Mendelian Genetics and Heredity Unit Plan

Asia Ledbetter Mendelian Genetics and Heredity Unit Plan 9th grade Life Science, Junior High

Subject Area Description: I will be covering Mendelian Genetics and Heredity. This unit will be taught to students with no genetics background. The suburban school is primarily composed of white upper middle class students. Within the group of students I am teaching, there is one student on an IEP, and none of the students are ELL. Though the year-long course is titled “Life Science”, only one semester is dedicated to biological sciences; the first semester is physical science only. Prior to this unit, students have learned all about the cell: meiosis, mitosis, and DNA (including replication). After completing this unit, students will be able to explain the basis of heredity and they will be able to explain the value of studying a family’s genetic history. They will be conducting an inquiry project where they will determine how to classify a specific fruit fly trait (i.e. dominant, recessive, sex-linked, etc.) through designing their own experiment in which they will conduct multiple test crosses. Additionally, students will be working toward a final project where they will take on the role of a genetic counselor and counsel a “client”. Essential Question: Is who I am determined totally by genes? This will be a question I will push students to consider throughout the unit. We will do a pre-write at the beginning of the unit and then towards the end of the unit I will ask students to do a post-write and ask them to include at least four specific examples from the unit that support their answer. Goals and Objectives: 1. Students will be able to communicate scientific concepts, information, and findings to others in writing. (EALR 2.1.2) 1.1 Students will be able to communicate scientific concepts, information, and findings to others in the form of a written report. 1.2 Students will be able to communicate scientific concepts, information, and findings to others in the form of a poster. 2. Students will be able to value discussion with their peers about scientific thinking and findings. 2.1 Students will be able to ask questions about others’ work. 2.2 Students will be able to respond to questions about others’ work. 2.3 Students will be able to respectfully challenge others’ ideas/thinking. 2.4 Students will be able to work cooperatively to solve a problem and/or answer a question. 3. Students will be able to explain the basis of heredity. (EALR 1.2.2) 3.1 Students will be able to discuss the differences between sexual and asexual reproduction. 3.2 Students will know that, in reproduction, genetic information is passed from parent to offspring. 3.3 Students will be able to explain how the environment influences phenotype. 4. Students will be able to design and conduct a scientific inquiry. 4.1 Students will be able to design a scientific inquiry involving the genetics of fruit flies. 4.2 Students will be able to conduct a scientific inquiry involving the genetics of fruit flies. 4.3 Students will be able to analyze the results of their scientific inquiries involving the genetics of fruit flies. 5. Students will be able to explain the value of studying a family’s genetic history.

5.1 Students will be able to construct and analyze Punnett squares. 5.2 Students will be able to construct and analyze pedigrees.

Day 1: Methods of Reproduction 1. What will students do? Students will discuss (in large and small groups) different methods of reproduction, examples of living things that use these different methods, and will discuss advantages and disadvantages of each. Students will revisit what they learned about reproduction (mitosis and meiosis). [Teacher will be eliciting student ideas] 2. Learning objectives for the class? Students will be able to discuss differences between sexual and asexual reproduction. 3a. Why introduce idea at this time? Students are already familiar with mitosis and meiosis from prior completion of cell unit. This is an activity to get them thinking about how genetics fit into that prior knowledge (start thinking about cell reproduction in a more tangible way). Students will also have a chance to use their prior science knowledge in discussion and to review the relevant parts of the prior unit. 3b. Why this instructional strategy? Important for students to “talk science”. This is something they all have experience with both as human beings, and as students who have just completed a cell unit. Discussion would be a good way to get them all started on thinking about genetics. Peer interaction. 4. What evidence of student Small groups will come up with a sheet of learning/understanding will you collect? their input, one representative will share that with the class. Class will compile information on board that will be recorded into journals. Also, informal questions/answers. 5. Resources? Overhead, student journals, review overheads of mitosis and meiosis. Day 2: The History of Genetics (pre-Mendel) 1. What will students do? Discuss why children look different from their parents. [Teacher will be eliciting student ideas]. Students will be introduced to the unit Essential Question (“Is who I am determined totally by my genes?”) and complete a journal entry. After students complete this exercise, jigsaw readings on history of genetics (what people thought before Mendel). Each small group will read, summarize, and briefly present their article to

