Download Unit 8.2 Genetics and Heredity Lesson 2

Campus: Princeton High School
Author(s): Jody Gerber and Rachella
Fannin, Melinda Brooks
Date Created / Revised: August 1, 2014; November 23, 2015, December
14, 2016
Six Weeks Period: 4th
Grade Level & Course: Biology
Timeline: 17 days
Unit Title: Unit 8.2: Genetics and Heredity
Stated Objectives:
TEK # and SE
Lesson # 2
B (6) Science concepts. The student knows the mechanisms of genetics, including the role of
nucleic acids and the principles of Mendelian Genetics. The student is expected to:
(A) identify components of DNA, and describe how information for specifying the traits of
an organism is carried in the DNA;
(E) identify and illustrate changes in DNA and evaluate the significance of these changes;
(F) predict possible outcomes of various genetic combinations such as monohybrid
crosses, dihybrid crosses and non-Mendelian inheritance;
B (3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem
solving to make informed decisions within and outside the classroom. The student is expected to:
3F Research and describe the history of biology and contributions of scientists
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
Traits are passed from parent(s) to offspring in a predictable pattern.
Misconceptions




Some students use the terms gene and allele interchangeably.
Some students may think that Punnett Squares determine fixed ratios and that results
in the Punnett Squares as “people” rather than probabilities of offspring having a given
genotype.
The everyday meaning of the term dominance is strength and power in a contest with a
weaker opponent (recessive). As a result, these students may have some or all of
these common misconceptions:
o Dominant alleles are more likely to be inherited than recessive alleles.
o Dominant alleles are more likely to be adaptive than recessive alleles.
o Recessive alleles are deleterious.
o Mutations are recessive.
o Dominant alleles regulate the expression of recessive alleles.
o Dominant alleles are found at greater frequency than recessive alleles in
populations.
Students may think that every trait is represented by gene and that each gene has 2
and only 2 alleles.
Key Vocabulary
See vocabulary words for each day. Understanding vocabulary is imperative for students if they are
going to pass STAAR. Use these words repeatedly.
Suggested Day
5E Model
Instructional Procedures
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Materials, Resources, Notes,
and Vocabulary Words
Day 1
Wed Jan 11
Objective: Students will learn the basics of history and
genetic theories
Topic: Basic History of Genetics and Genetic Theory
Engage
Engage – Find a genetic video that would interest students
- www.trypearsontexas.com
- Untamed Science from Levine and Miller
Explain – Use PPT and notes to explain the history of
genetics
o Common thoughts of Mendel’s day
o Focus on Gregor Mendel
o Genetic Theory
 3 Modern Principles

