2010
Living Environment: Genetics Unit Plan
Daniel Wang
Houghton College
Sunday, April 11, 2010
Living Environment: Genetics Unit
Unit Overview:
Organisms from all kingdoms possess a set of instructions (genes) that determines their
characteristics. These instructions are passed from parents to offspring during reproduction.
Students are familiar with simple mechanisms related to the inheritance of some physical traits in
offspring. They are now able to begin to understand the molecular basis of heredity and how this
set of instructions can be changed through recombination, mutation, and genetic engineering.
The inherited instructions that are passed from parent to offspring exist in the form of a code.
This code is contained in DNA molecules. The DNA molecules must be accurately replicated
before being passed on. Once the coded information is passed on, it is used by a cell to make
proteins. The proteins that are made become cell parts and carry out most functions of the cell.
Throughout recorded history, humans have used selective breeding and other biotechnological
methods to produce products or organisms with desirable traits. Our current understanding of
DNA extends this to the manipulation of genes leading to the development of new combinations
of traits and new varieties of organisms.
Target Group/ Environment:
Middle school learners, classroom and lab setting
Materials/Equipment Needed:
Powerpoint projector
Basics of Genetics Worksheet
Pieces of paper for each student
Meiosis/mitosis worksheet
Chromosomes handout
Male/female karyotypes
Colored pencils
Cutouts of basic subunits of DNA
Scissors
Tape or glue
Envelopes
Construction paper
Computer Lab
Genetics review sheet
Test papers
Extra pencils
Sources/Purpose:
Students will learn how to:

Explain how the structure and replication of genetic material result in offspring that
resemble their parents.

Explain how the technology of genetic engineering allows humans to alter genetic
makeup of organisms.
Standards and Objectives:
2.1a Genes are inherited, but their expression can be modified by interactions with the
environment.
2.1b Every organism requires a set of coded instructions for specifying its traits. For offspring
to resemble their parents, there must be a reliable way to transfer information from one
generation to the next. Heredity is the passage of these instructions from one generation to
another.
2.1c Hereditary information is contained in genes, located in the chromosomes of each cell. An
inherited trait of an individual can be determined by one or by many genes, and a single gene can
influence more than one trait. A human cell contains many thousands of different genes in its
nucleus.
2.1d In asexually reproducing organisms, all the genes come from a single parent. Asexually
produced offspring are normally genetically identical to the parent.
2.1e In sexually reproducing organisms, the new individual receives half of the genetic
information from its mother (via the egg) and half from its father (via the sperm). Sexually
produced offspring often resemble, but are not identical to, either of their parents.
2.1f In all organisms, the coded instructions for specifying the characteristics of the organism are
carried in DNA, a large molecule formed from subunits arranged in a sequence with bases of
four kinds (represented by A, G, C, and T). The chemical and structural properties of DNA are
the basis for how the genetic information that underlies heredity is both encoded in genes (as a
string of molecular “bases”) and replicated by means of a template.
2.1g Cells store and use coded information. The genetic information stored in DNA is used to
direct the synthesis of the thousands of proteins that each cell requires.
2.1h Genes are segments of DNA molecules. Any alteration of the DNA sequence is a mutation.
Usually, an altered gene will be passed on to every cell that develops from it.
2.1i The work of the cell is carried out by the many different types of molecules it assembles,
mostly proteins. Protein molecules are long, usually folded chains made from 20 different kinds
of amino acids in a specific sequence. This sequence influences the shape of the protein. The
shape of the protein, in turn, determines its function.
2.1j Offspring resemble their parents because they inherit similar genes that code for the
production of proteins that form similar structures and perform similar functions.
2.1k The many body cells in an individual can be very different from one another, even though
they are all descended from a single cell and thus have essentially identical genetic instructions.
This is because different parts of these instructions are used in different types of cells, and are
influenced by the cell’s environment and past history
2.2a For thousands of years new varieties of cultivated plants and domestic animals have resulted
from selective breeding for particular traits.
2.2b In recent years new varieties of farm plants and animals have been engineered by
manipulating their genetic instructions to produce new characteristics.
2.2c Different enzymes can be used to cut, copy, and move segments of DNA. Characteristics
produced by the segments of DNA may be expressed when these segments are inserted into new
organisms, such as bacteria.
2.2d Inserting, deleting, or substituting DNA segments can alter genes. An altered gene may be
passed on to every cell that develops from it.
2.2e Knowledge of genetics is making possible new fields of health care; for example, finding
genes which may have mutations that can cause disease will aid in the development of
preventive measures to fight disease. Substances, such as hormones and enzymes, from
genetically engineered organisms may reduce the cost and side effects of replacing missing body
chemicals.