the larger class. 2. Learning objectives for the class? Students will learn about genetic history. Students will be able to communicate scientific information in the form of a poster. 3a. Why introduce idea at this time? Students should have an essential question to interest them and focus them on what they are learning. Students should have an understanding of how changeable science is, how influential new research is to our understanding of science. It will build on the discussion from yesterday and get students excited about learning more about genetics. 3b. Why this instructional strategy? I believe it is important for students to be able to read about science and to be able to explain science to themselves and others. I also believe that summarizing the main points of an article and presenting that information are important skills. 4. What evidence of student Small group posters, student discussion, learning/understanding will you collect? informal student questions/answers. 5. Resources? Several different articles about the history of genetics before Mendel, poster paper and markers for small groups, student journals. Day 3: Learn about Mendel 1. What will students do? Read individually about Mendelian genetics (short section in textbook), help teacher outline main points of what they read and record main points in their journal 2. Learning objectives for the class? Students will be able to communicate scientific information in the form of writing. Students will know what Mendel contributed to the field of genetics. 3a. Why introduce idea at this time? Students need some background knowledge before moving on to inquiry project and computer programs 3b. Why this instructional strategy? Students need to be able to read about science individually, textbook is a good source for background knowledge for student 4. What evidence of student Group outline, student journals learning/understanding will you collect? 5. Resources? Classroom set of textbooks, student journals, overhead

Day 4: Understand Mendel 1. What will students do? Discuss concepts/terminology presented as large group. Small groups will be handed cards with descriptions of real life examples of genetics. Students will work to classify these genetic cases using the terms in the chapter (genotype v. phenotype, dominant v. recessive). Classification will first be done in pairs, then two pairs will join and discuss their classifications. Final classifications to be turned in at end of class. 2. Learning objectives for the class? Students will learn the terms genotype, phenotype, dominant, recessive. Students will learn the concept of dominant and recessive. Students will be able to work cooperatively to solve a problem. 3a. Why introduce idea at this time? These terms are easily confused and hard to understand. This is a chance for students to see real life genetic scenarios, as well as a chance for them to practice applying these terms. 3b. Why this instructional strategy? Not as intimidating or as boring as a worksheet, students help each other understand, teacher has a litmus test for where the class is at. 4. What evidence of student Final drafts of genetic classifications. learning/understanding will you collect? 5. Resources? Index cards with genetic scenarios, overhead, classroom set of textbooks. Day 5: Computer lab 1. What will students do? Students will reinforce genetic terminology/concepts with use of computer program (I don’t remember what the title of the program my CT uses is—sorry!). 2. Learning objectives for the class? Students will learn the terms genotype, phenotype, dominant, recessive. Students will learn the concept of dominant and recessive. 3a. Why introduce idea at this time? Students need a firm understanding of the terminology/concepts before they can conduct their inquiry project/complete their culminating project 3b. Why this instructional strategy? Computers are interactive and students can work on their own at their own pace.

