Direct instruction
Teachers: Jacob A. Webster
Subject: CORE Biology – Genetics
Standard:
 S4.C2.PO3: Explain how genotypic variation occurs and results in phenotypic diversity.
Objectives (Explicit):

SWBAT to relate to the World of Genetics and be able to describe and distinguish Gregor
Mendel’s Pea Plant Experiment by having a timed exit ticket of two minutes with 80%
accuracy.
Evidence of Mastery (Measurable):
SWBAT to relate to Genetics by comparing their “looks or Phenotypes from their parents” and ultimately recall
the scientific method and how Gregor Mendel implemented the Scientific Method with his Pea Plants in a two
minute exit-ticket students will be able to demonstrate and recall who was “The Father of Genetics and by using
the Scientific Method why did this scientist use Pea Plants?”
Sub-objectives, SWBAT (Sequenced from basic to complex):
Genetics is genetic information in chromosomes that determine physical characteristics (Genotypes to
Phenotypes); Gregor Mendel “The Father of Genetics” created a detailed scientific method account of pea plant
offspring by the use of Punnett Squares using biological probabilities – statistics to interpret Genotypes and
Phenotypes.
 SWBAT relate to why they look the way they do from genotype to phenotype
 SWBAT to analyze why Gregor Mendel was prolific with his work with Genetics by following
the scientific method and using biological probabilities – statistics
 SWBAT create a Punnett Square to demonstrate offspring probabilities
 SWBAT compare and contrast between genotype and phenotype
Punnett Squares are useful in biology to determine what the offspring will have in their phenotype and genotype. Following
the statistical analysis and the scientific method as Gregor Mendel did, we may determine what the offspring will look
physically but also if they may have a certain condition that needs to be treated.
Key vocabulary:
Materials/Technology Resources to be Used:
Punnett Squares, Biological Probabilities – Statistics,
Genotypes, Phenotypes, Gregor Mendel, Genetics
Prezi Presentation, YouTube – Genetics Video,
Practice Worksheet, and Quiz Worksheet
Opening (state objectives, connect to previous learning, and make relevant to real life)
At the beginning of the lecture there will be a class discussion about last nights homework. The night before the
students’ will have filled out a characteristic worksheet based upon the looks of their parents. The worksheet will
lead into a ten-minute class discussion about phenotypes and how they derived from genotypes or today’s topic,
the world of Genetics. The purpose of the characteristic worksheet the night before is for students to realize that
they look like the genetic decent of their parents and begin to ponder how genetics works in a real world setting.
With a spark interest in the subject of Genetics students will watch a YouTube introduction video on the topic of
Genetics. Then the lecture will begin with an introduction of the father of Genetics, Gregor Mendel that will
require students to comprehend and analyze their previous learning of how to proper follow the scientific methods
(i.e. as G. Mendel did with Genetic analysis of Pea Plants).
Teacher Will: begin the lecture by reviewing with
students to always put your name at the top and page
number at the bottom right (this will be page #1) on
their worksheet. During when the worksheet is
handed out, this will be prime to talk with students
on a quick personal level (“How are you?” “How
was the assembly?”). After name and page number
has been written down on their worksheets then the
true lesson may begin. Introduce the World of
Genetics and Follow the provided Prezi. The first
slide (featuring a cartoon) will initiate students to
wonder how they look and be able list to compare
and contrast between the looks (“phenotypes”) from
their parents (“You have your Mother’s Eyes”).
After a few minutes on their own students may then
pair together in a group and share why they look the
way that they do from their parents (Think-PairShare Method). After their discussion this will lead
into the rest of the Prezi Presentation.
Student Will: be prepared at the beginning of the
lecture and as always follow proper classroom
procedures. Upon receiving their individual
worksheet students will need to fill-out their name
at the top and page number at the bottom right.
After receiving instructions students will list down
what their phenotypes are from their parents and
will share in a Think-Pair-Share Method. After
relating to the world of Genetics students will
write down and answer correlating questions
(from the definition of genetics through the
definition of phenotype on the worksheet).
Instructional Input
 During Mendel History REMIND students
to “think back about the Scientific Method”
 BE SURE TO MENTION THAT MENDEL
USED PEA PLANTS BECAUSE OF THEIR
HIGH OFFSPRING OUTPUT
 Reiterate that Gregor Mendel was a Monk
and is called the “Father of Genetics”
 Be well aware that some students may not
know or be with their genetic/biological
parents
Co-Teaching Strategy/Differentiation:
Co-Teaching Strategy that will be implemented is using Supportive Co-Teaching. While Student Teacher
Intern is presenting material, the mentor teacher will assist with students on a need to need basis dictated
by a raise of their hand.
