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One Fly, Two Fly, Red Fly, Blue Fly
Resource ID#: 128756
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
Students apply the scientific process in an online lab inquiry of how traits are inherited with the fruit
fly Drosophila melanogaster. They also learn and apply the principles of Mendelian inheritance.
Students make hypotheses for monohybrid, dihybrid and sex-linked traits and test their hypotheses
by selecting fruit flies with different visible mutations, mating them, and analyzing the phenotypic
ratios of the offspring. Students record their observations into an online notebook and write an
online lab report.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection,
LCD Projector, Overhead Projector, Adobe Flash Player, Adobe Acrobat Reader, Computer Media
Player
Instructional Time: 2 Hour(s)
Keywords: punnett square, scientific process, nature of science, fruit flies
Instructional Component Type(s): Lesson Plan
Resource Collection: FCR-STEMLearn Diversity and Ecology
LESSON CONTENT
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Lesson Plan Template:
General Lesson Plan
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Learning Objectives: What should students know and be able to do as a result of this
lesson?
Apply the principles of Mendelian inheritance using a virtual lab
Apply the scientific process:
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Inquiry
Formulate hypotheses
Experimental design
Analyze and interpret data
State conclusion
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should understand the basic terminology and principles of Mendelian genetics:
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Chromosome
DNA
Gene
Allele
Dominant allele
Recessive alleles
Genotype
Traits
Phenotype
Biological parent
Genetics
Heredity
Pedigree formation of gametes by meiosis
The laws of segregation and independent assortment
Predicting the results of monohybrid crosses by constructing a Punnett square
How genetic mutations can produce changes in phenotype
Students should also understand the scientific process.
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Guiding Questions: What are the guiding questions for this lesson?
How can studying fruit flies help us understand why family members can look similar/different to parents and
different to parents?
Possible answer: fruit flies mate sexually and blend their genes to produce offspring
How can experimental design help in studying fruit flies to explain why family memebers look similar or
different?
Possible answer: an experiment can be set up to make fruit flies reproduce and study the offspring
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Teaching Phase: How will the teacher present the concept or skill to students?
Hook:
The teacher says "We are going to begin learning how the process of science can help us understand why
members of the same biological family can look so similar or so different."
Review meaning of "biological parent." Ask students: What is the meaning of biological parent? Biological
sibling?
Answer the following questions using your biological parents, grandparents, brothers, sisters. Explain that this
is a participation grade only and will not be shared with anyone.
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Do you have freckles? Do any other family members have freckles?
Do you have dimples? Do other family members have dimples?
What color is your hair? What is the color of your mother's hair? Grandparents' hair? Sister's hair?
Brother's hair?
Watch: Bozeman Science - Genotypes and Phenotypes (12:56 minutes)
Reinforce: We are going to begin learning how the process of science can help us understand why members of
the same biological family can look so similar or so different.
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Guided Practice: What activities or exercises will the students complete with teacher
guidance?
Experimental design review video: Study.com - Experimental Design in Science: Definition and Method
The teacher will then check for understanding by assigning the the Experimental Design Worksheet from Saint
Francis Preparatory School in Fresh Meadows, New York.
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The teacher models questions 1-4. (15 min)
Students work in teams of 4 to answer questions 5-14. (20 min)
Review: The teacher asks Team One for the answer to question 5, Team Two for the answer to
question 6, and so on. A member of the team spins dial to see what member of the team will explain
their answer. The teacher asks if other teams agree. If not, then the other team explains why they have
a different answer.
As much as possible, allow students to teach each other. The teacher is facilitator.
Independent Practice: What activities or exercises will students complete to reinforce the
concepts and skills developed in the lesson?
Students conduct a virtual fruit fly lab - VCISE: Drosophila
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Have students enter as a GUEST and follow the directions.
As they work through the lab, have students use the Report tab located at the top of the screen to
record their observations.
Note: Students have the ability to click on the instruments within the lab.
Closure: How will the teacher assist students in organizing the knowledge gained in the
lesson?
The teacher will have the students write an exit ticket answering the following questions:
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Summative Assessment
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How were the scientific method and experimental design used in this virtual lab?
How did the genotype and phenotypes change between the F1 and F2 generations?
Online Virtual Lab Quiz
Exit Ticket
Formative Assessment
Class discussions: Why are you different than parents/siblings? What is your hypothesis?
Experimental Design worksheets: The teacher circulates, asking students question(s) and then giving feedback
to their answers.
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What do you observe?
What is your hypothesis?
Explain why this is your hypothesis.
What prior knowledge do you have that led you to develop your hypothesis?
Explain how you are testing your hypothesis.
Explain your experimental design.
Multiple Observations of students as they perform lab: data collection, data organization
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Explanation of how they arrived at their conclusion
Online lab questions
Cooperative learning: hypothesis(s)
Cooperative learning Practice problems; experimental design
Feedback to Students
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Class discussions: Why am I different then my parents and siblings? Hypothesis(s)?
Review Answers to questions on lab template
Review Answers on pre lab worksheet
Review Answers on experimental design worksheets
The teacher comments on the students' explanation of why and how they came to their hypothesis
The teacher comments on the students' experimental design
The teacher offers feedback on the students' data collection and organization of data
The teacher comments on their conclusion
The teacher comments on oral presentations
Peer feedback, working cooperatively (practice problems, hypotheses, experimental design)
Data collection, data organization, conclusions and oral presentation.
ACCOMMODATIONS & RECOMMENDATIONS
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Extensions:
Real world applications: Students choose a disease with possible hereditary links (cancer, MS, sickle cell
anemia, etc.) and report the status of researchers working to find a cure.
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Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector,
Overhead Projector, Adobe Flash Player, Adobe Acrobat Reader, Computer Media Player
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Special Materials Needed:
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Computers, tablets, smart phones, or iPads
Internet connection
FlashPlayer 8
Overhead projector and/or Smartboard
SOURCE AND ACCESS INFORMATION
Contributed by: BRAD LEAR
Name of Author/Source: BRAD LEAR
District/Organization of Contributor(s): Lee
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.912.L.16.2:
SC.912.N.1.2:
Description
Discuss observed inheritance patterns caused by various modes of
inheritance, including dominant, recessive, codominant, sex-linked,
polygenic, and multiple alleles.
Describe and explain what characterizes science and its methods.