2013

J. Anderson

Lesson Plan
Grade/Subject: Biology 30 Topic: Mendelian Genetics
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
Students will: Describe the evidence for

Unit: Genetics

Lesson Duration: 97 min ASSESSMENTS

LEARNING OBJECTIVES Students will: 1. Illustrate the principles of dominance and segregation 2. Compare and contrast genotype and phenotype 3. Identify key structures in Mendelian genetics

(Observations, Key Questions, Products/Performances)

dominance, segregation and the independent assortment of genes on different chromosomes, as investigated by Mendel Compare ratios and probabilities of genotypes and phenotypes for dominant and recessive, multiple, incompletely dominant, and codominant alleles

Key questions, discussion, observation, QR code genetics, practice questions

LEARNING RESOURCES CONSULTED

Resource #1: Alberta POS Resource #2: Nelson Biology Text Resource #3: YouTube

MATERIALS AND EQUIPMENT

Smart board White board

PROCEDURE
Introduction (5 min.): Attention Grabber: Blue man (Fugates) and Albino child image. How does this relate to genetics? How are these traits carried on through generations? Assessment of Prior Knowledge: ASK: What is genetics? How do we get a combination of traits? Where do gametes originate from? Why is it important that we have mixing of genetic information? Who is Mendel? Expectations for Learning and Behaviour: Today you will be using your phones, so make sure there is no Facebook, or texting or any other time-waster app. running. Please also follow along and write down the notes. Advance Organizer/Agenda: Today, we will start by looking over some of the stages of meiosis from last class as well as we will quickly look at the alternation of generations life cycle image again. Transition to Body: Lets remind ourselves of what we covered last class. Body (70 min.): Learning Activity #1: Direct Instruction (60 min.) Discuss last classes activities and learnings: - Draw a stage of meiosis on the board, and have the students identify this phase - Write out the processes going on in a phase of meiosis and have the students identify the stage that the cell is in - Ask the students what Nondisjunction is? Where does this problem occur in the cell cycle? - Ask the students about alternation in generations - Have the students look at the image of alternation of generations and identify that two arrows indicates fusion or fertilization and if a haploid organism is undergoing mitosis, it still results in haploid organisms Discuss Mendelian genetics: - Who is Mendel? (He is a monk from Austria that laid the foundational knowledge of genetics) - He studies garden peas and 7 heritable traits - Discovered that peas often self pollinate (long line of traits over many generations - What is the principle of dominance? - Draw out parents, filial progeny 1, and filial progeny 2 - What is a dominant trait? - What is a recessive trait? - What is an allele?

2013

J. Anderson

The principle of dominance is the concept where the dominant allele for a gene will mask the expression of the recessive allele Therefore heterogeneous and homogeneous organisms were discovered Genotype versus phenotype and the corresponding ratios The principle of segregation that in meiosis, there is a separation of alleles Principle of dominance and demonstrate by showing a cross of a homozygous dominant and homozygous recessive organism and then do an F2 cross Probability of inheritance and ratios Use the Edumedia animation to describe both of Mendels principles Describe what a Punnett square is and if necessary, show students the Punnett square calculator Go over an example of how to complete a Punnett square Describe what test crosses are and show the example of wool (Random fact: there are less black sheep because the black lambs are used more frequently for meat) This is a process of working backwards to solve a problem

Learning Activity #2: Individual Student Activity (20 min.) Students will get a sheet with a face and 5 different traits to figure out The traits are all randomized using QR codes. Students will pick one QR code from every category. Ask students to not bend the codes as they will be used again. They then have to scan the code with their devices to figure out what traits they have. Students will also fill out and colour in their sheets as they go through this process. Be sure to ask some discussion questions at the end of class Relate this back to genetic variation, we all get slightly different traits and that we look different. The QR code represents the genetic code and the alleles are represented by the letters in the examples. Learning Activity #3: Individual Student Activity (5 min.) Students can work on questions from the textbook Section18.2 Page 604 #1 & 2 Closure (5 min.): Consolidation/Assessment of Learning: What is genetics? How does this relate back to the cell cycle? Why is this important to know? Are all traits this simplistic? What do you think? Feedback From Students: Did you find the QR code useful? Fun? What is still confusing about this material? What should I cover again tomorrow? Feedback To Students: Good work today. Thank you for following along and completing the QR code genetics assignment. Transition To Next Lesson: Next class we will still be looking at some classic Mendelian genetics but we will be looking more specifically at how traits are passed on from one generation to the next using pedigree charts. Sponge Google a recessive trait and take a picture to see if you have that trait. For example the hitchhikers thumb. Make sure the students use the hashtag #IHSbiology

Reflection: