Casey Jaroche
Curriculum and Assessment
4/30/2010
Final Project
Genetics Unit
Chapter 23 Genetics
Middle School Life Science
Judy Capra and Harold Pratt
Kendall/Hunt Publishing Company 1991
Overview of the Unit:
This unit is being taught to a seventh grade science class. Their class period is 90 minutes
long and meets every day for one semester. This particular class has basic knowledge about cells,
but no previous experience with genetics.
Overarching Ideas:
Day 1: Introduction
Day 2: Sex Chromosomes
Day 3: Phenotypes and Genotypes
Day 4: Mutations
Day 5: Review for Exam
Day 6: Exam and Debrief
Major Goals:
For students to understand the basics of genetics.
For students to be able to use basic genetics terminology.
For students to understand inherited traits and sex chromosomes.
For students to understand the effects of mutations.
For students to work cooperatively with their peers.
For students to read and think analytically.
List of PEI’s supported:
Maine Parameters of Essential Instruction:
E4 Heredity and Reproduction, grade 6-8
Students describe the general characteristics and mechanisms of reproduction and heredity in
organisms, including humans, and ways in which organisms are affected by their genetic traits.
a) After this unit students will be able to explain sexual reproduction that results in genetic
information from each parent and determines the inherited traits that are a part of every cell.
E5 Evolution, grade 6-8
Students describe the evidence that evolution occurs over many generations, allowing species to
acquire many of their unique characteristics or adaptations.
b) Describe how small differences between parents and offspring can lead to descendants who
are very different from their ancestors.
This unit supports student achievement of the E4 and E5 PEI. I will know that students have
reached this level by a variety of informative assessments throughout the unit and a formal
assessment of a written exam on the last day.
Day One Lesson Plan
Introduction
Goals and Objectives:
o Assess student’s prior knowledge.
o Identify common misconceptions.
o Introduce students to the new unit.
o Technology and Individual work.
 Begin class by having each student write one thing they know about genetics on a poster.
 Tour of the Basics Web Quest Activity.
Reference: http://learn.genetics.utah.edu/content/begin/tour/
Materials: Laptops, web quest work sheet, and answer sheet.
Procedure:
1) Give each student their own laptop and web quest work sheet.
2) Instruct students to follow the directions and fill out the worksheet.
3) When everyone has completed the web quest go over the answers.
4) Answer any questions the students have and assign homework.
Homework: Read pg. 570-586 and answer analysis questions on page 579.
Day Two Lesson Plan
Sex Chromosomes
Goals and Objectives:
o For students to understand sex chromosomes.
o For students to work cooperatively in pairs and larger groups.
o For students to think analytically.
 3 question quiz on the basics of genetics.
 Review answers to the quiz and homework questions.
 Short lecture and PowerPoint presentation on the following topics;
a) Cell Growth and Division
b) Human Chromosomes
c) Sex Cell Formation and Division.
 Male or Female Lab
Reference: Middle School Life Science pg. 587-589
Materials: paper, colored marbles, hats
Procedures:
1) Split students into pairs.
2) Give the students the following instructions:
a) Use paper to make data table, example shown on pg. 588 of text book.
b) Pick out 4 marbles, to be used for gametes, you’ll be making a family with 20 children
c) Two green marbles will represent “Egg- X + 22 other chromosomes”
d) One blue marble will represent “Sperm- X + 22 other chromosomes”
e) One orange marble will represent “Sperm- Y + 22 other chromosomes”
f) Place eggs in one hat and sperm in another.
g) Make predictions: how many children do you think will be boys? Girls?
h) To make the first child, randomly choose one egg and one sperm.
i) Record the child’s chromosomes on your data table. (Ex: 44 + X + X)
j) Record the child’s sex on your data table. (Ex: XY = male and XX = female)
k) Repeat until you have 20 children.
3) When experiment is complete have the pairs work with another pair. (Groups of 4)
4) Have groups share results and work together to answer analysis questions on pg. 589
Day Three Lesson Plan
Phenotypes and Genotypes
Goals and Objectives:
o For students to learn the difference between phenotype and genotype
o For students to be able to make and use a Punnett Square
o For students to use their creative abilities
o A poster for the classroom that shows genetic diversity




3 question quiz on sex chromosomes.
Review answers to the quiz.
Lecture on Punnett Squares.
Frankenfish Activity.
Reference: COSEE West (Center for Ocean Science Education Excellence). Located at:
http://www.usc.edu/org/cosee-west/AprilLectureMaterials/Activities/Frankenfish.pdf
Materials: Paper, colored pencils, coins, copies of genotype and phenotype options.
Procedure:
1) Give each student a copy of the traits, blank paper, and two coins.
2) Have students determine genotypes for their creature.