4. What evidence of student Observations of individual students working learning/understanding will you collect? with the programs (monitoring progress in the computer lab) 5. Resources? Computers, Genetics computer program Day 6: Punnett Squares 1. What will students do? Discussion about XX v. XY, students will help teacher construct Punnett Square to show the 50/50 chance of a baby being boy/girl. Students will copy two more sample Punnett Squares done by teacher on overhead into their journals. Finally, students will spend the remainder of the period completing a worksheet. 2. Learning objectives for the class? Students will be able to construct and complete a Punnett Square. 3a. Why introduce idea at this time? Again, this is a skill students will need for inquiry project and culminating project. 3b. Why this instructional strategy? Students can refer to examples from beginning of class to help them complete the worksheet, Punnett Squares are tied to prior knowledge (boy/girl chance = 50/50), worksheet can be kept for reference. 4. What evidence of student Completed worksheet. learning/understanding will you collect? 5. Resources? Punnett Square worksheet, overhead, classroom set of textbooks Day 7: Computer Lab/Ratios 1. What will students do? The first part of the period, students will be completing more complicated Punnett Squares using computer software. The last part of the period, students will calculate genotypic and phenotypic ratios for the Punnett Squares on yesterday’s worksheet after seeing examples on the overhead and recording them into their journals. 2. Learning objectives for the class? Students will be able to complete complex Punnett Squares. Students will be able to analyze the results of Punnett Squares. 3a. Why introduce idea at this time? More complex Punnett Squares build on prior lesson, genotypic and phenotypic ratios bring in prior vocabulary and show the reason for using Punnett Squares as a tool. 3b. Why this instructional strategy? Computer is more interactive, using the

worksheet from yesterday ties the genotypic/ phenotypic ratios to something familiar. 4. What evidence of student Completed worksheet, also observations of learning/understanding will you collect? individual students working with the programs (monitoring progress in the computer lab) 5. Resources? Prior lesson’s worksheet, Genetics computer program, textbooks Day 8: Cross tests 1. What will students do? Students will revisit the section in their textbook on cross tests, class will discuss how/why cross tests are done. Examples will be provided on the board and students will be asked what to do and why. 2. Learning objectives for the class? Students will learn why test crosses are conducted. Students will be able to conduct a test cross. 3a. Why introduce idea at this time? Students need to know how to use test crosses before they begin their inquiry project. 3b. Why this instructional strategy? More interactive than textbook reading/worksheet, teacher can give examples, teacher can gage where class is. 4. What evidence of student Discussion, student answers to teacher learning/understanding will you collect? proposed questions. 5. Resources? Textbooks, marker and whiteboard, student journals Day 9: Intro to Inquiry Project 1. What will students do? Phase 1 of inquiry: Students will listen to teacher explanation of model organisms, students will read handout about fruit flies, students will receive directions/rubric for inquiry project. Students will learn procedure for anesthetizing fruit flies and will study anesthetized fruit flies and identify traits (eye color, wing shape, bristle number, etc.) Students will turn in a list of traits that they have identified as variable. 2. Learning objectives for the class? Students will be able to explain the life cycle of fruit flies. Students will be able to identify traits of fruit flies. 3a. Why introduce idea at this time? Students have built a strong enough

background in genetics to begin the inquiry project, flies need 11 days before their offspring’s traits can be identified (necessary to start project ASAP) 3b. Why this instructional strategy? Simple task for students, students will be oriented with fruit flies and how to manage them. Students are “doing” science. 4. What evidence of student List of identified traits. learning/understanding will you collect? 5. Resources? Fruit flies, materials necessary to anesthetize fruit flies, information sheet, directions/rubric for inquiry project, student journals Day 10: Designing the Investigation 1. What will students do? Phase 2 of inquiry: Students will work with small lab groups to pick a trait to investigate. Lab groups will develop their testable question, after that is OK’d by teacher Phase 3 of inquiry: lab group will develop their procedure (what to cross and why, timeline, step by step procedure) 2. Learning objectives for the class? Students will be able to design a scientific inquiry regarding fruit fly genetics. Students will be able to work cooperatively to answer a question. 3a. Why introduce idea at this time? Students have built a strong enough background in genetics and fruit flies to begin the inquiry project, flies need 11 days before their offspring’s traits can be identified (necessary to start project ASAP) 3b. Why this instructional strategy? Group work will help minimize student errors and there are not enough materials for each student to conduct their own inquiry. Students are “doing” science. 4. What evidence of student Testable question and procedure. learning/understanding will you collect? 5. Resources? Information on fruit flies, list of traits, student journals. Day 11: Conducting the Investigation 1. What will students do? Phase 3 of inquiry (cont’d): Students will work with small lab groups to carry out their already constructed and OK’d procedure. 2. Learning objectives for the class? Students will be able to conduct a scientific inquiry regarding fruit fly genetics. Students will be able to work cooperatively to

