Class (Grade Level):

By: Kara Loofborough

Mating Minions
(High School) Biology

Time Length:

45 min

BIG IDEA for LEARNERS

What genetic processes cause everyone to look different from each other?
LESSON OVERVIEW
Begin the lesson communicating the big idea (SSTELLA PRACTICE: Sense
Making/Communicating the Big Idea). Remind students of the importance of the big
idea; genetic processes are a big part of shaping diversity. Everyone looks different from
each other; look around the room and we can see differences (SSTELLA PRACTICE:
Contextualization/Framing). Pose an essential question: How do genetic processes
influence diversity? Use a think-pair-share asking students to make predictions about
this. Share with the class (SSTELLA Sense-making) Connect yesterdays activity and
transition into todays lesson. Activate prior knowledge by having students review
Mendels laws of inheritance and relevant vocabulary. SSTELLA PRACTICE: English
language & literacy development/vocabulary). Add repetition to previous days
Cornell notes and update with any new information that was missing. Explain that in
todays lesson, they will apply their understanding of Mendels laws and the vocabulary
to create a minion using the given traits in the slides. Communicate the lesson objectives
and how the activity will relate to the big idea (SSTELLA Sense-Making) Model what
students should do. After they have created their minion, they will partner up and
create an offspring, with corresponding genotypes and phenotypes (SSTELLA
PRACTICE: English language & literacy development/student interaction). Students
will calculate the probability of inheriting each of these traits. They will then draw what
their offspring minion would look like. Informally check student work to make sure it is
done correctly. Afterward, students will be given a minion with a specific phenotype
and asked to find a new partner whose genotype will allow them to produce an
offspring with those characteristics, and calculate probabilities. Close the activity by
discussing the lessons activities as a whole class. Have students complete an exit
activity reviewing what they learned, consisting of both multiple choice and freeresponse questions. Engage in science talk by discussing responses as a whole class. Talk
about how genetic processes influence diversity. Discuss how selective breeding affects
diversity. Put it into real-life context by discussing social implications regarding
selective breeding and eugenics. (FOCAL SSTELLA PRACTICE: Scientific
Discourse/Productive student talk)
STANDARDS
Next Generation Science Standards (NGSS)
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and
distribution of expressed traits in a population.

Arizona Science Standards

Strand 4: Life Science; Concept 2: Molecular Basis of Heredity

Understand the molecular basis of heredity and resulting genetic diversity.
PO 3. Explain how genotypic variation occurs and results in phenotypic diversity.
PO 4. Describe how meiosis and fertilization maintain genetic variation.
Arizona College and Career Readiness Standards (Literacy in Social Sciences,
Sciences, and Technical Subjects)
910.RST.7. Integrate quantitative or technical information expressed in words in a
text into visual form (e.g., a table or chart) and translate information expressed
visually or mathematically (e.g., in an equation) into words.
LESSON LEARNING OBJECTIVE AND ASSESSMENT
Students will be able to:
Understand the relationship between genotypic and phenotypic characteristics
Calculate the genotypic and phenotypic outcome of a mated pair
Students will demonstrate that they met the objective bydrawing an accurate
offspring minion from the paired parents and explaining their genotypic and phenotypic
traits with corresponding probabilities.
SCIENTIFIC PRACTICES AND ASSOCIATED LANGUAGE FUNCTIONS
SCIENTIFIC
PRACTICE(S)

Develop models
Use mathematical and computational thinking
Construct explanations

RECEPTIVE
LANGUAGE
FUNCTIONS

Comprehend others oral and written descriptions,

discussions, and justifications of models
Interpret the meaning of text and diagrams
Comprehend mathematical statements and arguments of
others
Comprehend questions and critiques
Comprehend explanations offered by others
Coordinate texts and representations
Describe a model using oral and/or written language as well
as illustrations
Ask questions about other models
Describe mathematical ideas in words as well as symbols
Provide information needed by listeners or readers
Respond to questions by amplifying explanation
Inheritance
Phenotype
Genotype
Homozygous
Heterozygous
Dominant traits
Recessive traits
Probability

PRODUCTIVE
LANGUAGE
FUNCTIONS

KEY VOCABULARY

MATERIALS

Computers & internet

RESOURCES
http://poster.4teachers.org/worksheet/view.php?id=171631 OR

Blendspace.com: Student login classroom code IYHP

Socrative.com: classroom name biologyclassroom1234

PREREQUISITE KNOWLEDGE

Students should know:

Meiosis
Mendels laws of inheritance
Punnett squares
Probability of inheritance
TEACHING PROCEDURES AND ANNOTATED SSTELLA PRACTICES
1. Opening/Engage (15 min):
a. Communicate big idea (SSTELLA Sense-Making)
b. Contextualize big idea Central Questions: Diversity, differences
(SSTELLA Contextualization) Pose an essential question: How do
genetic processes influence diversity? Use a think-pair-share asking
students to make predictions about this. Share with the class (SSTELLA
Sense-making)
c. Activate prior knowledge by reviewing laws of inheritance and practice
with vocab (SSTELLA Literacy/vocabulary). Students will add
repetition to their Cornell notes on these topics and update with any new
information that was missing (10 min)
d. Explain to students that they will apply this knowledge to create a
minion. Communicate the lesson objectives and how the activity will
relate to the big idea (SSTELLA Sense-Making)
2. Explore (10 min):
a. Explain the instructions on what to do in the next activity. Model what is
expected and what to write to corresponding parts from the slides.
Explain last steps.
b. Students work independently, using the slides to create their own minion
with corresponding genotypes & phenotypes (Time 5 min)
c. Students partner up and create a minion offspring based on what they
know about heredity of traits. (SSTELLA Literacy/interaction) Identify
the genotype and phenotype of each trait and include a drawing.
Students will also calculate probability of offsprings traits. (NGSS)
d. Throughout the lesson, circulate to observe independent work and group
work; check that students complete an offspring minion, including a
drawing and accurate genotypic/phenotypic information.

3. Explain (3 min):

a. Restate essential question. Provide wait time and call on students to

respond. Discuss the purpose of the activity and how it relates to the big
idea. (SSTELLA Sense-making)
b. Pose a second essential question: What would happen to diversity if we
wanted specific phenotypes?
c. Explain the next part of this activity going in reverse crossing for
selection
d. Present a new minion and explain instructions. State that they will need
to determine what genotype is required to create the desired phenotype.
4. Elaborate (8 min):
a. Students find a new partner that will create a new offspring that matches
the one presented (SSTELLA Literacy/interaction)
b. Students will identify which genotypes are needed to create this offspring
and calculate probabilities. (NGSS)
5. Evaluate/Closure (9 min):
a. Close by reviewing lessons activities. First crossed for diversity; Next
crossed for selection
b. Have students complete the exit activity with both multiple choice and
free-response questions. Collect answers (3-4 min)
c. Engage in science talk by discussing responses as a whole class. Talk
about how genetic processes influence diversity. Discuss how selective
breeding affects diversity. Put it into real-life context by discussing social
implications regarding selective breeding and eugenics. What if humans
did this? (SSTELLA Scientific Discourse/productive science talk).
Technology:
Computers & Internet
BlendSpace.com & Socrative.com or WebQuest, worksheet ID# 171631.