Contents:
Lesson 1: Intro to Genetics
 Basics of Genetics Worksheet
Lesson 2: The Role of Genes
 Pieces of paper for each student
Lesson 3: Reproduction and Heredity
 Meiosis/mitosis worksheet
Lesson 4: Chromosome Lab Activity
 Chromosomes handout
 Male/female karyotypes
 Colored pencils
Lesson 5: DNA: The Blueprint for Life
 Cutouts of basic subunits of DNA
 Scissors
 Tape or glue
 Envelopes
Lesson 6: Function of DNA
 Cutouts of bases from last class period
 Scissors
 Tape or glue
 Construction paper
Lesson 7: Mutations
 Organizer (for presentation/research outline)
 Computer lab for 2nd half of class
 List of genetic diseases
Lesson 8: Selection Lecture and Exam Review/ Research Period
 Computer Lab
 Genetics review sheet
Lesson 9: Genetics Unit Test
 Test papers
 Extra pencils for students
Appendix: Genetics Unit Slideshow, Meiosis/Mitosis Slideshow, Mutation Slideshow
Lesson Plan- Day 1: Intro to Genetics
Standards:
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of
structure and function between parents and offspring.
2.1a Genes are inherited, but their expression can be modified by interactions with the
environment.
2.1b Every organism requires a set of coded instructions for specifying its traits. For offspring to
resemble their parents, there must be a reliable way to transfer information from one generation
to the next. Heredity is the passage of these instructions from one generation to another.
2.1c Hereditary information is contained in genes, located in the chromosomes of each cell. An
inherited trait of an individual can be determined by one or by many genes, and a single gene can
influence more than one trait. A human cell contains many thousands of different genes in its
nucleus.
Objective:
Students will be able to define what a gene is and why heredity is responsible for the variation in
species, including humans through the in-class completion of a worksheet on the basics of
genetic principles and terms.
Materials: Powerpoint projector, Basics of Genetics Worksheet
Procedure:
10 minutes- Introduction on genetics, ask students what the term reminds them of, discuss
examples of genetics at work: cloning, inheritance (hair/eye color, height, “weird” traits (ie.
tongue rolling, color blindness)
10 minutes: Present content via powerpoint slides 1-5. Order of ideas: What is genetics? -> What
is a gene?-> Genes determine traits (examples of traits, such as height, eye color, etc.) ->
Genetics can allow us to study how traits are passed from generation to generation (heredity).
Vocabulary words: gene, genetics, traits, heredity. Discuss definitions as well as examples (eg.
There is a gene for hair color, etc.)
15 minutes: Hand out worksheets and have students work in partners to complete before end of
class. Will be collected and graded as a homework assignment.
5 minutes: Exit slip: collect worksheets on the way out. Ask students: what are examples of
heredity?
Assessment:
Exit slip question, work sheet completion
Lesson Plan- Day 2: The Role of Genes
Standards：
2.1b Every organism requires a set of coded instructions for specifying its traits. For offspring to
resemble their parents, there must be a reliable way to transfer information from one generation
to the next. Heredity is the passage of these instructions from one generation to another.
2.1c Hereditary information is contained in genes, located in the chromosomes of each cell. An
inherited trait of an individual can be determined by one or by many genes, and a single gene can
influence more than one trait. A human cell contains many thousands of different genes in its
nucleus.
2.1h Genes are segments of DNA molecules. Any alteration of the DNA sequence is a mutation.
Usually, an altered gene will be passed on to every cell that develops from it.
Objective:
Students will learn the idea that different traits are determined by different genes, there are
thousands of different genes in humans, located on different parts of the chromosomes and that
they are passed on from generation to generation. They will demonstrate their knowledge by
completing one short answer question which they will turn in at the end of class.
Materials:
Powerpoint projector, Pieces of paper for each student
Procedure：
5 minutes- review topics discussed last class (genes, heredity, traits, alleles)- from slide #6
20 minutes: Present content via powerpoint slides 7-15. Order of ideas: dominant and recessive
traits, homozygous and heterozygous traits, genotype, phenotype. Give time to take notes from
powerpoint slides and have a couple minutes to review all the terms when finished with
presentation.
10 minutes: Pop quiz, hand out paper and write question on the board and read to class “Using
the words: genes, chromosomes, traits, generation, genotype, and phenotype, explain how
characteristics of an individual are passed from parent to offspring.”
Give students 5-10 minutes to work on answer individually.
5 minutes: Exit slip: collect papers answer question as a class as an exit slip question
Assessment:
Exit slip question, quiz performance. Quiz will be graded out of 10
Lesson Plan- Day 3: Reproduction and Heredity
Standards:
2.1d In asexually reproducing organisms, all the genes come from a single parent. Asexually
produced offspring are normally genetically identical to the parent.
2.1e In sexually reproducing organisms, the new individual receives half of the genetic
information from its mother (via the egg) and half from its father (via the sperm). Sexually
produced offspring often resemble, but are not identical to, either of their parents.
Objective:
By the end of the class period, Students will be able to define sexual and asexual reproduction,
and the differences and similarities between them, and relate them to the concepts they have
previously learned in the cell unit on mitosis and meiosis. Their knowledge is going to be
demonstrated in a homework activity to be completed by the beginning of next class.
Materials: Powerpoint projector, meiosis/mitosis worksheet
Procedure:
5 minutes: review previous concepts: Genetics, genes heredity, chromosome, phenotype,
genotype, dominant/recessive traits.
