. He was not only interested in
plants, but also in _______________ and the
theory of _______________. Mendel always
wanted to find out how plants obtained
_______________ characteristics. Mendel knew
that sometimes the ________________________
seemed simple and sometimes they did not.
For example, sometimes a trait that appeared in
first generation did not show up in any of the
offspring in the second generation. Interestingly,
in the third generation, the trait showed up again.
Mendel also noticed similar patterns in people and
many other living things. How can this be?
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
Revision No.1
1
*** MENDELIAN GENETICS ***
C. Mendel’s Pea Plants
To simplify his investigation, Mendel decided to
study only one kind of organism. He had already
done studies using the ____________________,
so he chose this as his subject.
*** NOTE MAKING AND REVIEW ***
Why did Mendel choose to use pea plants
for his experiments?
Why did Gregor Mendel use pea plants? Garden
peas were a good choice for several reasons:
1. ___________________________________
2. ___________________________________
3. ___________________________________
Self-pollinating plant:
Self-pollinating plants contains both _________
and ____________ reproductive structures.
Pollen from one flower or plant can
_____________________ of the same flower or
eggs of another flower _____________________.
Pollination:
_________________________________________
_________________________________________
Fertilization:
_________________________________________
_________________________________________
_________________________________________
___
Why are pea plants a good subject to be
tested concerning inheritance?
Explain how self-pollinating plants
reproduce?
What is the difference between pollination
and fertilization in plants?
Unit: MENDELIAN GENETICS
Mr. Taylor, 2013
Revision No.1
2
*** MENDELIAN GENETICS ***
D. MENDEL’S GAMEPLAN
After deciding to use pea plants as his subject, he
chose to study only _________________________
at a time. That way, it is easier to identify which
_____________ should be included or eliminated.
These characteristics included:
1. ___________________
2. ___________________
3. ___________________
*** NOTE MAKING AND REVIEW ***
Mendel chose plants that had ____ forms for each
of the characteristics he studied.
Why is it important that Gregor Mendel
chose only one characteristic at a time
when studying pea plants?
Mendel’s plant characteristics that he studied:
Name at least 3 different traits that Gregor
Mendel studied in pea plants?
Result =
Plant HEIGHT
or
Plant SHAPE
Why did Mendel choose two characteristics
for each traits?
Result =
or
Plant COLOR
Why are pea plants a good specimen to
study inheritance?
Result =
or
The two forms for each characteristic above are
called __________.
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
Revision No.1
3
*** MENDELIAN GENETICS ***
E. True-Breeding Plants & Cross-pollination
Mendel was very careful to use plants that were
_______________________ for each of the
_________ he was studying.
True breeding (pure-bred) in plants:
_________________________________________
_________________________________________
_________________________________________
*** NOTE MAKING AND REVIEW ***
Describe what Mendel meant by crosspollination?
Describe what a pure-bred trait is and give
one example?
Example: A tall true-breeding or pure-bred plant
will always produce offspring that are _________.
Mendel decided to find out what would happen if
he __________ or __________ two plants that
had different forms of a single trait. To do this, he
used a method known as ____________________.
Cross-pollination in plants:
1. ______________________________________
2. ______________________________________
______________________________________
This way, Mendel could have control of his
experiments by selecting which pollen would
fertilize which plant.
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
Revision No.1
4
*** MENDELIAN GENETICS ***
*** NOTE MAKING AND REVIEW ***
*** PARENT GENERATION ***
WRINKLED SEEDS
ROUND SEEDS
Wrinkled seeds
*** F1 GENERATION ***
F. MENDEL’S FIRST EXPERIMENT
In Mendel’s first experiment, he performed
crosses to study seven different characteristics.
Each of the crosses was between the two traits of
each characteristic.
To study these different characteristics, he
performed a ______ (fertilization) between plants
that produce ______________ seeds and plants
that produce __________ seeds.
The offspring from this cross are known as the
___________________. See figure to the left.
Write the result of the F1 generation to the left
What do you think happened to the trait for
wrinkled seeds? Why did not appear in the F1
generation? Write your reasoning below:
_________________________________________
_________________________________________
_________________________________________
In each of his crosses, Mendel observed similar
results. One trait always appeared, and the other
traits seemed to disappear.
To organize his observations he labeled the trait
that appeared as the ______________ traits.
Based on the F1 generation, which of the
following two traits are dominant? ____________
The trait that seemed to disappear he called the
_______________ traits. Which of the following
two traits are recessive? _______________
What happened to the recessive trait?
