Lesson Title: Mendle, Genotypes, Phenotypes and the Punnett Square
Unit:
TEKS: 130.7 (c) (7) (A)
OBJECTIVES
The student shall be able to:
1.
2.
3.
4.
5.
Understand Gregor Mendle’s laws of inheritance
Discuss the difference between genotypes and phenotypes
Label the three types of genotypes
Draw and label a punnett square
Predict outcomes of a punnett square
TEACHING MATERIALS, TOOLS, AND EQUIPMENT
PPT: Mendel’s Law of Inheritance
HO: Notes Page
WS: Phenotypes and Genotypes
TEACHING PROCEDURE
Interest Approach/Anticipatory Set
Teacher Notes
Day 2:
Link: How do you set up a punnett square?
As we discuss today we are going to learn about the punnett square,
we need to make sure we use the correct terminology.
First lets recap on what we discussed yesterday:
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Mendle’s law
Genotype
Phenotype
Dominant
Recessive
homozygous dominant,
heterozygous
homozygous recessive
Lecture only lesson with
a review / homework
worksheet to be
completed upon
finishing of this lesson.
Transition: Now were going to discover how to figure out the
genotypes, and phenotypes.
Teaching Plan and Strategy / Presentation of New Material
Teacher Notes
Day 2:
Objective4:
 Draw and label a punnett square
PowerPoint
Note packets
Have a lecture over it then have the students do it
individually
Objective 5:
 Predict outcomes of a punnett square
Activity:
Website activity
 http://glencoe.mcgrawhill.com/sites/0078759864/student_view0/unit3/chapter10/v
irtual_labs.html#
Worksheet
Punnett Square
graph to fill out
Activity:
Make punnett square for each trait on the worksheet done day
before.
ENGAGEMENT
Have the students understand the traits they have are from both parents
EVALUATION
The activity from the day before have the students make punnent squares of each trait.
ADDITIONAL MATERIALS
Computer, projector, projector screen, notes, worksheets, colored pencils, markers, or crayons.
©Texas Education Agency, 2011