Welcome to Fruit Fly Genetics
A Teacher’s Introduction to Genetics
Learning Objectives:
The purpose of this unit is to support South Carolina seventh grade science teachers in implementing
novel methods in teaching genetic concepts, specifically South Carolina standard 7-2. Ideally, both
teachers and students will improve their content knowledge of fundamental genetics and the world around
them. This unit is designed to be an introduction to the diversity of the field of genetics, helping teachers
and students identify and understand each of the three major areas:
1. Classical - deals with Mendelian inheritance, linkage, multiple genes, quantitative inheritance,
and chromosomes.
2. Molecular - deals with the chemical nature of the gene, gene replication, expression, and
regulation, recombinant DNA, mutagenesis, and extra chromosomal inheritance.
3. Population - deals with the Hardy-Weinberg equilibrium, mating systems. That is, it deals with
the frequency of alleles, genotypes, and phenotypes in populations and the factors that can change
the frequencies.
Aspects of all three areas are essential to understanding indicated indicators within SC Standard 7-2.
Fruit Fly Genetics Introduction
Fruit Fly Genetics specifically address South Carolina Science Standard 7-2: the student will demonstrate
an understanding of the structure and function of cells, cellular reproduction, and heredity; Specifically
indicator 7-2.5: Summarize how genetic information is passed from parent to offspring by using the terms
genes, chromosomes, inherited traits, genotype, phenotype, dominant traits, and recessive traits.
Upon successful completion of this lesson, students will be able to:
i.
ii.
iii.
Describe the basics of gene and chromosomal structure and function
Characterize how genes are transmitted and expressed from parent to offspring.
Use Punnett Squares to predict fruit fly inheritance patterns.
Welcome to the Exciting World of Protists & Bacteria
The lessons and activities on Protists and bacteria specifically address South Carolina Science Standard 72: the student will demonstrate an understanding of the structure and function of cells, cellular
reproduction, and heredity; Specifically indicator 7-2.3: Compare the body shapes of bacteria (spiral,
coccus, and bacillus) and the body structures that protists (euglena, paramecium, amoeba) use for food
gathering and locomotion. Once students have been introduced to the overall variety of bacteria and
protists, they will create WANTED bacteria or protists posters as a capstone activity. Please refer to the
example document for further details. Please encourage students to be original and creative!
Last Revised: 1/6/2011
Upon successful completion of this lesson, students will be able to:
i.
ii.
iii.
Differentiate the body shapes of bacteria and body structures of protists.
Differentiate basic structural differences of bacteria and protists.
Characterize the different methods of locomotion utilized by protists for food gathering, etc.
Supplementary Material(s)
Cheek Swab Activity
This activity seeks to address South Carolina Science Standard 7-2: the student will demonstrate an
understanding of the structure and function of cells, cellular reproduction, and heredity; Specifically
indicators 7-2.1 and 7-2.2 respectfully: Summarize the structures and functions of the major components
of plant and animal cells (including cell wall, the cell membrane, the nucleus, chloroplasts, mitochondria,
and vacuoles); Compare the major components of plant and animal cells.
Ideally this activity should be paired with other learning initiatives; helping to foster a greater
understanding of the differences and similarities that exist between plant and animal cells.
This exercise will contribute to students being able to:
i.
Differentiate between plant and animal cell structures and overall shape(s).
Inherited vs. Acquired Traits Presentation
This presentation seeks to address South Carolina Science Standard 7-2: the student will demonstrate an
understanding of the structure and function of cells, cellular reproduction, and heredity; Specifically
indicator 7-2.7: Distinguish between inherited traits and those acquired from environmental factors.
Ideally this presentation should be used to introduce students to inherited vs. acquired traits. Too often
students confuse or even misunderstand essential differences between the two; therefore a presentation
with “star” attitude is just the idea, to help students understand and remember these fundamentals.
Upon successful completion of this lesson, students will be able to:
i.
ii.
Differentiate between traits that are inherited and those that are acquired from environmental
factors.
Provide real world examples of inherited and acquired traits.