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
Revision No.1
5
*** MENDELIAN GENETICS ***
*** NOTE MAKING AND REVIEW ***
G. MENDEL’S SECOND EXPERIMENT
Mendel allowed the F1 or first generation from
each of the seven crosses to self-pollinate.
*** PARENT GENERATION ***
WRINKLED SEEDS
ROUND SEEDS
Mendel allowed the F1 or _______________
offspring of the dominant trait for seed shape
(which is round) to self-pollinate.
The offspring from this self-pollinating cross is
called the ______________________. In this
generation the trait for _________________
showed up again. See figure on the right!
No matter which characteristic Mendel
investigated, when the F1 generation was allowed
to self-pollinate, the recessive trait reappeared.
*** F1 GENERATION ***
*** F2 GENERATION ***
List some traits in your family that have appeared
or disappeared from different generations:
1. _________________________________
2. _________________________________
3. _________________________________
H. A FIRST TIME FOR EVERYTHING
For the first time recorded, Mendel did something
that no one else had done before:
He decided to __________________________
with each trait that turned up in the
______________________. He hoped that this
might help him explain his result. The results can
be seen to the right?
Mendel decided to calculate the ______ of
________________ traits to _____________ traits
for each characteristic.
In the space to the right write the ratio for each
characteristic in the F2 generation?
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
__________ : __________
Revision No.1
6
*** MENDELIAN GENETICS ***
I. PUTTING IT ALL TOGETHER
Mendel realized that his results could be
explained only if each plant had _______ sets of
instructions for each characteristic. Even though,
at the time, Mendel did not know about DNA, he
realized that a set of instructions are passed down
from the parents to the offspring. In fact, each
parent donates a ______________________ to
the offspring.
These sets of instructions are called genes.
*** NOTE MAKING AND REVIEW ***
Review: Why is it important to mate an
individual after the F1 generation?
Genes:
_________________________________________
_________________________________________
Alleles:
_________________________________________
_________________________________________
Describe the following terms:
Genes Alleles -
Describe the importance of a Punnett
Square?
Punnett Squares use two sets of alleles.
Where do these sets come from? Why type
of cell transmit these allelles?
Unit: MENDEIAN GENETICS
To
mathematically
understand
Mendel’s
conclusions it is important to use a tool called a
__________________.
Punnett Square:
_________________________________________
_________________________________________
_________________________________________
Punnett Squares use two different types of alleles.
One set comes from each parent’s ______ cells.
The father contributes ______ while the mother
contributes an ______. To represent the allele
from each parent, _________ are assigned. These
letters represent the genotype of which ______
you are looking for as a result of the Punnett
square.
Mr. Taylor, 2013
Revision No.1
7
*** MENDELIAN GENETICS ***
Genotype:
_________________________________________
_________________________________________
*** NOTE MAKING AND REVIEW ***
J. How to write a Genotype:
All traits are shown with _____ letters. One set
from each parent’s sex cells _________ or ______.
Letters are used to represent different forms of
genes called _________.
Example of alleles
Some alleles are ________________ and are
shown with _________________ [BB].
Some alleles are _______________ and are shown
with _______________________ [bb].
When writing a genotype always put the
______________________ or capital letter first.
Example:
1. B = is a ______________ allele (form of gene)
for brown eyes
2. b = is any other eye color which is a
______________ allele (form of gene)
Put answers here:
Answer the following questions:
If an individual has the genotype of BB or Bb they will have what color eyes?
If an individual has the genotype of bb, they will have what color eyes?
The prefix hetero means ____________.
Therefore, alleles written by [1] capital letter and
[1] lower case letter is called ________________.
Example: Bb, Aa, Ss, Tt, etc… [ ______________]
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
Define the following terms?
Genotype:
Allele:
Revision No.1
8
*** MENDELIAN GENETICS ***
*** NOTE MAKING AND REVIEW ***
The prefix homo means _________. Alleles
represented by [2] capital letters or [2] lower
case letters are called ______________________.
Example: BB, bb, AA, aa, SS, ss, etc... [__________]
PRACTICE
For each GENOTYPE below, indicate whether the following
alleles are heterozygous (He) or Homozygous (Ho).
Using the chart above write which of the following
are hybrids? ______________________________
Using the chart above write which of the following
are purebreds? ___________________________
K. PHENOTYPES
A phenotype is ____________________________
_________________________________________
An organism’s phenotype is all of its observable
characteristics—which are influenced both by its
_______________ and by the ________________.
Remember: A change in the environment can
change an organism’s phenotype but not the
genotype. Flamingos turn pink because of the
food they eat and not by their genotype.