Heads and Heads = homozygous dominant
Heads and Tails = heterozygous
Tails and Tails = homozygous recessive
3) Record their creatures’ genotype. (Ex. BbTTDDppEeMmssCC).
4) Use the genotype to determine the phenotypes and draw the creature.
5) When creatures are completed put students in groups of two.
6) Have the partners mate their creatures and make Punnett squares for each of the traits.
7) Collect creatures, attach to a poster, and hang up in the classroom.
8) Explain to the class how poster shows the diversity of genetics.
Homework: Read pg 620-623 and complete extension acivity.
Talk to one of your family members about traits that seem to run in your family. Consider
obvious physical traits but also ask about medical problems that you might be at risk for
developing. Examples of mutlifactorial conditions are high blood pressure, diabetes, and
allergies. Try to identify at least 5 traits that people in your family may inherit.
Day Four Lesson Plan
Mutations
Goals and Objectives:
o For students to understand mutations and their effect on evolution.
o For students to observe how mutations effect survival skills.
o For students to work cooperatively as a class.
 Begin class with a discussion on the extension activity homework assignment.
 Short lecture on mutations.
 Go outside for Monstrous Mutations Activity
 Come back inside and discuss the activity and mutation.
References: http://mypages.iit.edu/~smile/cb1298.htm
Materials: jellybeans, cups, plastic spoons, goggles, stop watch, bandanas, cotton.
Procedures:
1) Split students into groups of four and assign mutations:
A. Long fingernails: spoons taped to fingers.
B. No fingers: hands taped into fist.
C. No peripheral vision, wear goggles and stuff cotton balls into sides.
D. Blind: place blind fold around eyes.
E. One footed: student hop on one foot.
F. Three legged: partner up and tie legs together like a 3 legged race.
2) Bring class outside and have students help set up:
A. Put all jellybeans in a large bowl on the ground.
B. Give each group a space about 20 yards away to put their collection bowls.
3) Explain goal to groups: collect as many jellybeans as possible and bring them back.
4) Have groups go one at a time, record their speed.
5) When all groups have gone move back inside.
6) Record mutations and speeds on the board and discuss.
Homework: Review all worksheets and notes from the genetics unit.
Day Five Lesson Plan
Review
Goals and Objectives:
o Review for unit exam.
o Check students understanding of unit material.
o Identify and fix any misconceptions students may have.




Have students work in pairs to complete the SpongeBob genetics work sheet.
Play jeopardy with potential exam questions.
Give students a practice essay question to answer, go over expected essay format.
Ask students what material they feel like they need to review before the exam.
References: http://sciencespot.net/Media/gen_spbobgenetics.pdf
Homework: Study for the exam.
Day Six Lesson Plan
Goals and Objectives:
o Assess students understanding and comprehension of the unit material.
o Improve students test taking abilities.
o Feedback about the units and activities from the students.
 Unit exam
- 10 multiple choice questions
- 5 true and false
- 5 matching
- 2 essays
 Debrief
- Have students arrange desks in a circle for a discussion.
- Bring out the poster from day one (things students know about genetics).
- Go through list ask students which ones are accurate.
- Ask students what new things they have learned about genetics.
- Ask students what students liked about the unit.
- Ask students what they would change about the unit.
Exam
Description of assessments used within the unit:
I began every class with a 2-3 question quiz. This checks students understanding, making
sure that everyone is on the right track. If there is a question that was consistently answered
incorrectly I would re teach that concept to the class.
The web quest allowed me to informally assess students’ technology abilities and basic
understanding of genetics.
The reading and analysis questions homework assignment allowed me to assess students
reading comprehension and understanding of chromosomes.
The ‘male or female’ lab allowed me to assess students’ lab work and group work ability.
The frankenfish activity allowed me to assess students’ creative abilities, understanding of
traits and Punnett Squares.
The discussion of the extension activity allowed me to assess students’ discussion abilities.
The mutations activity allowed me to assess students understanding of the effects of
mutations and their cooperative group work abilities.
The review allows me to assess the students understanding of the unit and prepare them better
for the exam.
The exam allows me to formally assess their overall understanding and comprehension of
genetics.
Description of how text was used in the development:
The text helped me to develop my unit plan; I used it as the foundation to my schedule. I had
the students do readings and answer the analytical questions for homework. And I got the ‘Male
or Female’ activity from the text as well. The text provided my foundation and I used other
materials to supplement it. I found activities that related to the genetics chapter and I found
information from other sources to use in my lectures.
Accommodations for a blind student:
If I had a blind student in my class I would pair them up with a partner whenever they needed
assistance. I would assign a new partner for every activity. This would provide all the students
with the opportunity to work with the blind student. Helping peers has been found to be very
beneficial to students learning. It builds confidence and explaining concepts will help them
understand the concepts even more. During readings and lectures I would provide the student
with the same material in Braille.