Differentiation Strategy, at this level of instruction the prime component for student assistance would be
for a student to partner up with someone in class to work together on the assignment due to the ThinkPair-Share method being implemented. Depending on the student’s needs they may also have a teacher
copy of notes, a translated page, or to sit accordingly for hearing/vision assistance.
First Hour: Robert is an ELL student and will be partnered with either (Ashlee or Daniel) to assist with
the guided practice by being partners.
Guided
Practic
e
Teacher Will: initiate the final problem that will
have students be able to create a Punnett Square and
be able to box in the Genotype and be able to circle
Student Will: follow teacher’s example of exactly
what will be drawn on board. During the creation
of a Punnett Square students should be able to use
in the Phenotype. Steps of making an example
Punnett Square are listed:
1. Make A Cross
2. Box in the Cross
3. With Given Genotype (YY vs. yy) Write
Them on the top (YY) and the bottom (yy)
4. After filling out the box accordingly students
should realize that all of the offspring would
become become yellow.
5.
| Y
|
Y
y
|
Yy
Yy
y
|
Yy
Yy
6. Genotypes: YY, Yy & yy
7. *Phenotype: All Yellow
8. After demonstrating that the Phenotype is
yellow this will lead into a brief introduction
of dominant and recessive genes for this
will be covered in the next lecture.
the following terms correctly:
1. Genotype
2. Phenotype
3. Punnett Squares
After the Punnett Square students are to watch a fourminute Ted Ed Genetics Video that will help them
analyze their notes for them to concise and coincide
with the lecture.
After completing a Punnett Square Example the teacher
will initiate a quick check for understanding and initiate a
quick review over covered material. After all questions
are answered then the last slide of the Prezi Presentation
will have a video that will be played. This Ted Ed
Genetics Introduction video will lead into Independent
Practice.
Co-Teaching Strategy/Differentiation:
Co-Teaching Strategy that will be implemented is using Supportive Co-Teaching. While Student Teacher
Intern is presenting material, the mentor teacher will assist with students on a need to need basis dictated
by a raise of their hand.
Differentiation implemented during guided practice will include but not be limited to a variety of helpful
assets such as working with a partner, having a copy of presentation slides, or even having a translated set
of notes in a different language.
Independent Practice
First Hour: Robert is an ELL student and will be partnered with either (Ashlee or Daniel) to assist with
the guided practice by being partners.
Teacher Will: give a surprise exit ticket (two
minute) at the end of the video with the exit ticket
stating, “Who is the Father of Genetics and why did
this scientist use pea plants for his genetic testing?”
This will assess the student’s individual knowledge
of General Genetics History.
 Notes NEED to be PUT AWAY Before Exit
Ticket is Given Out
 Give Students One minute to fill-out/review
Notes from Lecture
Student Will: be able to complete their two minute
exit ticket and identify Gregor Mendel and his use
of pea plants due to their high amounts of
offspring. Students will ultimately be able to relate
to the World of Genetics – as this is the
introduction unit for Genetics.
 No Notes Allowed for Exit Ticket
Co-Teaching Strategy/Differentiation:
Co-Teaching Strategy that will be implemented is using Supportive Co-Teaching. At this point however
students are to be on their own, a teacher may clarify with the question on the exit ticket.
Differentiation can be implemented including but not limited to allowing more time, having partner
assistance, or even having their notes available to them during the exit ticket time of two minutes.
Differentiation may change depending on student individual needs, such as needing to sit closer to the
front due to vision problems, having more time for exit ticket due to English Language Learner, etc.
Closing/Student Reflection/Real-life connections:
The exit ticket will allow students to be able to reflect on if they proper understand the basic start of Genetics.
There exit tickets will also demonstrate if the instructor covered the material appropriately.
After completing and collecting the exit ticket the following will be said:


“How was the exit ticket, easy, hard, not enough time, any concerns?”
“Ladies and Gentleman “Welcome to the World of Genetics” we will begin to go more in depth as to
why we look the way we look – our Phenotypes – by creating babies. We will be making theoretical
babies to better demonstrate how Genetics and Punnett Squares function.”