Genotypes (e.g. BB, Bb, bb) determine the visible
trait or phenotype (e.g. Brown, Brown, blue)
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
Revision No.1
9
*** PUNNETT SQUARES ***
L. PUNNETT SQUARES
One way to visualize how genes combine is
through the use of ________________. By using
Punnett squares you can work out the
_____________________ that children of the
parents will have specific phenotypes and
genotypes.
Remember that ____________ alleles are
symbolized
with
capital
letters,
and
______________ alleles are symbolized with
lowercase letters.
Monohybrid cross: _________________________
_________________________________________
_________________________________________
*** NOTE MAKING AND REVIEW ***
Describe what a Punnett Square is used for?
Are recessive alleles assigned lowercased or
uppercase letters? Why?
EXAMPLE:
Let’s say we cross a mother with a phenotype of
blue eyes (genotype bb) with a father who has
the phenotype brown eyes (Bb). Brown eyes are
Dominant to blue eyes. What is the chance that
any of the offspring will have blue eyes?
Step #1:
Define monohybrid cross?
Draw a 4x4 box to setup your monohybrid cross.
Step #2:
_______________________________
_______________________________
Step #3:
_______________________________
_______________________________
Step #4:
_______________________________
_______________________________
What % of the parent’s offspring will have blue eyes (bb)?
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
%
Revision No.1
10
*** PUNNETT SQUARES ***
*** NOTE MAKING AND REVIEW ***
Interesting fact:
Good ideas are often overlooked or
misunderstood when they first appear. This
was the fate of Gregor Mendel’s ideas. In
1865, he published his findings for the
scientific community. Unfortunately, his
work didn’t get much attention. It wasn’t
until after his death, more than 30 years
later, that Mendel finally got the
recognition he deserved. Once Mendel’s
ideas were rediscovered and understood,
the door was opened to modern genetics.
Practicing and Applying Concepts
Predict the offspring from a cross between two
hybrid tall pea plants. (T- tall, t-short)
1. What is the genotype for a hybrid tall plant?
_________
2. Use the Punnett Square below to determine
the genotypes for the offspring.
3. What is the probability that the plant would be
tall? __________
4. What is the probability that the plant would be
short? ___________
5. If you planted 100 seeds from this cross, how
many would you expect to be tall? _________
Practicing and Applying Concepts
The Punnett square at the left shows the possible
combinations of alleles for fur color in rabbits.
Black fur, B, is dominant over white fur, b.
Given the combinations shown, what are the
genotypes of the parents?
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
Revision No.1
11
*** PUNNETT SQUARES ***
Use the chart above to answer the following questions based on the given genotypes of different alleles.
1.
Offspring’s alleles: What is the cat’s phenotype if the genotype is [HH, Tt, nn]?
______________________________________________________________
2.
Write the genotype of a short haired, stripeless cat with no color in its tail?
______________________________________________________________
3.
If a heterozygote male cat mated with a homozygote long hair cat, what is the
probability that their offspring will be short hair? Use the Punnett square below!
_____________________________________
4.
Is it possible for an offspring to have long hair
if both it’s parents had short hair? Explain?
______________________________________
______________________________________
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
Revision No.1
12
UNIT NOTE
PACKET
TEACHER’S
GUIDE
AND
ANSWER
KEY
*** MENDELIAN GENETICS ***
Name: Mr. Taylor
Date: 1/27/2013
UNIT: Genetics
LESSON STANDARDS
NYS INTERMEDIATE LEVEL SCIENCE
STANDARDS
1.2i:
The male
and female reproductive systems
are responsible for producing sex cells
necessary for the production of offspring.
2.2a
In all organisms, genetic traits are passed on
from generation to generation.
2.2b
Some genes are dominant and some are
recessive. Some traits are inherited by
mechanisms other than dominance and
recessiveness.
2.2c
The probability of traits being expressed can
be determined using models of genetic
inheritance. Some models of prediction are
pedigree charts and Punnett squares.
3.1c
Human activities such as selective breeding
and advances in genetic engineering may
affect the variations of species
4.2a
1.2a
Each system is composed of organs and
tissue which perform specific functions and
interact with each other, e.g. digestion, gas
exchange, excretion, circulation, locomotion,
control, coordination, reproduction, and
protection from disease
1.2b
Tissues, organs, and organ systems help to
provide all cells with nutrients, oxygen, and
waste removal
The male sex cell is the sperm. The female
sex cell is the egg. The fertilization of an egg
by a sperm results in a fertilized egg.
