Download Penny Genetics - Gulf Coast State College

Biology Partnership Grant
LESSON PLAN
TITLE: GENETICS (Penny Genetics)
LENGTH: 55 MINUTES OR 1 CLASS PERIOD
COURSE: 10TH GRADE BIOLOGY
COURSE LEVEL: REGULAR BIOLOGY OR BIOLOGY HONORS
GROUP MEMBERS: MELVIN FLORES, LARIE LAUDATO, GLENN SOLTES
(Teachers from Gadsden County School District)
MENTOR: LISA DAVIS
Motivation:
A. Motivational Video
The teacher will show a YouTube video on the Basics of Genetics. The video shows
some basic facts about genetics. Below is the link to this video.
http://www.youtube.com/watch?v=mx6maAOOfxQ
B. Cognitive KWL
After the short video clip, the students will complete the K & W sections of a KWL
chart about genetics. This will be used for diagnostic purposes only and as such, will
not be graded.
Know
C. Pre-Test
Want to Know
Learned
To test students’ background knowledge and to also serve as an evaluative tool for
future comparison, have the students’ answer the pretest questions below. These
questions will be the same set of questions that students will be required to answer in
the post test at the conclusion of the lesson. Give students 5 minutes to complete
answering the questions. Responders (clickers) are a good piece of technology to use
with this if available.
SC.912.L.16.1 - Use Mendel's laws of segregation and independent assortment to
analyze patterns of inheritance.
SC.912.L.16.2 - Discuss observed inheritance patterns caused by various modes of
inheritance, including dominant, recessive, codominant, sex-linked,
polygenic, and multiple alleles.
1. Hemophilia is a sex-linked, recessive trait. Which of the following
describes the probability of hemophilia in the offspring of a man who does
not have hemophilia and a woman whose father is hemophiliac?
A. Each of their sons will have hemophilia.
B. None of their daughters will have hemophilia.
C. Their sons have a 25% chance of having hemophilia.
D. There is a 50% chance that their daughters will have hemophilia.
2. Alleles for A and B blood cell antigens are codominant. The condition
where no antigens are present on the blood cells (type O blood) is a
recessive trait. Which set of parents would most likely produce a child with
type O blood?
A. one parent has type AB blood and the other has type A blood
B. one parent has type AB blood and the other has type O blood
C. one parent has a heterozygous type A blood and the other has type O
blood
D. one parent has a homozygous type A blood and the other has a
homozygous type B blood
3. One of the parents of a child has phenylketonuria (PKU), a condition
caused by recessive alleles. The other parent does not have the PKU
alleles. What is the chance that the couple will have a child with
phenylketonuria?
A. 0%
B. 50%
C. 75%
D. 100%
4. Hitchhiker's thumb (H) is dominant to no hitchhiker's thumb (h). A woman
who does not have hitchhiker's thumb marries a man who is heterozygous
for hitchhiker's thumb. What is the probable genotypic ratio of their
children?
A. 0% Hh: 100% hh
B. 50% Hh: 50% hh
C. 75% Hh: 25% hh
D. 100% Hh: 0% hh
5. This diagram shows a pedigree for a recessive genetic disorder.
What is the genotype of individual 6?
A. XHXH
B. XHXh
C. XHY
D. XhY
6. This diagram shows a diploid cell with two pairs of homologous
chromosomes.
Due to independent assortment, what is the possible genetic make-up of
the gametes produced by this organism?
A. SsTt
B. Ss, Tt
C. S, s, T, t
D. ST, St, sT, st
7. The table lists the trials for fruit color where the allele R exhibits
incomplete dominance over the allele R'.
Heterozygous fruit have orange phenotypes. What percent of offspring are
expected to have an orange phenotype if the parent plants are orange
(RR') and yellow (R'R')?
A. 25%
B. 50%
C. 75%
D. 100%
8. Mendel hypothesized that reproductive cells have only one factor for each
inherited trait. This hypothesis is supported by which observation?
