Teven Chandler
Introductory Material:
Students have completed their ‘self-portraits’ and completed a categorization of their traits to
show correlations between their phenotypic traits and their parents’ traits.
Topic: Genetics; Genetics and Me
Grade: 9th Grade Biology- 40 minute lesson plan
Standard: Next Generation Science Standards For High School Life Science
HS-LS3 Heredity: Inheritance and Variation of Traits
Students who demonstrate understanding can:
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of
expressed traits in a population.
Lesson Objective(s)
 Students will learn a number of easily
observable genetic traits. Traits are
observable characteristics that are passed
down from parent to child. Each individual
has their own unique combination of traits.
Students will demonstrate understanding
of these concepts by completing the premade “An Inventory of My Traits – Survey.”

Students will compare the traits they have
with the other students in the class. An
individual will have many traits in common
with others. Some traits are more common
in a population than others. Students will
graphically explain the variation of
expressed traits in the classroom
population and through various grouping
activities complete the worksheet: “An
Inventory of My Traits - Data Table.”

Students will learn that some traits are
common while others are not. Students
will construct and read a data table and bar
graph. Students will identify similarities
and differences of traits using a photocollage to display their understanding.
Formative Assessment(s):
First Word-Last Word Activity
Students will write the words GENE and
TRAIT down the left side of a piece of loose
leaf paper. Using the beginning letters,
students will write full sentence statements to
describe their understanding about the topic
and terms.
 Evaluation: This assessment will be done
at the beginning of the lesson and
repeated prior to the final summative
exam on the unit. This activity would
identify misconceptions prior to the
lesson, gain a base-line for what the
students know, and also identify students
struggling with the concepts and
understanding during the review period
for the summative exam. The teacher can
identify common misunderstandings and
segue into the lesson by addressing
questions of the students about the topic.
Materials:
Worksheets “An Inventory of My Traits – Survey” (Page 5) and “An Inventory of My Traits - Data Table”
(Page 6) of ‘An Inventory of My Traits’ by the Genetic Science Learning Center from the University of Utah
(2006) found at: http://teach.genetics.utah.edu/content/begin/traits/traitsinventory.pdf
Cameras, Computers, Printers, Colored pencils, Crayons, Markers, Poster Board, Paper
Purpose: ☐ Mastery X Conceptual ☐ Interpersonal X Self-expression (check all that apply)
Model and Rationale:
This lesson is a continuation in the unit on genetics. Students have identified their own traits,
drawn their ‘self-portraits’, and compared their personal traits to their family members. Today
students will complete a checklist to inventory their traits and compare the checklist to the
classroom population. This is a multi-sensory unit focused on awareness of traits in a population.
Using grouping techniques, students will be able to visualize proportions and statistics of the
classroom ‘population.’ There will be a ‘master graph’ to be completed by the class as an activity
station that will be a visual depiction of the “Data Table (Page 6).” The final in-class activity will be
the creation of a photo-collage in small groups of 3-4 using a technique by Ulric Collette to
demonstrate similarities and differences. Taking what they learned, each student will have
homework to ‘create’ a classmate to add to the classroom, describe the ‘new classmates’ traits, and
why they fit into the population using statistics (unique, similar, etc.) to justify their addition.
Tomorrow’s lesson will begin with an introduction of the created classmates.
Engagement Strategies: This is a Multi-Sensory lesson using visual aids (look), listening to their
classmates during grouping activities and discussion, assessing various areas of their body during
the “Survey” activity (feel), using motion to group, creating artistic representations of their
understanding, and communicating graphically, visually, and by written word.
Show class ‘An Inventory of My Traits’ PowerPoint presentation by Joseph Alvarico (Teacher at
Oak Grove Middle School), which is based on “An Inventory of My Traits” activity. I will use this to
introduce the activity after the Survey worksheet is handed out. This presentation will visually
represent the traits on the Survey worksheet. Students having difficulty can revisit the short
presentation.
http://www.slideshare.net/alvaricoj/an-inventory-of-my-traits?related=1
Students will group by single traits listed on the Survey and complete the Data Table. After the
Data Table is complete, students will group into small groups with classmates who share the most
traits. For example, if any students share all 12 traits they will group, students who share 11 traits,
and so on. By grouping, students will be able to visualize statistics, probability, and proportions.
Time
Learning Activities:
2
1) Introduction (TW say and display on Smartboard): “Today we are going to apply
MINS
concepts of statistics and probability to explain the variation and distribution of
expressed traits in a population by completing a Survey worksheet on your own traits and
comparing your traits to those of your classmates. By grouping to complete the Data
Table, we will visualize the statistics and proportions of our classroom.”
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2) Anticipatory Set: Direct Instruction- Teacher will (TW) have students hand out
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worksheets “An Inventory of My Traits – Survey” and “An Inventory of My Traits - Data
Table” and show ‘An Inventory of My Traits’ PowerPoint presentation. During the
presentation, students will (SW) complete the Survey worksheet (♦ Engagement) of
their own traits. After students are finished, (TW) ask “Is there any possibility that your
classmates could share all of your traits? Where were they inherited?” Wait to hear some
responses (SW), and then (TW) ask, “What are some ways to capture the similarities and
differences of our class? How could we find out which traits show up more frequently or
are absent?” as an introduction to the graphing portion of the activity.
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3) Building Background: Students should have already been exposed to some very basic
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graphing concepts and know how to compare numbers and interpret visual
proportions (greater or lesser). Students will complete the “Data Table” worksheet by
grouping for each trait. After the “Data Table” is complete, students will complete a
classroom graph of the traits. (♦ Exploration) To further enhance their understanding
of frequency and probability, there will be a short discussion about the prominence or
absence of traits and the probability they share all of their traits with a classmate. (♦
Elaboration) Students will try to find a classmate who they share the most traits with
and note the number of traits they share. By grouping, students will be able to
understand the concepts of frequency and probability through visualization and
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practical application. (♦ Explanation)
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4) Remaining Procedures: Guided Practice- (TW) read excerpt as ‘photograph art’ on
websites is shown. “Ulric Collette is a French-Canadian photographer who does some
quirky portrait work. In his photo series “Genetic Portraits” he photographs family
members and then cuts them side by side to create one portrait. The end result makes
you notice the similarities between the people photographed, and how fascinating
genetics really are. One really cool thing I noticed, is if you cover one half of the image
with your hand, and then the other half, you can clearly picture how different each
person is, but then when you look at them both, you notice so many similarities.” TW
direct students in small groups of 3-4 to create a identify similarities and differences in
the classroom using a photo-collage. SW take put pictures together and using their
understanding of statistics and probability justify their combinations in a short writeup. (♦ Elaboration and Evaluation) (The photo-collage and their write-ups will be
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displayed in the classroom during the remainder of the genetics unit.)
MIN
5) Review
5
MIN
6) Close: Independent Practice and Preview Tomorrow’s Lesson
Review:
“Many of your classmates share similar traits, where did they inherit these traits?”
“Are the traits observed in our classroom representative of the community’s population?..
Our country’s population?.. Of the world’s population?” The frequency with which a trait is
observed depends on the frequency of the alleles for that trait in the population for which
it is measured.
Closure: Independent Practice- (♦ Evaluation) TW hand out worksheet on the out of
class (homework) assignment, for SW to ‘create’ a classmate to add to the classroom. SW
describe the ‘new classmates’ traits, and why they fit into the population (statistically
unique, similar, etc.) Tomorrow’s lesson will begin with an introduction of the created
classmates.
Interrelated Curriculum: Mathematics, Technology, English and Language Arts, Art