COMMON CORE [6 – 12]
NYS HIGH SCHOOL BIOLOGY
2.1a
Genes are inherited, but their expression can be
modified by interactions with the environment.
2.2a
For thousands of years new varieties of
cultivated plants and domestic animals have
resulted from selective breeding for particular
traits.
WHST.6-8.8
Gather relevant information from
multiple print and digital sources, using
search terms effectively; asses the
credibility and accuracy of each source;
and quote or paraphrase the data and
conclusions of others while avoiding
plagiarism and following a standard
format for citation.
BLOOM’S TAXONOMY INTEGRATION: [This Lesson is parallel to the following cognition domain]
KNOWLEDGE
Mr. Taylor, 2013
COMPREHENSON ANLAYSIS
ASSESSMENT
Mendelian Genetics
SYNTHESIS
EVALUATION
Revision No.1
COMMON CORE STANDARDS
WHST.6-8.9
Draw evidence from informational texts to support analysis, reflection, and research
RST.6-8.6
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text
RST.6-8.8
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text
RST.6-8.9
Compare and contrast the information gained from experiments, simulations, video & multimedia
sources with that gained from reading a text on the same text















Why is Gregor Mendel is considered the “Father of Modern Genetics”?
Explain how Gregor Mendel unravels the mystery of inheritance?
Explain the different types of characteristics in pea plants that Mendel used to study?
Describe and discuss Mendel’s experiment that lead to the discovery of genetics?
Describe how pea plants are good source to test heredity?
Explain how pollination leads to fertilization in plants?
Define True breeding and self-pollination?
Define the term genes and alleles?
Describe and use Punnett Squares?
Explain how to write a genotype and recognize an organism’s phenotype?
Understand the different between a dominant and recessive trait?
Practice using genotypes to indicate if they are heterozygous or homozygous
Describe the difference between hybrids and purebreds?
Use a Punnett square to figure out a monohybrid cross?
Practice and apply probability concepts of Mendelian genetics through analysis of Punnett squares?
DEEP UNDERSTANDING
Students will be able to ….







Discuss why don’t all humans look exactly alike?
Explain why how Gregor Mendel contributed to the discovery of modern day genetics
Compare the differences between self-pollination vs. cross pollination, genotype vs. phenotype, and dominant
vs. recessive
Describe how to use a Punnett square to figure out the probability of specific traits in the offspring of two parent
crosses.
Draw a Punnett square and calculate the probability of offspring characteristics
Discuss what determines whether a human baby will be a boy or a girl?
Explain how genes and alleles are related to genotypes and phenotypes
Mr. Taylor, 2013
Mendelian Genetics
Revision No.1
MATERIALS
Teacher will need:
-
SMARTboard, SMARTcart, or projector for guided notes, laser clicker
PowerPoint file (Mendelian Genetics PowerPoint if available)
Mendelian Genetics Life Note Packet (1-16)
Students will need:
-
A pen, pencil, guided note packets, science binders, foldables, worksheets
WARM-UP EXPLORATORY ACTIVITY
ENGAGE, BACKGROUND KNOWLEDGE, BUILD COMMUNITY, ENTICE EFFORT
Day 1: Pre-assessment and Note Packet Format Discussion:
1. Handout student note packets. Students will be introduced to a 14 question formative pre-assessment quiz
(located on the back of the cover within their note packets) Note: for the pre-assessment, only fill out the
top two columns. The last two columns are for the post-assessment which will be given following the
completion of this note packet.
a. The Class percentage of pre-assessment is designed to access the student’s prior background
knowledge so that the teacher can get a good idea of how to approach the students within the
content of the guided notes.
2. Following the pre-assessment, ask students to raise their hands if they either agreed or disagreed with each
question. Put the entire class percentage in the space provided for each questions. It is best to fill out either
“agree” or “disagree” for time consolidation purposes. After doing so, subtract from the total percentage of
the class and fill in the other category. (Example: 1 _____, 2______.... 1, 90% 2, 70%)
Note Packet Initiation
3. After the pre-assessment is complete go over the note packet and explain how each section is designed. On
page #2 is the Unit vocabulary sheet. Design any system you want. However, this can be used as homework.
