Module 9: Genetics
Essential Questions
(Indiana standards guides in parentheses-see below for script)
Why are offspring different from their parents? How does that happen? (7.1, 7.2, 6.4,
6.5)
Are all traits inherited the same way? (7.1, 7.2)
Can we predict the possible outcome of a cross between two organisms? (7.1, 7.3)
What tools do geneticists use to study inheritance patterns?
What is the process that allows organisms to reproduce sexually? (6.4)
Student Learning Objectives
*In order to answer the above essential questions, students should be able to:
1. Interpret Punnett squares (monohybrid only) to predict inherited
outcomes.

Determine parental genotypes based on offspring ratios.
2. Understand that dominant alleles mask recessive alleles.
3. Explain how some traits are controlled by more than one pair of genes.
Recognize this pattern of inheritance is identified by the presence of a wide
range of phenotypes such as: skin, hair, and eye color.
4. Make predictions based on a variety of different inheritance patterns
including dominance, codominance, incomplete dominance, multiple alleles,
and sex-linked traits.
5. Describe and model the process meiosis; including type of reproduction
(asexual or sexual), replication and separation of DNA and cellular material,
changes in chromosome number, number of cell divisions, and number of
cells produced in a complete cycle.
6. Explain the role of meiosis in sexual reproduction leading to genetic
variation. (Law of Independent Assortment)
7. Examine additional sources of genetic variation in sexually reproducing
organisms including crossing over, law of segregation, nondisjunction, and
fertilization.
8. Interpret various tools used in genetics.
Indiana Standards
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Explain the cellular processes that occur to generate natural genetic
variations between parents and offspring. (B.6.4, B.6.5)
SCI.B.6.4 2010
Describe and model the process of meiosis and explain the relationship
between the genetic make-up of the parent cell and the daughter cells (i.e.,
gametes).
SCI.B.6.5 2010
Explain how in sexual reproduction that crossing over, independent
assortment and random fertilization result in offspring that are genetically
different from the parents.
Explain how the genetic information from parents determines the unique
characteristics of their offspring. (B.7.1-.5)
SCI.B.7.1 2010
Distinguish between dominant and recessive alleles and determine the
phenotype that would result from the different possible combinations of alleles
in an offspring.
SCI.B.7.2 2010
Describe dominant, recessive, codominant, sex-linked, incompletely
dominant, multiply allelic and polygenic traits and illustrate their inheritance
patterns over multiple generations.
SCI.B.7.3 2010
Determine the likelihood of the appearance of a specific trait in an offspring
given the genetic make-up of the parents.
Essential vocabulary
Punnett square
Ratio
Probability
Phenotype
Genotype
Monohybrid
Heterozygous
Homozygous
Actual Results
Homologous Pairs
Predicted Results
Pedigree
Carrier
Sex Linked
Karyotype
Autosome
Sex Chromosome
Trisomy
Dominant
Law of Segregation
Law of Independent
Assortment
Recessive
Incomplete Dominant
Codominant
Multiple Allele
Polygenic
Meiosis
Crossing Over
Haploid, n
Diploid, 2n
Tetrad
Phases for Meiosis
Zygote
Fertilization
Gamete
Oocyte
Spermatocyte
Nondisjunction
Sequence Timing ~18 - 21 days (timing is based on 55-minute periods)
1. Meiosis Pre-Quiz [.5 day]
2. Mitosis and Meiosis Comparison Lab [.5 day]
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3. Meiosis Internet Activity [1 day]
4. Meiosis Foldable [1 day]
5. Pipecleaner Lab [1 day]
6. Meiosis Post-Quiz [.5 day]
7. Mendelian Genetics Prequiz [.5 day]
8. Paradigm Activity - Human Traits Survey [1 day]
9. Inheritance Patterns Vocabulary Puzzle Pieces [1 day]
10. Genetic Predictions [1 day]
11. Spongebob Genetics Lab [1 day]
12. Probability Pennies Lab [2 days]
13. Incomplete Dominance and Codominant Traits [1 day]
14. Multiple Allelic Traits [1 day]
15. Polygenic Genes and Fingerprints [1 day]
16. Mendelian Genetics Post-quiz [.5 day]
17. Reading: Hemophilia [1 day]
18. Thacker Family Pedigree [1 day]
19. Human Karyotypes [1 day]
20. Post Test
Instructional Notes:
*These activities can be modified to suite your classroom needs.
