Science Lesson Planning Template
Context Issues of the Lesson
Unit or Lesson Title:
Genetics
Grade Level
9th grade Biology
Topic/Theme/Nature
of the Investigation:
Mendelian Genetics/Phenotypes & Genotypes
NGSS Performance
Expectation(s)
There is a genetic basis for the transfer of biological
characteristics from one generation to the next through
reproductive processes.
NGSS Dimension 1
component
NGSS Dimension 2
component
Explain how genotype (heterozygous and homozygous)
contribute to the phenotypic variation within species.
Predict the probability of the occurrence of specific
traits, including sex-linked traits, in an offspring using
monohybrid cross.
NGSS Dimension 3
component
Sex-linked traits and expression depending on gender.
Duration:
2- 50 minute class periods
Lesson Planning Template - - The 5 E’s
Planning Stages Within the 5-E Inquiry Model
Engage
PURPOSE:




to convey the context of the lesson(s)/unit by conveying an important Key Question
to engage students in investigations that reveal their thinking to themselves and the teacher
to record the initial ideas of students
to engage their interest
What is the teacher doing? What are the students doing?
Students will be coming up with a list of dominant characteristics that they share with
their immediate family (Do Now). The teacher will be making a list on the board of all
of these characteristics that the students come up with. The students and teacher will
discuss why they believe they share these traits with their parents, and what they think is
responsible for giving them the same traits as their parents.
Explore
PURPOSE:



to test ideas and develop knowledge using explorations, investigations, experiments
to modify and record ideas as they change due to activities
to develop new questions and testable hypotheses
Activities (list)
Lecture on Medelian Genetics along with genotypes
and phenotypes.
Foldable
Driving Question
What is Mendelian genetics?
What is the difference
between phenotype and
genotype?
How does the genotype
determine the phenotype?
Student Communication Product: (written report, oral presentation, poster, etc.)
Students will be responsible for completing a foldable after lecture. They will have
approximately 30 minutes to complete a layered foldable with an explanation for the
following terms; punnett square, homozygous, heterozygous, genotype, phenotype,
dominant, recessive. Students will be responsible for defining the term in their own
words, give an example, and draw a figure or demonstration that will allow them to
remember the term.
(consider showing “Models” of student products to help student identify characteristics of quality)
Lesson Planning Template - - The 5 E’s
Explain
PURPOSE:


to answer the Key Question through student explanations
to provide students with relevant vocabulary, formal definitions and explanations of concepts
Content Media: (written material, video, teacher lecture, technology)
Teacher lecture on mendelian genetics along with the introduction to genotypes and
phenotypes.
Student Communication Product (assessment): (unit test, written report, oral
presentation, poster, etc.)
Go back thru data from the Heredity Demonstration (previous day) and discuss which
traits students think are dominant or recessive, and then determine whether the trait
would be heterozygous or homozygous.
Elaborate
PURPOSE:

to extend students' conceptual understanding through application or practice in new settings
Activities:
On day two, students will be practicing using genotype and phenotypes. They will also
be introduced to probability so that they will be able to understand how probability
determines the outcome of the genotype, which in turn determines the outcome of the
phenotype. The students will be completing a worksheet that shows different traits
(homozygous, heterozygous, dominant, and recessive). They will have to be able to
determine the description of each example on the worksheet. They will be given 15
minutes to complete the worksheet on their own, and then get into small groups where
they will think-pair-share. We will then come together as a large group to discuss the
answers along with why they chose that answer. For this exercise, students will not be
allowed to use their notes or foldable.
Content Media: (written material, video, teacher lecture, technology)
Genotype/Phenotype Worksheet
Extending/Application Questions for Whole/Small Group Discourse:
What made you choose any particular description to apply to an example? What is the
different between genotype and phenotype? How do you think probability is used to
determine the genotype? How does the genotype determine the outcome of the
phenotype?
Lesson Planning Template - - The 5 E’s
Student Communication Product (assessment): (unit test, written report, oral
presentation, poster, etc.)
Each student will determine the explanation (genotype, phenotype, heterozygous,
homozygous, recessive, dominant) of the problems that are on their worksheet. I will put
multiple examples on the board, and each student will be required to answer and then tell
the class why they chose that explanation.
Evaluate
PURPOSE:


for students to assess their understand of the learning objectives
for the teacher to assess student understanding of the learning objectives
Skill/Reasoning Learning Objectives
Students will be able to construct a
foldable to differentiate between the key
terms; punnett square, homozygous,
heterozygous, phenotype, genotype,
dominant, and recessive)
Assessment Instrument
Students will be assessed based on the
content in their foldable. They will be
assessed by the definition provided
about the term, the original example
they give, and their own picture or
demonstration.
Knowledge Learning Objectives
Students will be able to determine
genotype, phenotype, heterozygous,
homozygous, dominant, and recessive
traits from a worksheet with examples.
Assessment Instrument
Students will answer the questions on
their worksheet, and then get into small
groups to think-pair-share. Each student
will then be responsible for answering
one of the examples on the board, and
then discuss with the class why they
chose that particular explanation.
Lesson Planning Template - - The 5 E’s
*The foldable will be completed before class begins so students will be able to
complete the foldable without problems.
Lesson Planning Template - - The 5 E’s
Name:__________________________________
Hour:____________
Genotypes and Phenotypes
Determine if the example is a genotype/phenotype, heterozygous/homozygous,
dominant/recessive. If it is a phenotype, then simply write “Phenotype”
1. RR
___________________________________________________________
2. Rr
____________________________________________________________
3. Blue Eyes
4.
______________________________________________________
Rr
____________________________________________________________
5. Bb
____________________________________________________________
6. Blond Hair
7. ZZ
______________________________________________________
____________________________________________________________
8. Dimpled Chin ______________________________________________________
9. Ff
____________________________________________________________
10. Bb
____________________________________________________________
11. bb
____________________________________________________________
12. Freckles
13. DD
______________________________________________________
____________________________________________________________
14. BBYY ____________________________________________________________
15. rrhh
____________________________________________________________
16. Green eyes
______________________________________________________
Lesson Planning Template - - The 5 E’s
Discussion Questions:
1. How did you determine the explanation for the examples you completed on the
worksheet? (This question will be answered when students complete the practice
problems on the board. Students will be responsible for telling their classmates
what made them determine the explanation for the practice problem.)
2. What is the difference between genotype and phenotype?
3. What is the difference between homozygous and heterozygous?
4. What is the difference between dominant and recessive?
5. How do you think probability is used to determine the genotype?
6. How does the genotype determine the outcome of the phenotype?
Lesson Planning Template - - The 5 E’s