As you go over the note packet and they encounter a vocabulary word, have them come back to this page
and fill it out. Also, the “9” facts about Gregor Mendel is there for a review assignment. After you have
finished teaching about Mendel, have the students come back to this page for a quick 9 fact summary. Make
sure you explain to the students that their own facts are to be short and easy for them to remember.
4. Take some time to explain the “SCIENCE NOTE LOG” section of the note packet. Tell the students that this is
their space to take notes, make drawings. They can always come back to this space when they feel that
there is extra information that will help them reinforce learned material. I correlate this guided note packet
with a PowerPoint. My PowerPoints have movies embedded within them. Every time I play a movie, I ask
the students go to their Personal Journal notes and take notes on the movies. Make sure the students write
the date when they write their notes. It will help them organize their thoughts. Again, be creative with the
use of this page.
5. These notes can be used in many ways. Even though I primarily use them in correlation with an engaging
PowerPoint, you can also copy these note as transparencies or hand them out as reading “fill-in-the-blank”
assignments.
How to use each page:
1. Each page of the notes is divided into two sections. One section is a note section and the other is a Note
Making and Review section. As you go over the notes with your students, stop at the end of each page and
have the students work in small collaborative groups to answer the previously learned material. This will act
as reinforcement and will help you clear up and misunderstandings. Go over at the end.
Mr. Taylor, 2013
Mendelian Genetics
Revision No.1
DISCOVERY ACTIVITY
GUIDED PRACTICE, APPLICATION, ACTIVE LEARNING, GROUPING, NEGOTIATE MEANING,
GRAPHIC ORGANIZER, NOTE MAKING
Note packet Options and Ideas for embedded activities:
Page #2
1. In the note making section of the notes on page #2, make sure you take
some time to demonstrate and review the male and female structures of
the a plant before you discuss Pollination and fertilization.
Page #4
2. On the bottom of page #4, make sure you extend the lesson by adding a
demonstration, or another possible diagram explaining how crosspollination works.
Page #5
3. On the top right of page #5, have students write the result of the F1
generation. Go over after with the student and discuss why they chose the
answer that they did. Also, have students write down what they think
happened to the wrinkled seeds in the space provided.
Page #6
4. On the bottom right section of the notes, have students use the chart in the
note making section to fill out the ratio of the characteristics. Depending on
the level of your students, if you need to, review ratios with your students
before you give them this task.
Page #8
5. On the bottom of page 8, have the students fill in the two boxes below the
picture of the eye. This will introduce them to organizing alleles based on
dominance and recessive characteristics.
Page #9
6. On the top right of page #9, have students fill in the chart. All they have to
do is write “He” for heterozygous or “Ho” for homozygous. This section can
also be used on a Smart board as well.
Page #10
7. On page #11, students will perform two activities. Again, you can use the
Smart board for both of them as well. Students will predict the offspring
using a Punnett square. Then they will investigate the parents based on the
progeny o the lower right side of the notes. This is an introduction model.
Page #10
8. On page #12 (last page of notes) have students work on this individually and
go over as a class. Once the note packet is complete make sure you include
some extra practice with Punnett squares through various mediums. Also,
go back and have the students take the embedded post-assessment
Mr. Taylor, 2013
Mendelian Genetics
Revision No.1
CLOSURE ACTIVITY
GUIDED PRACTICE, APPLICATION, ACTIVE LEARNING, GROUPING, NEGOTIATE MEANING,
GRAPHIC ORGANIZER, NOTE MAKING
1. Each day, students will end by working on their vocabulary list, studying from the left side of their notes, or
working on or finishing any activities that was introduced during the instruction period
2. Extension: Sticky notes on the Whiteboard can be used to summarize what was taught for that day
3. Emphasis on a reflection should be promoted in some way so that not only the students are being assessed, but
the teacher as well.
LESSON PLAN MODIFICATIONS:
Assessment / Graphic Organizer / Rubric
Process
Product
What teacher does:
What students do:
Reflection on lesson
*** MENDELIAN GENETICS ***
A. THE FATHER OF MODERN GENETICS
*** NOTE MAKING AND REVIEW ***
Growing up on a farm, what did Mendel
have a lot of practice cultivating?
Review: Define the term inheritance?
____________________________________
____________________________________
____________________________________
Gregor Johann Mendel (July 20, 1822January 6, 1884) was an Austrian
monk whose studies of the inheritance
of traits in pea plants helped to lay the
foundation for the later development
of the field of genetics.
Gregor Mendel was born in 1822 in Austria.
