SUSME Study Lesson Plan
Title: Law of Segregation/Meiosis
Authors: Lise Gelatko Falconer, LaRhonda Brown, Angela Day, Tiffany Goldsmith, Raven McDonald,
Sandra McKell, Mary Moss, Pam Weaver
Grade/Subject: 7/Life Science, 9th/ Pre-AP Biology
Date:
I. Need for this Lesson
Based on teacher observations and state assessments, students do not understand Mendel’s Laws and are unable to
master the associated objectives. Teacher resources are limited as well.
This lesson should give students understanding of Mendel’s Law of Segregation and the Law of Independent
Assortment. An understanding of meiosis is also necessary for an understanding of basic genetic principles
Prior to this lesson, students should know: the parts of a cell, differences between prokaryotic and eukaryotic cells,
DNA (Central Dogma), chromosome structure, mitosis, and the reproductive system.
II. Unit Information
A. Name of the Unit: Mendel’s Laws
B. Goal(s) of the Unit:
1. Define important genetic terms
2. Illustrate Mendel’s Laws: Law of Dominance, Law of Segregation, and Law of Independent Assortment
3. Demonstrate a basic understanding of meiosis
4. Use Punnett squares to solve basic problems in genetics.
C. Relationship of the Unit to the Curriculum
Prerequisite Knowledge Concepts for this Unit
Concepts in Future Units Students Should Know:
←Bridge from
Bridge to → Prepare Students to Learn:
 Students should know the
 Students will be able to apply
 In high school Biology,
characteristics of a cell.
and define the Law of
Microbiology, and Genetics,
Segregation.
students will discuss and
 Students should understand
analyze various topics of
DNA and the Central
 Students will be able to
genetic engineering. In
Dogma of Molecular
identify that meiosis reduces
middle school Life Science
Biology (DNA – RNA –
the chromosome number by
students will discuss
Protein)
half
examples of genetic
 Students should understand
 Students will be able to
engineering.
chromosome structure.
identify that meiosis is the
 In high school biology
process that produces sex
 Students should understand
students will be expected to
cells
mitosis
understand what happens to
 Students will be able to
 Students should understand
the chromosomes during each
define diploid (complete set
the human reproductive
phase of meiosis.
of
homologous
system and be able to

In middle school Life Science
chromosomes)
and
haploid
understand the questionand high school Biology,
(half set of chromosomes)
How do we reproduce?
students will discuss the
 Students will be able to
evolution as it relates to
identify that meiosis is a
Darwin’s theory, “survival of
process that undergoes 2
the fittest.”
divisions
 In middle school Life
 Students will be able to apply
Science, students will discuss
and define genetic
life over time.
terminology.
 In high school Biology,
Environmental Science and
middle school life science,
students will discuss
interdependent relationships
of organism.
D. Possible Student Misconceptions
1.
2.
3.
4.
5.
6.
Students are often confused about how the autosomes work in DNA.
Students do not understand the relationship between linage and genes or traits.
Students are often confused about chromosome migration during cell division.
Students often cannot tell the difference between homologous chromosome pairs and sister chromatid
pairs.
Students do not realize each parent contributes an equal number of chromosomes to their offspring.
Students often cannot tell the difference between Mendel’s Law of Segregation and Mendel’s Law of
Independent Assortment.
E. Unit Instructional Plan:
Unit Concept/Topic
1. Reproductive System- How do we reproduce?
2. Mitosis/DNA- How does a baby grow?
3. Chromosomes and Traits- Why do you look like your parents?
4. Meiosis- How do egg and sperm cells get half of the genetic information? *
5. Mendel’s Laws determine phenotypic and genotypic probabilities of offspring.
* concept(s) covered in this Study Lesson Plan
# of
Lessons
(1)
(5)
(4)*
(1)
(5)
III. Study Lesson Information
A. Title of the Study Lesson: Law of Segregation/Meiosis
B. Standards Addressed (national, state/local):
National
Reproduction and heredity
Grades 5-8
Molecular basis of heredity
Grades 9-12
State/local
Objective 7.9
ACOS
 Identify the process of chromosome reduction in the production of sperm and egg
cells during meiosis. (from diploid to haploid)
Objective 7.9.2
 Contrast mitosis with meiosis
Objective 7.11
 Identify and explain Mendel’s Laws of Genetics: Law of Dominance, Law of
Segregation, and Law of Independent Assortment
 Recognize genetic disorders
 Use monohybrid Punnett square to predict probability of offspring trait
ACOS/
AHSGE
High School Biology: Objective 7
 Apply Mendel’s law to determine phenotypic and genotypic probabilities of
offspring
 Define important genetic terms
C. Lesson Overview:
This lesson teaches students that when any individual produces gametes, the copies of a gene separate so that each
gamete receives only one copy, which is the law of segregation.
D. Performance Objective(s):
The student will: Demonstrate meiosis and the Law of Segregation.
E. Assessment Timeline
Diagnostic
Before student work begins.
Assessment strategies, possible
Formative During lesson.
Assessment strategies, possible
feedback, scaffolding techniques:
Summative After lesson is
completed.
Assessment strategies, possible
feedback, scaffolding techniques:
feedback, remediation:
Look at a picture of a family. Identify Teacher observation of how students 10 question quiz
traits common to both parents. How did place the spoons, forks, and knives on
child get to look like both parents?
the paper plates, student answers on
the student question sheet, student
responses to questions asked by the
teacher.
F. Materials/Resources
A baggie for each group containing plastic spoons, forks, and knives (pink or blue), a tri-fold board with paper
plates attached, a set of vocabulary words, 4 hula hoops
G. Teaching/Learning Process for the Study Lesson
Step
Handouts, equipment, supply.
Evaluate:
and time
Points to remember.
Assessment
Teaching/Learning Activities
allocation
techniques for
(min)
each activity.
Show a picture of a mother/father and child –
Picture on Elmo or
Class discussion
Engage
identify traits of the child that are common to
overhead projector
(5 min)
mother and common to father (cartoon picture)
Explore
(15 min)
Hula Hoop Meiosis – See teacher guide
Table Top Meiosis –See teacher guide
Explain
(25 min)
Extend
(5 min)
What might happen if meiosis goes wrong?
What type of effect might this have on the
baby?
Hula hoops
How "student"
chromosomes
separate into the
different hula
hoops
Per group (1 tri- fold board with
8 paper plates attached “cells”,
and baggie containing 4 forks, 4
spoons, 4 knives, one set of key
terms
Data sheet, teacher
observations
Teacher will demonstrate what
happens when 2 chromosomes
(spoons) fail to separate during
meiosis. This demonstration is
carried out on the display board.
Student responses
(Teacher can relate
this to Down
Syndrome,
Klinefelter
Syndrome, or
Turner Syndrome)
IV. Attachments (worksheets, labs, project guides, tests, rubrics, etc.)
Use this picture to introduce the lesson:
engage activity for meiosis lesson.pdf
Meiosis Lesson guideline for teacher.doc
Hula Hoop Meiosis Activity.doc
Meiosis data table with instructions.doc
meiosis vocabulary.doc
meiosis vocabulary cards.doc
Picture of meiosis activity poster.pdf
Answer sheet for Meiosis data table.doc
Meiosis assessment.doc
Teacher should ask
questions that are
similar to the state
assessment.