Meiosis
1. Meiosis Pre-Quiz [.5 day]
2. Mitosis and Meiosis Comparison Activity [.5days]
*This activity targets Learning Objective 5 & 6
Materials
Student Textbooks
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Whiteboards
Pre-activity Discussion:
1. What happens during mitosis?
2. Is it different in different kinds of cells?
Instructions
1. They have little to no prior knowledge about Meiosis, direct students to
pictures in textbooks or project a picture through LCDs.
2. Have students brainstorm a list of new vocab words from the images.
Display these in an area the whole class can see them.
3. Student will break up into groups, whiteboard: compare and contrast
Mitosis vs. Meiosis.
Post-activity Discussion
1. Once students have completed the task, hold a boardroom meeting.
2. Discuss essential vocabulary that was missed by students.
3. Meiosis Computer Activity [1day]
*This activity targets Learning Objective 5, 6, & 7
Materials
Computer Lab
Student Worksheet
Pre-activity Discussion
1. None is required
Instructions
1. Five websites will be utilized
http://www.lpscience.fatcow.com/jwanamaker/animations/meiosis.html
www.sumanasinc.com/webcontent/anisamples/majorsbiology/
www.biologyinmotion.com
www.pbs.org/wgbh/nova/baby/
www.cellsalive.com
2. There is a student handout with follow along questions
Post-activity Discussion
1. What is the outcome of meiosis?
2. What are the similarities and the differences between mitosis and
meiosis?
3. Why are mitosis and meiosis similar?
4. Meiosis Foldable [1day]
*This activity targets Learning Objective 5 & 6
Materials
Blank Computer Paper
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Teacher Background
1. Students will utilize this foldable to create their own visual and
descriptive study guide for the phases of meiosis. Students will also
utilize this foldable to identify the differences between meiosis I and
meiosis II.
Pre-activity Discussion
1. None is required unless no prior discussion about meiosis has taken
place.
Instructions
Cytokinesis II
1. Students should begin
with 3 pieces of unlined
computer paper. Have
Telophase II
the students fold all the
pieces of paper in half
lengthwise (“hot dog”
Anaphase II
style) and then cut the
papers in half along this
Metaphase II
fold.
2. Students should then take
the 6 halved pieces of
Prophase II
paper and place one
paper on top of the other,
with approximately ½ inch
Telophase I/Cytokinesis I
separating each piece.
3. Students should then fold
the bottom of the foldable
Anaphse I
up towards the middle to
create a continuous ½
inch space between each
Metaphse I
layer.
*An example of the
foldable layers is shown.
Prophase I
4. Once the template has
been created, students
should then provide the
Interphase
following information
under each category.
a. Written description
of all activities that
Meiosis
take place during this
portion of meiosis.
b. A detailed drawing
of the cells during
each part of meiosis.
All visible cell structures should be labeled.
c. Students should identify whether the cell is diploid or haploid for
each part of meiosis.
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Post-activity Discussion
1. Upon completion of the foldable, have students compare their own
foldables with the foldables of other students in the class.
2. Give students the opportunity to discuss with their peers possible details
they may have forgotten or done incorrectly and make the appropriate
changes.
3. What is this process called if it is forming sperm cells? Egg cells?
5. Lab: Pipe Cleaner [1day]
*This activity targets Learning Objective 5, 6, & 7
Materials
Create Baggies of chromosomes for each lab group. Use pipe cleaners to
represent the chromosomes. Each baggie should contain:
 2 large green chromosomes
 2 medium green chromosomes
 2 short green chromosomes
 2 large white chromosomes
 2 medium white chromosomes
 2 short white chromosomes
 2 large red chromosomes
 2 medium red chromosomes
 2 short red chromosomes
 2 large black chromosomes
 2 medium black chromosomes
 2 short black chromosomes
** Make sure chromosomes are cut to identical lengths; this helps to
assure that students can form homologous pairs.