Growing up on his family’s farm he had a lot of
practice cultivating ____________ and _________
__________. As a young man he attended
Institute in Olomouc. After completing his studies
he began work in a __________________. There
he changed his name from Johann to
_____________. In 1847, he was ordained as a
___________. Mendel was inspired by both his
professors and his colleagues at the monastery
that he started his own work. He tried to unravel
the mystery of ________________________. He
also studied the ways ______________________
________________________________________.
Between 1856 and 1863 Mendel cultivated and
__________ some _____________ pea plants.
B. Mendel’s Research – Unraveling the Mystery
Mendel’s attraction to research was based on his
love of nature. He was not only interested in
plants, but also in _______________ and the
theory of _______________. Mendel always
wanted to find out how plants obtained
_______________ characteristics. Mendel knew
that sometimes the ________________________
seemed simple and sometimes they did not.
For example, sometimes a trait that appeared in
first generation did not show up in any of the
offspring in the second generation. Interestingly,
in the third generation, the trait showed up again.
Mendel also noticed similar patterns in people and
many other living things. How can this be?
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
Revision No.1
1
*** MENDELIAN GENETICS ***
C. Mendel’s Pea Plants
To simplify his investigation, Mendel decided to
study only one kind of organism. He had already
done studies using the ____________________,
so he chose this as his subject.
*** NOTE MAKING AND REVIEW ***
Why did Mendel choose to use pea plants
for his experiments?
Why did Gregor Mendel use pea plants? Garden
peas were a good choice for several reasons:
1. ___________________________________
2. ___________________________________
3. ___________________________________
Self-pollinating plant:
Self-pollinating plants contains both _________
and ____________ reproductive structures.
Pollen from one flower or plant can
_____________________ of the same flower or
eggs of another flower _____________________.
Pollination:
_________________________________________
_________________________________________
Fertilization:
_________________________________________
_________________________________________
_________________________________________
___
Why are pea plants a good subject to be
tested concerning inheritance?
Explain how self-pollinating plants
reproduce?
What is the difference between pollination
and fertilization in plants?
Unit: MENDELIAN GENETICS
Mr. Taylor, 2013
Revision No.1
2
*** MENDELIAN GENETICS ***
D. MENDEL’S GAMEPLAN
After deciding to use pea plants as his subject, he
chose to study only _________________________
at a time. That way, it is easier to identify which
_____________ should be included or eliminated.
These characteristics included:
1. ___________________
2. ___________________
3. ___________________
*** NOTE MAKING AND REVIEW ***
Why is it important that Gregor Mendel
chose only one characteristic at a time
when studying pea plants?
Mendel chose plants that had ____ forms for each
of the characteristics he studied.
Mendel’s plant characteristics that he studied:
Result =
Plantor
HEIGHT
Name at least 3 different traits that Gregor
Mendel studied in pea plants?
Plant SHAPE
Why did Mendel choose two characteristics
for each traits?
Result =
or
Plant COLOR
Why are pea plants a good specimen to
study inheritance?
Result =
or
The two forms for each characteristic above are
called __________.
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
Revision No.1
3
*** MENDELIAN GENETICS ***
E. True-Breeding Plants & Cross-pollination
Mendel was very careful to use plants that were
_______________________ for each of the
_________ he was studying.
True breeding (pure-bred) in plants:
_________________________________________
_________________________________________
_________________________________________
*** NOTE MAKING AND REVIEW ***
Describe what Mendel meant by crosspollination?
Describe what a pure-bred trait is and give
one example?
Example: A tall true-breeding or pure-bred plant
will always produce offspring that are _________.
Mendel decided to find out what would happen if
he __________ or __________ two plants that
had different forms of a single trait. To do this, he
used a method known as ____________________.
Cross-pollination in plants:
1. ______________________________________
2. ______________________________________
______________________________________
This way, Mendel could have control of his
experiments by selecting which pollen would
fertilize which plant.
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
Revision No.1
4
*** MENDELIAN GENETICS ***
*** NOTE MAKING AND REVIEW ***
*** PARENT GENERATION ***
WRINKLED SEEDS
ROUND SEEDS
Wrinkled seeds
*** F1 GENERATION ***
F. MENDEL’S FIRST EXPERIMENT
In Mendel’s first experiment, he performed
crosses to study seven different characteristics.
Each of the crosses was between the two traits of
each characteristic.
To study these different characteristics, he
performed a ______ (fertilization) between plants
that produce ______________ seeds and plants
that produce __________ seeds.