A. Haploid cells are produced in mitosis.
B. Diploid cells are produced in mitosis.
C. Haploid cells are produced in meiosis.
D. Diploid cells are produced in meiosis.
9. A human baby boy inherits a recessive allele from his mother. In which
circumstance would he most likely show the trait coded for by the
recessive allele?
A. The baby inherits the dominant allele from his father.
B. The allele is on an autosomal chromosome and the baby is a twin.
C. The allele is on the X chromosome.
D. The allele is on the Y chromosome.
ANSWER KEY:
1. B
2. C
3. A
4. B
5. B
6. D 7. B 8. C 9. D
Needed Materials & Set-Up:
A. Materials
• 2 pennies per group; 10 pennies for the whole class consisting of five groups
• 1 set of colored pencils per group
• 1 laboratory worksheet per student
• graphing paper (2 pieces per group)
B. Set-Up:
The set-up for the science classroom is shown below. For this lesson, students will
primarily work at their desks. Student movement is limited to getting supplies and
placing their finished work on the side counter. To minimize movement, laboratory
activity packets will be distributed to the students (passing them down the rows).
Students may get up and get materials needed for the activity. All materials will be
spread on the right lab counter. After the students finished their work, they will place it
on the left lab counter.
SCIENCE LAB SET-UP
RESOURCE PERSON:
The teacher can invite a resource person from a reputable university or college to
make a presentation on Human Genetics. This presentation will include a short
discussion of important concepts and a related hands-on activity.
Outcomes:
Dimensions of K-12 Science Education Standards:
Scientific and Engineering Practices:
Developing and using models
Analyzing and interpreting data
Crosscutting Concepts:
Patterns
systems and system models
Disciplinary Core Ideas:
Heredity: Inheritance and variation of traits
Next Generation Sunshine State Standards:
SC.912.L.16.1 - Use Mendel's laws of segregation and independent assortment to
analyze patterns of inheritance.
SC.912.L.16.2 - Discuss observed inheritance patterns caused by various modes of
inheritance, including dominant, recessive, codominant, sex-linked,
polygenic, and multiple alleles.
Content Literacy Standards:
Presentation of Ideas
Vocabulary acquisition and Use
Knowledge of Language
Specific Learning Outcomes:
1. Using pennies, determine the phenotype and genotype of possible offspring from a
given set of inherited traits with 100% accuracy.
2. Using Punnett Squares, simulate the Law of Segregation and Law of Independent
Assortment accurately.
3. Using the data gathered in this lab, compare the actual ratios with the predicted
ratios of traits with 100% accuracy.
Presentation and Participation:
A. Behavior: Pre-Lab Discussion
In this part of the lesson, the teacher will discuss with the students the procedures for
doing the laboratory activity. The teacher will ask a volunteer to read the directions
indicated on the provided worksheet. It is highly recommended that the teacher remind
the students about the rubric thru which their work will be graded.(please refer to the
attached document)
The worksheet for the laboratory activity can be obtained from the link shown below.
http://www.nclark.net/pennygenetics.pdf
B. Behavior: Demonstration and Discussion
Before asking the students to do the lab, say “In this lab you will make predictions
using Punnett Squares. You will use pennies to simulate the crosses. Then compare
the Actual Ratios with the Predicted Ratios. The trait you are looking at is the gene
that codes for a short big toe in humans. T represents the dominant allele (short big
toe) and t is the recessive allele (long big toe). If you are finished with Part I of this
activity, determine the actual ratios by using pennies (chips) to represent the crosses.
You have two pennies. One side of the penny contains the big letter T and the other
contains the small letter t. This penny represents a parent that has the genotype Tt. A
second penny represents the other parent. One partner is going to play the role of a
female and 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 put the
two flipped coins together, you are simulating fertilization. In Part III of this laboratory
activity, you are to answer questions relevant to this activity. Make sure that you
answer each question in a complete sentence/s.
