5E Pedigree Lesson Plan

Teachers:
James Taylor, Janelle Ruiz

Subject:
Biology/ Genetics

Grade:
High School (9-10)

Standard:
Arizona Science Standard:
Strand 4: Life Science
Concept 2: Reproduction and Heredity
Understand the basic principles of heredity
PO3: Distinguish between the nature of dominance and recessive traits in humans
Next Generation Science Standards (NGSS):
MS-LS: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes
may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of organisms.
Objective:
Students will be able to construct a pedigree model using family ancestry.
Evidence of Mastery (Measurable):
The students will participate in open class discussions demonstrating comprehension and engagement. The students
will also present their pedigrees to their partners. They will also complete an E-ticket. These formative assessments
will demonstrate proper pedigree model set up and ability to communicate scientific information.
Key vocabulary:
Materials:
1. DNA- Carrier of genetic information.
1. Pencil/Pen
2. Genes- Unit of heredity that is transferred from a
2. Laptop (provided by the school)
parent to offspring.
3. Access to internet website padlet.com
3. Alleles- One of two or more alternative forms of
a gene.
4. Chromosomes- Carries genetic information in
the form of genes.
5. Dominant traits- Phenotypically visible in the
offspring if one of the parents contributes the
trait.
6. Recessive traits- Not phenotypically visible
unless both parents contribute the trait. It can be
carried in a person's genes without appearing in
that person.
Engage (10min)
The teacher will put bell work on the projector for the students to answer. The bell work question will ask the students
to recall what they learned from the previous nights homework. The home work asked the students to collect data
about hair color in their families. They were required to write down the hair color of their family for at least three
generations. As the teacher checks their responses by cold calling and asking for volunteers, they will guide the
students to consider how dominant or recessive alleles are necessary for the trait to be phenotypically expressed.
Follow up their responses by asking for examples and making connections between their discoveries and important
vocabulary and key concepts. Introduce the activity that you will be completing for that day. Connect with what they
already learned from previous units.
Teacher Will:
Students Will:
Announcements(2min)
Answer bell work on their own (3min)
Circulate and make sure students are on task
Discuss bellwork as a class (5min)
Guide bell work class discussion
Explore (35min)
The students will begin by reviewing vocabulary by constructing a word web using an online website called padlet.com
(10min). The teacher will then tell the students that they will be demonstrating how traits are passed from one
generation to the next by creating a pedigree model. Give the students procedures for constructing a rough draft and
presenting using Prezi. They will be required to provide explanations and justification (vocabulary/ punnett squares)

Show the students a rough draft and Prezi example of how to model a pedigree, providing a visual representation.
(5min). The students will continue by constructing their family pedigree model (rough draft), using their homework as a
resource. They each have to construct their own, however they may utilize their partners if they require help (20min).
Teacher Will:
Students Will:
Give procedures for constructing a pedigree rough
Create word wall using padlet.com in partners
draft model (5min)
(10min)
Circulate and make sure students are on task
Construct pedigree rough draft in partners
(20min)
Differentiation Strategy
Some students may need to work with their lab partner more closely. Offer those students lab partners that are
excelling in the class, have patience, and are willing to explain the lab to them.
Explain (This will be done at the same time as the explore)
The students will be explain and communicate their models to their assigned partner. This is a fun way for students to
get to know more about each other. It also serves as a way to formatively assess the students understanding of the
objective.
Teacher Will:
Students Will:
Circulate and make sure students are on task
Present rough drafts to partners
Ask follow up questions
Ask questions
Differentiation Strategy
Offer a safe and quiet environment for students to present their information. If you have a IEP or ELL student that
needs further assistance, allow them to work directly with a partner.
Elaborate (5min)
The students will complete an E-ticket, describing two things they learned or had questions about. After the students
have completed the formative assessment, they will come together for a class discussion. The teacher will lead the
students to elaborate on what was learned and explain what they still had questions on, while providing feedback.
Teacher Will:
Guid the students in a class discussion and help
them stay on task

Students Will:
E-ticket (2min)
Participate in a class discussion, sharing
examples (3min)

Differentiation Strategy
Provide students with ample time to come up with examples. Some students may need a warning that they will be
called on, to give them time to prepare their responses.
Evaluate
The students will participate in open class discussions demonstrating comprehension and engagement.
The students will also construct a rough draft pedigree, demonstrating proper model set up and ability to
communicate scientific information.
The students will complete an E-ticket to demonstrate understanding
Teacher Will:
Students Will:
Observe students rough draft models
Construct rough draft pedigree model
Ask follow up questions
Answer student and teacher questions
Guide student discussion
Participate in class discussions

Scientific Practices and Associated Language Functions

Scientific Practices

Receptive Language Functions

Productive Language Functions

Developing and using models- Pedigrees/punnett square

Analyzing and interpreting data- Pedigrees
Using mathematics- To find the statistics (punnett squares)
Communicating information- partner presentations
Constructing explanations- Why are pedigrees important
Structure/audience/purpose- The students are the audience. It will be set up as a
think-write-pair-share/discuss. The purpose of the partner sharing or class
discussion is to emphasize important vocabulary, practice interpreting pedigrees,
and make connections as to why they are important and effective.
Communicate ideas in writing- The students will have the opportunity to practice
literacy writing during bell work, review, and the closing. During these times, they
will be allowed to reflect on not only what they have learned but also why they
have learned it and why it is important.
Prerequisite Knowledge

The students will be expected to have a basic knowledge on heredity. This includes DNA, genes, alleles,
chromosomes, dominant and recessive traits, and punnett squares.
Teaching Procedures and Annotated SSTELLA Practices
This lesson will use framing by having the students construct a pedigree that is more than just a diagram. It shows
their family ancestry, drawing on information from their home life and connecting it with the science content they are
being taught.
The lesson focuses on promoting opportunities for ELLs through student interaction. They will have time to interact
with their partners when they are presenting their family pedigree. They will have the opportunity to ask and answer
questions through class discussions.
The main vocabulary words the students need to understand are dominant and recessive traits, which will be
discussed during the bell work. The students will provide the definittion and connection the two words have, while the
teacher provides feedback. They will also have the opportunity to address previous vocabulary words and key
concepts by creating a word web on padlet.com, allowing for connections to be established. This online word web will
also provide a visual representation for the students to utilize during work time.
The students will have the opportunity to practice literacy writing during bell work and the closing. They will also have
the opportunity practice scientific/ engineering practices (See lesson plan overview).