The offspring from this cross are known as the
___________________. See figure to the left.
Write the result of the F1 generation to the left
What do you think happened to the trait for
wrinkled seeds? Why did not appear in the F1
generation? Write your reasoning below:
_________________________________________
_________________________________________
_________________________________________
In each of his crosses, Mendel observed similar
results. One trait always appeared, and the other
traits seemed to disappear.
To organize his observations he labeled the trait
that appeared as the ______________ traits.
Based on the F1 generation, which of the
following two traits are dominant? ____________
The trait that seemed to disappear he called the
_______________ traits. Which of the following
two traits are recessive? _______________
What happened to the recessive trait?
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
Revision No.1
5
*** MENDELIAN GENETICS ***
*** NOTE MAKING AND REVIEW ***
G. MENDEL’S SECOND EXPERIMENT
Mendel allowed the F1 or first generation from
each of the seven crosses to self-pollinate.
*** PARENT GENERATION ***
WRINKLED SEEDS
ROUND SEEDS
Mendel allowed the F1 or _______________
offspring of the dominant trait for seed shape
(which is round) to self-pollinate.
The offspring from this self-pollinating cross is
called the ______________________. In this
generation the trait for _________________
showed up again. See figure on the right!
No matter which characteristic Mendel
investigated, when the F1 generation was allowed
to self-pollinate, the recessive trait reappeared.
*** F1 GENERATION ***
*** F2 GENERATION ***
List some traits in your family that have appeared
or disappeared from different generations:
1. _________________________________
2. _________________________________
3. _________________________________
H. A FIRST TIME FOR EVERYTHING
For the first time recorded, Mendel did something
that no one else had done before:
He decided to __________________________
with each trait that turned up in the
______________________. He hoped that this
might help him explain his result. The results can
be seen to the right?
Mendel decided to calculate the ______ of
________________ traits to _____________ traits
for each characteristic.
In the space to the right write the ratio for each
characteristic in the F2 generation?
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
__________ : __________
Revision No.1
6
*** MENDELIAN GENETICS ***
II. PUTTING IT ALL TOGETHER
Mendel realized that his results could be
explained only if each plant had _______ sets of
instructions for each characteristic. Even though,
at the time, Mendel did not know about DNA, he
realized that a set of instructions are passed down
from the parents to the offspring. In fact, each
parent donates a ______________________ to
the offspring.
These sets of instructions are called genes.
*** NOTE MAKING AND REVIEW ***
Review: Why is it important to mate an
individual after the F1 generation?
Genes:
_________________________________________
_________________________________________
Alleles:
_________________________________________
_________________________________________
Describe the following terms:
Genes Alleles -
Describe the importance of a Punnett
Square?
Punnett Squares use two sets of alleles.
Where do these sets come from? Why type
of cell transmit these allelles?
Unit: MENDEIAN GENETICS
To
mathematically
understand
Mendel’s
conclusions it is important to use a tool called a
__________________.
Punnett Square:
_________________________________________
_________________________________________
_________________________________________
Punnett Squares use two different types of alleles.
One set comes from each parent’s ______ cells.
The father contributes ______ while the mother
contributes an ______. To represent the allele
from each parent, _________ are assigned. These
letters represent the genotype of which ______
you are looking for as a result of the Punnett
square.
Mr. Taylor, 2013
Revision No.1
7
*** MENDELIAN GENETICS ***
Genotype:
_________________________________________
_________________________________________
*** NOTE MAKING AND REVIEW ***
J. How to write a Genotype:
All traits are shown with _____ letters. One set
from each parent’s sex cells _________ or ______.
Letters are used to represent different forms of
genes called _________.
Example of alleles
Some alleles are ________________ and are
shown with _________________ [BB or B].
Some alleles are _______________ and are shown
with _______________________ [bb or b].
When writing a genotype always put the
______________________ or capital letter first.
Example:
3. B = is a ______________ allele (form of gene)
for brown eyes
4. b = is any other eye color which is a
______________ allele (form of gene)
Put answers here:
Answer the following questions:
If an individual has the genotype of BB or Bb they will have what color eyes?
If an individual has the genotype of bb, they will have what color eyes?
The prefix hetero means ____________.
Therefore, alleles written by [1] capital letter and
[1] lower case letter is called ________________.
Example: Bb, Aa, Ss, Tt, etc… [ ______________]
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
Define the following terms?
