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Title of Lesson:
Mendelian Inheritance
Grade Level / Science Course: Biology – High School
Goals
- use student phenotypes to understand Mendelian inheritance
- make inheritance predictions of offspring and parents
- understand the concepts of dominant and recessive traits
- understand phenotype and genotype
- understand heterozygotes and homozygotes
- create Punnet squares
Alignment with NC Standard Course of Study Competency Goal & Objective:
Competency Goal 3: The learner will develop an understanding of the continuity of life
and the changes of organisms over time.
Objective 3.03:
Interpret and predict patterns of inheritance
- dominant and recessive traits
- Punnet squares
- Test Cross
Required Materials
Media
Equipment
(What and how much)
For the class:
- Worksheet
- Dry-erase board/markers
- PowerPoint
- Overhead projector
For each group:
-Inheritance Worksheet (appear after lesson plan)
Presentation Outline
Time
2-3 min.
Event
- Ask: What does heredity mean?
- Give a short intro to Gregor Mendel (Austrian
monk who bred pea plants and disproved the blending
theory of inheritance, showed the particulate theory of
inheritance)
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2-4 min.
I
2-5 min.
1-2 min.
1-2 min.
5-10 min.
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a
hi
1-2 min.
15-25 min
- Go over phenotype and genotype.
Phenotype is an organism’s “observable characteristics”
Is blood type a phenotype? What about bone density?
Genotype is the alleles that give rise to a phenotype.
Why are there two letters?
– Dominance – when one allele masks the expression of
another
- Capital B and Lower Case b
- If brown hair is dominant to blonde hair and my hair is
brown then what is my genotype?
– Define Homozygous and Heterozygous
– Law of Segregation – one copy of a gene from each parent
What % of DNA is from Mom? From Dad?
– Test Cross
A brown-haired parent and a blonde haired parent have
four children and 50% are blonde and 50% are brown
haired. Can we figure out their genotypes? What if all the c
children had brown hair? Demonstrate test crosses.
– Briefly describe the Law of Independent Assortment
r
w
- Distribute the worksheet and describe the characteristics
that they should be looking for then partition them into
groups of two before allowing them to work on the
worksheet.
a
- Walk around checking on students to make sure that they
are understanding the worksheet and staying on task
g
e
- Once they have completed the worksheet, have a different
group of students come up to the board and answer and
explain each question.
t
h
e
-Using the final worksheet question, explain that these
traits do not actually work on simple dominant/recessive
patterns and explain that a project due in a few
weeks will address the complexities of these traits.
Students leave when the bell rings
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Widows Peak – Dominant (W)
Straight Hair Line – Recessive (w)
Detached Earlobes – Dominant (E)
Attached Earlobes – Recessive (e)
Able to Roll Tongue– Dominant (R)
Unable to Roll Tongue- Recessive (r)
Brown Hair – Dominant (H)
Blonde Hair – Recessive (h)
Brown Eyes – Dominant (B)
Blue Eyes – Recessive (b)
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1) With your partner’s help determine your phenotype for each trait
2) Determine your genotype for each trait. Are you 100% sure of this?
3) How might you go about determining this?
4) Pretend that you and your partner get married and have 100 children. (Assume that you are a
heterozygote for any traits you are unsure of)
a. How many will have a widows peak?
b. Detached Earlobes?
c.
Brown Hair?
d. Brown Eyes?
e. Ability to roll Tongue?
5) Pretend that you and your partner are married and want to have a child. What is the chance that
your child will have a widows peak, blue eyes, and attached earlobes?
6) How would you explain someone with green on grey eyes? Someone with red hair?
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