C. Application: Laboratory Activity
Now, tell the students to pass out the worksheets and they may begin working with the
activity.
Inform the class that they have 25 minutes to do the activity. The flipping of coins and
filling out the information on the chart will be done the first 10 minutes of the activity.
The next 15 minutes is for answering the analysis questions and for group
collaboration.
D. Other - Providing feedback, Questioning, Self-Assessment
• teacher checking on students’ progress during the Penny Genetics lab
and assisting when necessary - (Providing feedback)
• Monitor each group while they are doing the activity. Provide assistance to
those groups who need extra help in identifying the characteristics
resulting from the flipping of the two coins. Check as well if the students
are recording the Genotypes of the different characteristics properly.
Questions:
1. How do you expect the coin toss method to give a similar ratio as the Punnett
square of the cross between TT and Tt? Support your answer by drawing your
Punnett square. (Analysis)
2. When you toss the coin to see which side lands up, you are actually simulating
what part of the process of sexual reproduction? Why? Why not? (Synthesis)
3. When you put the two coins that are flipped together, you are simulating what
part of the process of sexual reproduction? Explain your answer.
(Comprehension)
4. How can independent assortment help explain genetic diversity in humans?
Justify your answer. (Application)
5. Suggest a way you could improve the models to better represent the process of
inheritance of traits. (Analysis)
Reflection:
To ensure understanding of the covered benchmark, a post-test will be given to
the students. The post test is the same questions as the pre-test. The results
will be recorded and the paper will be given back to the students during the next
meeting. (Please see the attached document for the Post test)
After completing the post test, the analysis of the questions and corresponding
answers will be discussed by the whole class to finally clarify possible areas of
confusion or those needing reinforcement.
Safety:
Prior to doing the lab, the teacher should remind the students to observe the General
Guidelines in doing a laboratory activity. Reiterate the importance of observing proper
decorum at the lab. In addition to the existing guidelines, the teacher should remind
the students the following:
1 Never eat, drink or smoke while working in the laboratory.
2 Read and follow the procedures carefully.
3 Do not use any equipment unless you are trained and approved as a user by
your teacher.
4 Wear safety glasses or face shields when working with hazardous materials
and/or equipment.
5 Keep the work area clear of all materials except those needed for your work.
6 Students are responsible for the proper disposal of used materials in appropriate
containers.
7 Clean your work area before leaving.
Transformative:
A. Visual Impairment (but is not blind) and ESOL students
• Large-print written materials will be provided to the visually impaired student/s.
• An ESOL student may use Microsoft Word on the computer to translate the written
instructions (provided to him in an electronic file).
B. On Level: Logical/Mathematical Learners (Reinforcing Effort)
Ask on-level students to make a table for the data they collected and present their
data to the other members of the group. The data table must be easy to understand
and must be presented in a logical manner. After presenting the data in a tabular form,
encourage them to make a bar graph of the survey of traits.
C. Less Proficient Readers: (Cognitive)
Instruct students to make an outline of the lesson using green headings for the main
topics and blue headings for the subtopics. As they read the lesson, they can add
details to their outline.
Utilize:
The activity may fail to demonstrate the concepts explored in the Pre-/Post-Test in a
way that the students can comprehend. If so, teacher may need to adjust the activity
until the concepts are more clearly represented.
Challenges:
If majority of the students are unable to obtain a grade of at least 80 % in the Post
Test, re-teaching must be conducted. A review of Mendel’s First and Second Laws of
Inheritance is necessary with emphasis on doing more monohybrid cross problems
using Punnett Squares.
Think-Pair-Share: Review the Law of Segregation and Independent Assortment and
explain it to their assigned partner.
Provide more exercise problems using Punnet Squares in solving monohybrid cross
problems.
(Please see the attached worksheet for the practice problems)
For those students who will not be able to answer Questions 4 and 5 on the
Formative Assessment correctly, the teacher should review the process of sexual
reproduction and cell division especially meiosis.