Genotype:
Allele:
Revision No.1
8
*** MENDELIAN GENETICS ***
*** NOTE MAKING AND REVIEW ***
The prefix homo means _________. Alleles
represented by [2] capital letters or [2] lower
case letters are called ______________________.
Example: BB, bb, AA, aa, SS, ss, etc... [__________]
PRACTICE
For each GENOTYPE below, indicate whether the following
alleles are heterozygous (He) or Homozygous (Ho).
Using the chart above write which of the following
are hybrids? ______________________________
Using the chart above write which of the following
are purebreds? ___________________________
K. PHENOTYPES
A phenotype is ____________________________
_________________________________________
An organism’s phenotype is all of its observable
characteristics—which are influenced both by its
_______________ and by the ________________.
Remember: A change in the environment can
change an organism’s phenotype but not the
genotype. Flamingos turn pink because of the
food they eat and not by their genotype.
Genotypes (e.g. BB, Bb, bb) determine the visible
trait or phenotype (e.g. Brown, Brown, blue)
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
Revision No.1
9
*** PUNNETT SQUARES ***
L. PUNNETT SQUARES
One way to visualize how genes combine is
through the use of ________________. By using
Punnett squares you can work out the
_____________________ that children of the
parents will have specific phenotypes and
genotypes.
Remember that ____________ alleles are
symbolized
with
capital
letters,
and
______________ alleles are symbolized with
lowercase letters.
Monohybrid cross: _________________________
_________________________________________
_________________________________________
*** NOTE MAKING AND REVIEW ***
Describe what a Punnett Square is used for?
Are recessive alleles assigned lowercased or
uppercase letters? Why?
EXAMPLE:
Let’s say we cross a mother with a phenotype of
blue eyes (genotype bb) with a father who has
the phenotype brown eyes (Bb). Brown eyes are
Dominant to blue eyes. What is the chance that
any of the offspring will have blue eyes?
Step #1:
Define monohybrid cross?
Draw a 4x4 box to setup your monohybrid cross.
Step #2:
_______________________________
_______________________________
Step #3:
_______________________________
_______________________________
Step #4:
_______________________________
_______________________________
What % of the parent’s offspring will have blue eyes (bb)?
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
%
Revision No.1
10
*** PUNNETT SQUARES ***
*** NOTE MAKING AND REVIEW ***
Interesting fact:
Good ideas are often overlooked or
misunderstood when they first appear. This
was the fate of Gregor Mendel’s ideas. In
1865, he published his findings for the
scientific community. Unfortunately, his
work didn’t get much attention. It wasn’t
until after his death, more than 30 years
later, that Mendel finally got the
recognition he deserved. Once Mendel’s
ideas were rediscovered and understood,
the door was opened to modern genetics.
Practicing and Applying Concepts
Predict the offspring from a cross between two
hybrid tall pea plants. (T- tall, t-short)
6. What is the genotype for a hybrid tall plant?
_________
7. Use the Punnett Square below to determine
the genotypes for the offspring.
8. What is the probability that the plant would be
tall? __________
9. What is the probability that the plant would be
short? ___________
10.If you planted 100 seeds from this cross, how
many would you expect to be tall? _________
Practicing and Applying Concepts
The Punnett square at the left shows the possible
combinations of alleles for fur color in rabbits.
Black fur, B, is dominant over white fur, b.
Given the combinations shown, what are the
genotypes of the parents?
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
Revision No.1
11
*** PUNNETT SQUARES ***
Use the chart above to answer the following questions based on the given genotypes of different alleles.
1.
Offspring’s alleles: What is the cat’s phenotype if the genotype is [HH, Tt, nn]?
______________________________________________________________
2.
Write the genotype of a short haired, stripeless cat with no color in its tail?
______________________________________________________________
3.
If a heterozygote male cat mated with a homozygote long hair cat, what is the
probability that their offspring will be short hair? Use the Punnett square below!
_____________________________________
4.
Is it possible for an offspring to have long hair
if both it’s parents had short hair? Explain?
______________________________________
______________________________________
Unit: MENDEIAN GENETICS
Mr. Taylor, 2013
Revision No.1
12
PLEASE FOLLOW ME
AND STAY UPDATE ON
ANY NEW PRODUCTS.
There is an available Interactive
PowerPoint that correlates to this
notepacket. Copy and paste the following
link into your webbrowser.
http://www.teacherspayteachers.com/Product/GregorMendel-and-Punnett-Squares-Interactive-PowerPoint-905059
“THANK YOU FOR Y OUR SUPPORT!”
Mr. TAYLOR