Pre-activity Discussion
1. Ask students the following questions: Why do cells need to divide?
What are some ways in which cells divide? What do cells need to do
before they divide? Why do they need to do this? How are new
organisms produced? Which type of cell division is necessary to make
new organisms?
2. Remind students that homologous pairs do not need to always be
matching colors and lengths; they only need to be made of matching
lengths.
Instructions
1. Students follow the instructions on the lab handout.
2. The teacher checkpoints during the lab can be removed for higher-level
students or to allow students more freedom to learn the process. The
checkpoints will help facilitate students modeling the meiosis process
correctly.
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Post-activity Discussion
1. Why is it necessary for meiosis to half the number of chromosomes in a
daughter cell?
2. Discuss the comparison between meiosis to mitosis, including the steps
involved and the outcomes.
3. Ask student to demonstrate crossing over. Discuss the impact crossing
over has on genetic variation.
4. Use pipe cleaners to demonstrate Law of Segregation and Law of
Independent Assortment
6. Meiosis Post-Quiz [.5 day]
*use the same quiz from activity 1
7. Prequiz [.5 day]
Mendelian Genetics:
8. Paradigm Activity - Human Traits Survey [1 day]
*This activity targets Learning Objective 2
Materials
“An Inventory of My Traits” worksheets
Pre-activity discussion
1. We are all humans, just look around. We are all different or vary in
some way. Why? Students should whiteboard their answers.
2. Hold a Board Meeting to discuss the answers given by students
Instructions
1. Students will take the survey
2. Collect data from the classroom
3. Graphing data individually
Post-activity discussion
1. Why are people different?
2. What causes these variations among individuals?
3. Are there similarities in individuals?
4. How do you think these similarities and differences relate to your
families?
5. What is dominant vs. recessive? Which are dominant? Which are
recessive?
6. Identify any traits that you share with your mother or father.
7. Can you make any connections to concepts we have learned earlier this
year, or that you have learned in the past?
8. What do you think this next unit will focus on?
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9. Inheritance Patterns Vocabulary Puzzle Pieces [1 day]
*This activity targets Learning Objective 2
Materials
Inheritance Patterns Vocabulary Puzzle Pieces
Pre-activity discussion
1. Do you think that are traits that are not just dominant or recessive?
2. Do all traits are inherited in the same way?
3. What are the obvious and significant differences between various
inheritance patterns?
Instructions
1. Pass out puzzle pieces to each pair.
2. Have the student pairs use the vocabulary to create a whiteboard
containing information on puzzle pieces.
3. Students will then share this information in a board meeting.
4. Students will make corrections to the whiteboards during the board
meeting.
5. After every group has presented, students will post their whiteboards
around the classroom.
6. Each student will go to each whiteboard and copy the information from
each whiteboard into their biology notebooks
Post-activity discussion
1. How does this information change your thoughts on how traits are
inherited?
2. Even though inheritance patterns differ, can this information still be
predicted?
10. Genetic Predictions [1 day]
*This activity targets Learning Objective 2 & 4
Materials
Punnett Square Worksheet
Pre-activity discussion
1. Can we predict the outcome of a cross between two organisms?
2. Demonstrate Punnett Squares and Phenotypic / Genotypic Ratios
Instructions
1. Students should be given time to work through the Punnett Square
worksheet. Ask them to attempt to include the ratios.
2. When students have completed the Punnett Square worksheet, they
should move to pairs or groups, depending on how you would like to
structure whiteboarding of practice problems in your classroom.
3. Pair/group should be given a Punnett Square problem. You may give
two groups the same problem and have a dueling whiteboard session,
or you may give each group a problem and have a presentation
session.
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4. Following each whiteboard probing questions should be asked
regarding the whiteboards.
Post-activity discussion
1. Did you accurately predict the right outcomes?
2. If the crosses were done repeatedly in real life, would you see the same
actual results 100% of the time?
3. How can a Punnett square be used to determine ratios?
11. Spongebob Genetics Lab [1 day]
*This activity targets Learning Objective 1, 2, & 4
Materials
Bikini Bottom worksheet
Pre-activity discussion
1. Review necessary working vocabulary.
Instructions
1. Have students work in groups to complete the Bikini Bottom Genetics
problems.
