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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) 1 2-4 min. I 2-5 min. 1-2 min. 1-2 min. 5-10 min. o 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 2 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) 3 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? 4