answer a question. 3a. Why introduce idea at this time? Students have built a strong enough background in genetics and fruit flies to begin the inquiry project, flies need 11 days before their offspring’s traits can be identified (necessary to start project ASAP) 3b. Why this instructional strategy? Group work will help minimize student errors and there are not enough materials for each student to conduct their own inquiry. Students are “doing” science. 4. What evidence of student Observations of individual students working learning/understanding will you collect? on the lab (monitoring progress in the science lab) 5. Resources? Materials outlined in students’ procedures Day 12: Exceptions 1. What will students do? Students will review section in text on codominance, variable expressivity, incomplete dominance, and sex-linked traits. Class discussion on what these terms mean (terminology) and how they work (concept). Small groups will be handed cards with descriptions of real life examples of genetics. Students will work to classify these genetic cases using the terms above. Classification will first be done in pairs, then two pairs will join and discuss their classifications. Final classifications to be turned in at end of class. 2. Learning objectives for the class? Students will be able to explain the terms: codominance, variable expressivity, incomplete dominance, and sex-linked traits. Students will be able to explain how codominace, variable expressivity, incomplete dominance, and sex-linked traits work. Students will be able to work cooperatively to solve a problem. 3a. Why introduce idea at this time? Some of the traits that they are studying in their inquiry project will be sex-linked. Other exceptions will be present in the culminating project. 3b. Why this instructional strategy? Not as intimidating or as boring as a worksheet, students help each other understand, teacher has a litmus test for where the class is at. 4. What evidence of student Final drafts of classifications. learning/understanding will you collect?

5. Resources? Index cards with real life scenarios, textbooks, overhead Day 13: Genetic Disorder Study 1. What will students do? Students will choose from a list of genetic disorders which to study. Each genetic disorder will have an article of information for the student to read. After reading the article, students will be grouped by disorder into small groups that will work together to make a poster of information for presenting to the class. 2. Learning objectives for the class? Students will be able to explain, in detail, a specific genetic disorder. Students will be able to ask questions of others’ work. Students will be able to respond to questions from others. 3a. Why introduce idea at this time? Students have a background in “exceptions” and other genetic terminology. Applications to the real world and their life. 3b. Why this instructional strategy? I believe it is important for students to be able to read about science and to be able to explain science to themselves and others. I also believe that summarizing the main points of an article and presenting that information are important skills. 4. What evidence of student Posters/presentations learning/understanding will you collect? 5. Resources? Poster paper, markers, articles on specific genetic disorders, directions/rubric for group presentation and poster Day 14: Presentation day 1. What will students do? Students will have the first few minutes to polish their poster/presentation, the rest of the period will be used for group presentations of genetic disorders (including all genetic terms that apply) 2. Learning objectives for the class? Students will learn about a variety of genetic disorders. 3a. Why introduce idea at this time? Further understanding of genetic terminology, real world knowledge, background for culminating project 3b. Why this instructional strategy? Good for students to “talk” science, peer interaction, prompts deeper understanding of

the material 4. What evidence of student Posters/presentations learning/understanding will you collect? 5. Resources? Posters, scoring rubric Day 15: Pedigrees 1. What will students do? Students will get a handout detailing the different symbols used in pedigrees, discussion of usefulness of pedigrees, class reading of a sample pedigree, practice constructing and analyzing pedigrees. 2. Learning objectives for the class? Students will be able to construct and analyze a pedigree. 3a. Why introduce idea at this time? Necessary for culminating project, real world application. 3b. Why this instructional strategy? Students need individual worksheet practice to build skill, also easy to assess individual progress. 4. What evidence of student Completed individual worksheet. learning/understanding will you collect? 5. Resources? Pedigree symbol information sheet, student journals, overhead, pedigree worksheet. Day 16: Constructing your own pedigree 1. What will students do? Follow a trait (i.e. curly hair or brown eyes) in their own family through 3 generations. Predict what their offspring will look like. Constructing and analyzing their own pedigree. (Sample family info. provided for students who can’t/don’t wish to use their own family) 2. Learning objectives for the class? Students will be able to trace a trait through three generations of a human family. 3a. Why introduce idea at this time? Tie what they’re learning in genetics to their own life/real world. Also skill building for culminating project 3b. Why this instructional strategy? More practice, real world application, individual assessment. 4. What evidence of student Completed pedigree and predictions learning/understanding will you collect? 5. Resources? Sample family info (if needed), directions and rubric Day 17: Culminating Project