2. Assign each group a portion of the worksheet to whiteboard and present
to the class.
Post-activity discussion
1. Have students present the whiteboards.
2. Ask students what surprised them about Spongebob’s genetics.
3. Refer to the misconceptions. Help students discover the error in the
misconception. For example, “Why is blue always recessive?” “When
Squidward gets married, whose genes will get expressed in their
offspring, and why?”
Extension to evolution
1. Through a mutation, which causes a different phenotype, one of
Spongebob and Susie’s offspring (SpongeLarry) has the ability to get
oxygen from air in addition to from the water. *Let A = non-air breathing
and a = air-breathing.
Some possible prompts for whiteboarding:
a. Explain how SpongeLarry got his phenotype.
b. If SpongeLarry finds a sweetheart who is aa, explain the advantage
they would have by moving away from Bikini Bottom to live on Bikini
Beach.
12. Probability Pennies Lab [2 days] *Two Options:
*This activity targets Learning Objective 1 & 4
a. Probability in Genetics Lab – includes dihybrid crosses.
b. Penny Probability – with monohybrid crosses only.
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Materials
Preferred Lab Handouts
Pre-activity discussion
1. Review necessary working vocabulary.
Instructions
1. See handout for instructions.
Post-activity discussion
1. Have students whiteboard the answers to the questions of the activity
you choose.
13. Incomplete Dominance and Codominant Traits [1 day]
*This activity targets Learning Objective 4
Materials
Photograph of red, pink, and white snapdragons (find your own pictures)
Photograph of white, black, and Barred Rock chickens (find your own
pictures).
Pre-activity discussion
1. Remind students about dominant and recessive inheritance patterns.
2. Is inheritance always that simple?
Instructions
1. Give students both sets of photos. Ask students to make a list of
differences they observe.
2. Hold a board meeting for students to share their observations.
3. Discuss the patterns of incomplete dominance and codominance. (Give
a clear definition of the two.)
3. Ask them to distinguish which organism represents these new patterns.
Students should include possible Punnett square to support their
opinions.
Post-activity discussion
1. Introduce students to the correct notation method for incomplete
dominance.
2. Ask them to reexamine their student traits inventory. Are there any traits
that appear to follow these new types of inheritance patterns.
14. Multiple Allelic Traits
*This activity targets Learning Objective 4
Materials
Simulated Bloody Typing Kit
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Pre-activity discussion
1. Does anyone know how many blood types are possible for humans?
Can you name them?
2. In small groups attempt to answer the following: keeping in mind the
previous inheritance patterns, explain how this is possible.
Instructions
1. Follow the instructions included in the kit.
Post-activity discussion
1. Why would it be important to understand why there are multiple types of
blood?
15. Polygenic Genes and Fingerprints
*This activity targets Learning Objective 3 & 4
Materials
Index cards
#2 pencils
1” transparent tape
Student data sheets
Pre-activity discussion
1. Familiarize students with the three basic types of fingerprints.
2. Demonstrate how to find the tri-radius
3. Demonstrate how to take the fingerprint
Instructions
1. Take fingerprints for all 10 digits
2. Identify the type of fingerprint.
3. Locate the tri-radii
4. Count ridges, record data
Post-activity discussion
1. Students calculate total ridge count. Discuss how genes influence the
ridge count.
2. Students calculate their number of additive genes.
16. Mendelian Post-quiz [.5 day]
*use pre-quiz
Other Genetic Tools:
17. Reading: Hemophilia
*This activity targets Learning Objective 8
Materials
“Hemophilia: The Royal Disease” handout
Extension: Extended Hemophilia Pedigree
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Pre-activity discussion
1. Discuss how some traits are inherited on the x-chromosome and why
this is important.
2. Discuss the symbols associated with a pedigree.
Instructions
1. Have students read and answer the questions that are embedded within
the reading.
2. Then whiteboard answers.
Post-activity discussion
1. Hold a board meeting to discuss sex-linked traits.
Extension to evolution
1. Show the extended pedigree of the English royal family and discuss
how the surviving portion of the family is not affected by the disorder.
