Download Author - Princeton ISD

Campus: Princeton High School
Author(s): Jody Gerber and Rachella
Fannin
Date Created / Revised: August 1, 2014
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
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
Explain
Elaborate
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
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.
Elaborate – Cross word puzzle or vocabulary word cards
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 –
Topic: Probability and Punnett Squares
Explain
Explore
Explain – PPT and notes probability and Punnett Squares
Explore – Lab: Coin Toss
Materials
- Copy notes for each student
- 2 Coins/students (pennies)
Resources – page 313-315
http://www.youtube.com/
watch?v=Y1PCwxUDTl8
Notes
Vocabulary Words
 Probability
 Punnett Square
Day 4 –
Topic: Monohybrid Crosses
Engage
Explain
Explore
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
Explore – Monohybrid worksheet
Notes
Vocabulary Words
 Monohybrid
 Genotype
 Phenotype
 Probability
 Punnett Square
 Gamete
 Homozygous
 Heterozygous
Day 5 –
Topic: Monohybrid Crosses (cont.)
Evaluate
Explore
Evaluate – Quiz over monohybrid cross
Materials
- Copy Gizmo lab (Mouse Lab)
for each student
Explore – Gizmo: Mouse Genetic (Monohybrid)
Resources
Notes
- Schedule computer lab in
advance
- Have students study for a quiz
over monohybrid crosses
Vocabulary Words
 Monohybrid
 Genotype
 Phenotype
 Probability
 Punnett Square
 Gamete
 Homozygous
 Heterozygous
Day 6
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
Elaborate – Dihybrid worksheet
Notes
Vocabulary Words
 Dihybrid
 Genotype
 Phenotype
 Probability
 Punnett Square
 Gamete
 Homozygous
 Heterozygous
Day 7
Topic: Dihybrid Crosses (cont.)
Explore
Explore – Gizmo: Mouse genetics lab (dihybrid)
Materials
- Copy Gizmo lab for each
student
Resources - page 316-318
Notes
- Schedule computer lab in
advance
- Tell students to study for
dihybrid quiz
Vocabulary Words
 Dihybrid
 Genotype
 Phenotype
 Probability
 Punnett Square
 Gamete
 Homozygous
 Heterozygous
Day 8
Topic: Non-Mendelian Crosses: Sex-linked
Evaluate
Explain
Explore
Elaborate
Evaluate – Dihybrid quiz
Materials
- Copy quiz for each student
- Copy notes and worksheet for
each student
Explain – Use PPT and notes to explain sex-linked traits
Resources – pages 395
Explore – Quiz lab – Predicting Sex-linked crosses
Elaborate – Sex-linked worksheet
Notes
 Use hemophilia and color
blindness as examples
Vocabulary Words
 Sex-linked
 X chromosome
 Y chromosome
 Hemophilia
 Color-blindness
Day 9
Explain
Elaborate
Topic: Non-Mendelial Genetics: Incomplete Dominance
and and Codominance
Explain – Use PPT and notes to explain incomplete
dominance and codominance (compare and contrast)
Elaborate - incomplete dominance and codominance
Materials
 Copy notes and worksheet for
each student
Resources – pages 319, 394
Notes
worksheet

The worksheet is an excellent
worksheet for helping students
understand incomplete
codominance and
codominance
Vocabulary Words
 Incomplete Dominance
 Codominance
Day 10
Explain
Explore
Topic: Non-Mendelian Crosses: Polygenic and Multiple
Alleles
Explain – Use PPT and notes to explain polygenic and
multiple allele
Explore – Computer activity (blood typing)
o Nobelprize.org
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 11
Topic: Pedigree with computer activity
Explain
Explore
Explain – Use PPT and notes to explain pedigree
Materials
 Copy notes and computer
activity for each student
Explore – Computer Activity Pedigree
 Or have students complete a pedigree for their own
family.
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
Day 12
Topic: Genetic Disease
Materials
Explain
Explore
Explain or Explore – Explain interesting genetic disease or
have students research an assigned genetic disease and
create a poster.
Resources – pages 398
List of diseases to assign could be: albinism, cystic
fibrous, Tay-Sachs, Lesch-Nyhan, phenylketonuria, sicklecell anemia, Huntington, Neurofibromatosis, Hemophilia,
Down syndrome, Cri du chat, Duchenne muscular
dystrophy, Klinefelter syndrome, Turner syndrome, PraderWilli syndrome, achondroplasia, Marfan syndrome, breast
cancer,
Vocabulary Words
 Genetic Disorder/Disease
Day 13
Topic – Genetic Engineering
Explain
Explain
Materials
 Copy notes
 Copy paper plasmid lab if you
Notes



Selective Breeding
Recombinant DNA (paper plasmid lab if you want to)
DNA Fingerprinting
are going to do it
Resources – pages 403-409, 418439
Notes
Vocabulary Words
Day 14
Topic - DNA Fingerprinting
Materials
Explore
http://learn.genetics.utah.edu/content/labs/gel/
Resources – page 433
http://www.pbslearningmedia.org/asset/tdc02_int_createdna
fp2/
Notes
 Schedule computer lab
Vocabulary Words
Day 15
Evaluation Review
Topic: Review for 6-weeks exam
 Organism reproduction
 Meiosis
 Genetics
Materials
 Copy review for each student
Resources
Notes
Vocabulary Words
Day 15 –
Evaluation
Topic: Genetic Evaluation
Materials
 Copy test for each student
 Make the necessary
modifications (SPED/504)
Resources
Notes
 Contact CMC
Vocabulary Words
Accommodations
for Special
Populations
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.