1. What will students do? Students will complete a post-write on the essential question. They will need to include four specific examples from the unit to support their answer. Students will be given their culminating project directions and rubric. Students will have the period to work, ask questions, and view examples of the finished product. Culminating project: Students will take on the role of a genetic counselor. They will answer a client’s question (client has NO science background) about future children, given a verbal description of the family pedigree. Students will construct and analyze both a written pedigree and Punnett squares to help them answer their client’s question. They will turn in their pedigree and Punnett squares along with a written explanation to the client’s question (written in non-scientific terms) that explains the symptoms of the genetic disorder and the mechanism of inheritance. 2. Learning objectives for the class? Students will be able to construct and analyze Punnett squares. Students will be able to construct and analyze pedigrees. Students will be able to explain scientific terms and concepts as they relate to genetics. 3a. Why introduce idea at this time? End of unit, helps students strongly tie all the concepts together, real world applications 3b. Why this instructional strategy? Culminating project good way for students to incorporate and tie together prior knowledge 4. What evidence of student Completed culminating project learning/understanding will you collect? 5. Resources? Project directions/rubric, sample product, student journals, textbooks Day 18: Analyzing Inquiry Project Data 1. What will students do? Phase 4 of inquiry: Students will gather data on the results of their multiple crosses. Students will work in small groups to analyze their data and answer their question. Small groups will work on writing the results/discussion/conclusion part of their inquiry project per the directions in the inquiry project handout.

2. Learning objectives for the class? Student will be able to analyze the results of their scientific inquiry. Students will be able to communicate their findings in the form of a written report. 3a. Why introduce idea at this time? Inquiry project offspring available for classification, next step in inquiry phases. 3b. Why this instructional strategy? Students “doing” science. Collaboration increases ideas and decreases careless errors 4. What evidence of student Final lab report, observations of groups in learning/understanding will you collect? science lab setting. 5. Resources? Fruit fly offspring, student directions/rubric, student journals Day 19: Work day 1. What will students do? Phase 5 of inquiry: Work in small lab groups to complete their reports to turn in. Work on summarizing findings on poster for group presentation. By end of period report and poster should be completed. 2. Learning objectives for the class? Students will be able to analyze results of their inquiry project. Students will be able to present results of inquiry project to peers and teacher in writing. 3a. Why introduce idea at this time? Next phase in inquiry process. 3b. Why this instructional strategy? Students “doing” science and “talking” science. Translating findings into language understandable by peers and teacher. 4. What evidence of student Poster/Lab Report learning/understanding will you collect? 5. Resources? Poster paper, markers, student direction/rubric, student journals Day 20: Wisdom walk/work day 1. What will students do? Students will go on wisdom walk around room, viewing other groups’ posters. After students have viewed their peers results, students will have a chance to ask questions, then the remainder of the period will be a work day for culminating project. 2. Learning objectives for the class? Students will be able to ask questions about others’ work. Students will be able to respond to questions from others. 3a. Why introduce idea at this time? Students are in the final phase of inquiry; continued work is necessary for culminating

project. 3b. Why this instructional strategy? Students “doing” and “talking” science; students synthesizing information. 4. What evidence of student Questions from wisdom walk; finished learning/understanding will you collect? product of culminating project. 5. Resources? Posters, student journals, directions & rubric

Mendelian Genetics and Heredity Unit Plan

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