2. Tie this in to natural selection, and talk about how a deletion mutation
can cause an individual to contribute less to the gene pool.
biology.clc.uc.edu
18. Thacker Family Pedigree
*This activity targets Learning Objective 8
Materials
“The Thacker Family: Constructing a Pedigree” reading
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Pre-activity discussion
1. Review pedigree symbols and the basics of constructing a pedigree.
2. Remind students of some key vocabulary terms.
Instructions
1. Have students read the family history and, in groups, whiteboard the
questions at the end.
Post-activity discussion
1. Have a board meeting and encourage students to discuss their
understanding of pedigrees.
19. Human Karyotypes
*This activity targets Learning Objective 8
Materials
Karyotype cut-and-paste pages from Human Karyotyping Activity
Blank paper
Scissors
Glue/tape
Pre-activity discussion
1. Have a discussion on the problems that can occur during meiosis
leading to chromosomal errors.
Examples: Occasionally chromosomal material is lost or rearranged
during the formation of gametes or during cell division of the early
embryo. Such changes, primarily the result of nondisjunction or
translocation, are so severe that the pregnancy ends in miscarriage – or
fertilization does not occur at all. It is estimated that one in 156 live
births have some kind of chromosomal abnormality.
Instructions
1. It is recommended to use only the Chromosomes “Set A,B,C,D” pages.
OR to copy them off with the “Normal” label obscured. It may also be
beneficial to obscure the “Y” label on any of the pages.
2. Give the students the cut-and-paste page and have them cut out and
organize the chromosomes by homologous pairs on the blank page.
Label the sex chromosomes.
Post-activity discussion
1. Have students whiteboard the answers to these discussion questions:
a. Is your person male or female? How did you know?
b. Describe any abnormalities.
c. In your opinion, is karyotyping ethical? Justify your answer.
d. Hold a board meeting to share and discuss answers.
20. Post Module Exam [1 day]
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Additional Activities
More pedigrees
Materials
Pedigree Scenarios, cut into slips for each group
Pre-activity discussion
Review the Thacker Family pedigree. Ask leading questions to help
students realize what patterns of heredity helped them determine that
polydactyly was a dominant trait. Also, get them to conclude what patterns
would indicate a recessive or sex-linked trait.
Instructions
Assign groups of students to read and complete the different pedigrees.
Have them present their pedigrees on whiteboards, labeling only as
Scenario I, II, etc. without the names of the disorder. Teacher circulates
and asks leading questions to be sure that students are coming to the
correct conclusion of the inheritance pattern represented by their scenario.
Have students display their whiteboards and then have students identify
the inheritance pattern represented by each whiteboard.
Post-activity discussion
After students have identified inheritance patterns, discuss the similarities
and differences between the inheritance patterns. Each group should
share the correct answer to their scenario to be sure that the class was
correct.
Dihybrid Spongebob Genetics Lab [1 day]
Materials
Bikini Bottom – Dihybrid Crosses worksheet from lessonplansinc.com
Pre-activity discussion
Suggest that all organisms have more than one trait. We can show that on
a Punnett square.
Instructions
Have students work in groups to complete the Bikini Bottom – Dihybrid
Crosses Genetics problems.
When they are almost done, assign each group a portion of the worksheet
to whiteboard and present to the class.
Post-activity discussion
Was there any combination of traits that did not show up together? Which
ones appeared more often? Discuss ratios.
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Misconceptions
*Daughters inherit most of their characteristics from their mothers.
*Boys inherit most of their characteristics from their fathers.
*Variation between species is a result of adaptation to environment instead of
inheritance.
*Transmitted characteristics are acquired during the life time of the animal.
*Individuals can adapt to a changing environment. These adaptations are
heritable.
*Students do not understand the relationship between DNA, genes, and
chromosomes
*One parent contributes genes for some characteristics, while the other
features come from the other parent.
*Inherited traits are blended, but the male parent's characteristics are stronger
in expression or always dominant.
*Animals consciously plan their reproductive strategies.
*If there are three alleles in a population, an individual may have three alleles.
*Dominant alleles are generally the most frequently occurring alleles in a
population.
*If a trait is genetically controlled it can't be influenced by the environment.
*Dominant alleles are the most desirable ones.
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