Day 2
Thurs Jan 12
Explain
Elaborate
Closing: Students will give an example of the 3 modern
principles of genetics: Law of Dominance and
Recessive, Law of Independent Assortment, Law of
Segregation
Objective: Students will learn genetic vocabulary
Topic: Genetic Vocabulary Needed to Predict and Solve
Genetic Problems
Explain – Explain vocabulary words that students must
know to predict and solve genetic problems.
- Use plastic cups to explain vocabulary words and
determine if students comprehend basic vocabulary
Elaborate – Cross word puzzle or vocabulary word cards
Closing: Students will complete a cross word and a card
sort
Materials
- Copy notes for each student
- Set of video for students to
watch
Resources – pages 308-311. 317
http://www2.edc.org/weblabs/
mendel/mendel.html
Notes
Vocabulary Words
 Genetics
 Heredity
 Gregor Mendel
 Factors
 Genes
 Purebred
 Hybrid
 True-breeding
 P, F1, and F2
 Law of Dominance and
Recessive
 Law of Independent
Assortment
 Law of Segregation
Materials
- Copy notes for each student
- Please and plastic
cups/transparency (1 set for
each student)
Resources – See vocabulary
below.
Notes
 It is imperative that student
understand these vocabulary
words if they are going to
solve genetic problems.
Vocabulary Words
 Allele
 Genotype
 Phenotype
 Dominant
 Recessive
 Homozygous
 Heterozygous
Day 3 –
Fri Jan 13
Explain
Explore
Objective: Students will learn about and use Punnett
squares to predict the outcome of the offspring
Topic: Probability and Punnett Squares
Materials
- Copy notes for each student
- 2 Coins/students (pennies)
Explain – PPT and notes probability and Punnett Squares
Resources – page 313-315
http://www.youtube.com/
watch?v=Y1PCwxUDTl8
Explore – Lab: Coin Toss
Closing: Students discuss probability and where their traits
came from
Notes
Vocabulary Words
 Probability
 Punnett Square
Day 4 –
Tues Jan 17
Engage
Explain
Explore
Objective: Students will learn basic vocabulary and
complete a monohybrid cross
Topic: Monohybrid Crosses
Engage – PTC, Thiourea, and Sodium Benzoate taste
paper
- Based on class results have students try and predict
which is dominant and recessive
Explain – Use PPT and notes to explain how to solve
monohybrid crosses
Materials
- Get PTC, Thiourea, and
Sodium Benzoate taste paper
(1/student)
- Copy notes and worksheet for
each student
Resources – pages 316
http://biology.clc.uc.edu/courses
/bio105/geneprob.htm
Notes
Explore – Monohybrid worksheet
Closing: Students will complete a WS over monohybrid
crosses.
Day 5 –
Wed Jan 18
Evaluate
Explore
Vocabulary Words
 Monohybrid
 Genotype
 Phenotype
 Probability
 Punnett Square
 Gamete
 Homozygous
 Heterozygous
Objective: Students will apply their knowledge of
monohybrid crosses to complete an activity
Topic: Monohybrid Crosses (cont.)
Materials
- Copy Gizmo lab (Mouse Lab)
for each student
Evaluate – Quiz over monohybrid cross
Resources
Explore – monohybrid activity
Notes
- Schedule computer lab in
advance
- Have students study for a quiz
over monohybrid crosses
Closing: Students will be able to complete a monohybrid
cross
Vocabulary Words
 Monohybrid
 Genotype
 Phenotype
 Probability
 Punnett Square
 Gamete
 Homozygous
 Heterozygous
Day 6
Thurs Jan 19
Objective: Students will learn about dihybrid crosses
Topic: Dihybrid Crosses
Explain
Elaborate
Explain – Use PPT and notes to explain dihybrid crosses
- Teach FOIL method and/or double monohybrid crosses
Materials
- Copy notes and worksheet for
each student
Resources - page 316-318
Day 7
Fri Jan 20
Elaborate – Dihybrid worksheet
Notes
Closing: Students will complete a dihybrid cross
Vocabulary Words
 Dihybrid
 Genotype
 Phenotype
 Probability
 Punnett Square
 Gamete
 Homozygous
 Heterozygous
Objective: Students will complete an activity over dihybrid
crosses
Topic: Dihybrid Crosses (cont.)
Materials
- Copy Gizmo lab for each
student
Explore – Bikini Bottom Dihybrid crosses
Resources - page 316-318
Closing: Students will set up and complete a dihybrid cross
Notes
- Schedule computer lab in
advance
- Tell students to study for
dihybrid quiz
Explore
Vocabulary Words
 Dihybrid
 Genotype
 Phenotype
 Probability
 Punnett Square
 Gamete
 Homozygous
 Heterozygous
Day 8
Mon Jan 23
Evaluate
Explain
Explore
Elaborate
Objective: Students will learn there are exceptions to
genetics, so students will learn about non-Mendelian
genetics
Materials
Copy notes and worksheet for
each student
Resources – pages 395
Topic: Non-Mendelian Crosses: : Incomplete
Dominance and Codominance
Explain – Use PPT and notes to explain incomplete
dominance and codominance (compare and contrast)
Explore- Incomplete and Co-Dominance
Elaborate - incomplete dominance and codominance
worksheet
Day 9
Tues Jan 24
Topic: Non-Mendelian Crosses: Polygenic and Multiple
Alleles, Sex-linked
Explain
Elaborate
Explain – Use PPT and notes to explain sex-linked traits
Elaborate – Sex-linked worksheet
Notes
Vocabulary Words
 Sex-linked
 X chromosome
 Y chromosome
 Hemophilia
 Color-blindness
Materials
 Copy notes and worksheet for
each student

 Use hemophilia and color
blindness as examples
Resources – pages 319, 394
Closing: Students will complete a WS over sex-linked traits
Explain – Use PPT and notes to explain polygenic and
multiple allele
Explore – Computer activity (blood typing)
o Nobelprize.org
Notes
 The worksheet is an excellent
worksheet for helping students
understand incomplete
codominance and
codominance
Vocabulary Words
 Incomplete Dominance
 Codominance
Day 10
Wed Jan 25
Explain
Explore
Objective: Students will use a manipulative to understand
the rules of genetics
Topic: Genetic Traits
Materials:
Mr Potato Head
Explore: Mr Potato Head activity
Closing: Students will use determine traits passed on from
mom and dad and create a “Mr potato head” child
Day 11
Thurs Jan 26
Objective: Students will learn the terminology of a pedigree
Topic: Pedigree with computer activity
Explain
Explore
Explain – Use PPT and notes to explain pedigree
Explore – Computer Activity Pedigree
 Or have students complete a pedigree for their own
family.
 Gummy Bear Pedigree
Closing: Students will create a gummy bear pedigree from
a set of guidelines
Materials
 Copy notes and computer
activity for each student
 Gummy bear
Resources – pages 175 - 176
http://www.zerobio.com/drag_gr11/
pedigree/pedigree_overview.htm
Notes
 Schedule computer lab in
advance if you want to do this
activity
Vocabulary Words
 Pedigree
Materials
 Copy notes and worksheet for
each student
Resources – pages 319, 486
Notes
 If you want to do the computer
activity you will need to
schedule the computer lab
Vocabulary Words
 Polygenic
Multiple Alleles
Day 12
Fri Jan 27
Objective: Students will explore DNA fingerprinting.
Topic: - DNA Fingerprinting
Explain
Explore
http://learn.genetics.utah.edu/content/labs/gel/
Materials
Resources – page 433
http://www.pbslearningmedia.org/asset/tdc02_int_createdna
fp2/
Notes
 Schedule computer lab

Vocabulary Words
Assessment: Genetics Review
Closing: the students will complete the computer
generation.
Day 13
Mon January 30
Accommodations
for Special
Populations
Assessment: Genetics Test
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.