UNCSA Biology Lesson Plan

Entire lesson plan can be found online at: aaronwilley.weebly.com

Sample Teaching Website: willeycoolscience.weebly.com
I.

Essential Question: How did Gregor Mendels observations lead to a better understanding of
genetics? How is our current understanding of Mendelian genetics influencing society today?

II.

Learning Objectives:
At the end of this lesson students should be able to:
A. Explain Mendelian genetic vocabulary in their own words
B. Complete a monohybrid Punnett square cross.
C. Express their unique thoughts and opinions related to genetic screenings.

III.

Next Generation Science Standards:

HS-LS3-1.

Ask questions to clarify relationships about the role of DNA and

chromosomes in coding the instructions for characteristic traits passed
from parents to offspring. [Assessment Boundary: Assessment does not
include the phases of meiosis or the biochemical mechanism of specific steps in
the process.]

HS-LS3-2.

Make and defend a claim based on evidence that inheritable genetic

variations may result from: (1) new genetic combinations through meiosis,
(2) viable errors occurring during replication, and/or (3) mutations caused
by environmental factors. [Clarification Statement: Emphasis is on using data
to support arguments for the way variation occurs.] [Assessment Boundary:
Assessment does not include the phases of meiosis or the biochemical
mechanism of specific steps in the process.]

HS-LS3-3.

Apply concepts of statistics and probability to explain the variation and

distribution of expressed traits in a population. [Clarification Statement:
Emphasis is on the use of mathematics to describe the probability of traits as it
relates to genetic and environmental factors in the expression of traits.]
[Assessment Boundary: Assessment does not include Hardy-Weinberg
calculations.]

IV. Engage (5 min)

A. Upon entering class, students will engage in a daily warm-up. The warm-up includes:
i. Rebus puzzle: provides a fun and quick way for them to switch gears and begin thinking.
ii. Prior knowledge activity or review: For new material, I provide a quick activity to gauge their prior
knowledge of the lesson. For this lesson, I will have the students identify key genetic terms and
attempt to locate them on a flow-chart.
iii. Question for thought: provides an engaging hook as well as a means to link the end of the lesson
back to the beginning.
iv. Personal Connection: I finish this section with family pictures to show students my personal
connection to the material.

V. Explore (25 min)

A. Each student will be handed a copy of the Being Mendel Activity. Each group of students will also receive a
tray of pots containing peas.
B. Students will be given a brief history of Gregor Mendel and his experiments.
C. Students will be asked to make a hypothesis regarding one of Mendels experiments. Next, students will
make observations and record their findings.
D. Finally, students will complete Task C using a second experiment.
VI. Explain (10 min)
A. Each group of students will be given a small dry-erase board and markers for a modeling activity.
B. I will lead a brief explanation of the Being Mendel Activity using Punnett squares. Students will be
encouraged to take turns practicing the Punnett squares on the board.
C. They will then work together as a group to answer another Punnett Square problem. A representative from
each group will come up to the front of the classroom. We will look at everyones answers as a class
and the students will explain the correct answer.
VII. Elaborate (15 min)
A. I will provide a brief overview of the NASA twin study and relate its importance to Mendelian genetics.
B. Each student will receive a copy of the Twins in Space Activity. They will use their new knowledge to
practice answering two problems. Students will be encouraged to work together and continue using
their white boards for collaboration.
C. I will select two different groups to come up to the front of classroom and present their solutions to the two
problems.
VIII. Evaluate (5 min)
A. I will provide a brief overview of Angelina Jolies current medical issues related to our topic. I will also go
over the assessment activity; however, they will not be expected to complete it!
B. I will ask a volunteer to do a dramatic reading of the article My Medical Choice.
C. We will finish the lesson with a class discussion on the ethics surrounding genetic screenings.
IX. Modifications and Extensions:
A. I will provide a word bank for the genetic term activity in the Engage section if students are struggling to
recall their previous knowledge.
B. For students with a more in-depth understanding of the material, I will give them the words and let them
formulate their own definitions and diagram.
C. I will go over both Punnett square answers on the board if I feel like the class as a whole needs more
instruction.
D. Depending upon the social structure/culture already established in the classroom, I may choose to do the
dramatic reading of the article myself.