15 minutes: Present meiosis/mitosis powerpoint, starting off with the youtube video illustrating
mitosis, making sure to emphasize that asexual reproduction uses mitosis and sexual
reproduction uses mitosis. Crossing over in meiosis is responsible for genetic variation. Genetic
variation in both types of reproduction; ask students how genetic variation is a good thing/ bad
thing.
10 minutes: briefly go over the steps of mitosis and meiosis, which they should have learned in
cell unit regarding cell division.
5 minutes: Introduce homework assignment, due next class period, and hand out meiosis and
mitosis worksheet. Students may begin working on it and ask any questions. Make sure that they
can refer to notes and textbook for answers.
5 minutes: Exit slip questions: What type of cell division does sexual reproduction utilize?
Asexual? How many chromosomes does a normal body cell have in humans? Sperm cell? Egg
Cell?
Assessment: Exit slip questions, homework assignment due next class period. To be graded.
Lesson Plan- Day 4: Chromosome Lab Activity
Standards:
2.1c Hereditary information is contained in genes, located in the chromosomes of each cell. An
inherited trait of an individual can be determined by one or by many genes, and a single gene can
influence more than one trait. A human cell contains many thousands of different genes in its
nucleus.
Objective:
By the end of the class period, students will have demonstrated their knowledge of the role and
arrangement of chromosomes and the different traits that they carry by completing and hands-on
activity. They will also be able to understand the genetic basis for many of the common diseases.
Materials:
Chromosomes handout, male/female karyotypes, colored pencils
Procedure:
5 minutes: Review: Chromosomes, what do they contain (genetic information), how many
chromosomes does a human have? Sexual/asexual reproduction?
5 minutes: Introduce activity: Have student read direction out loud, clarify information, state
expectations, make sure students know that this must be completed before end of class. They
may work with partner but each have to turn in his/her own work.
30 minutes: Students work on activity, make sure they stay on task. Collect on the way out.
During this time, ask some questions like what chromosome is the trait cleft lip found? Is it
dominant and recessive? Make sure materials are cleaned up at the end of class, desks back in
order before anyone leaves.
Assessment:
Correctness of labels and completion of activity.
Ability to follow directions and participation.
Lesson Plan- Day 5: DNA: The Blueprint for Life
Standards:
2.1f In all organisms, the coded instructions for specifying the characteristics of the organism are
carried in DNA, a large molecule formed from subunits arranged in a sequence with bases of
four kinds (represented by A, G, C, and T). The chemical and structural properties of DNA are
the basis for how the genetic information that underlies heredity is both encoded in genes (as a
string of molecular “bases”) and replicated by means of a template.
2.1g Cells store and use coded information. The genetic information stored in DNA is used to
direct the synthesis of the thousands of proteins that each cell requires.
Objective:
Students will understand the purpose, composition and chemical makeup of DNA and its
location within the cell. They will begin an activity on modeling DNA in class, to be completed
after the next lesson, demonstrating their knowledge of base pairing; as well introducing them to
DNA replication. The activity will introduce students to DNA. DNA is a complex molecule that
is found in all living organisms. The students will be able to manipulate the nucleotides ( basic
building blocks ) of DNA.
Materials:
Powerpoint projector, cutouts of basic subunits of DNA, scissors, tape or glue, envelopes
Procedure:
5 minutes: Review: Chromosomes, what are they made out of? Introduce DNA as the building
blocks of like and the most basic form of genetic information.
20 minutes: present information from slideshow (slides #16-23), make sure students understand
that DNA is composed of sugar and base, the base pairings, give time for them to copy down
slide, genes are segments of DNA that contain the information to be made into proteins.
5 minutes: Introduce activity, hand out worksheets, go over instructions. Hand out scissors so
students can cut out the base pairs before the end of class. Hand out envelopes so students can
write their names on them and put the cutouts inside for next class.
10 minutes: Students work in partners to cut out bases make sure that all are cut out and are in
the envelopes for next class. Have them write their names on the envelopes. Material are
collected before dismissal.
Before students leave, check understanding of DNA, base pairs- exit slip question
Assessment: Class participation, exit slip question
Lesson Plan- Day 6: Function of DNA
Standards:
2.1g Cells store and use coded information. The genetic information stored in DNA is used to
direct the synthesis of the thousands of proteins that each cell requires.
2.1i The work of the cell is carried out by the many different types of molecules it assembles,
mostly proteins. Protein molecules are long, usually folded chains made from 20 different kinds
of amino acids in a specific sequence. This sequence influences the shape of the protein. The
shape of the protein, in turn, determines its function.
Objective:
By the end of the class period, students will know that DNA is stores the code in by which
proteins are synthesized, they will know that proteins are the functional components within the
cell and the human body and they will demonstrate this by completing the activity modeling
DNA.
Skills: Using tools, modeling, visualizing
Materials: Powerpoint projector, cutout of bases from last class period, scissors, tape or glue,
construction paper
Procedure:
5 minutes: review previous class material, what is the blueprint for life? How do the bases pair
up together in a DNA molecule? What shape is a DNA molecule?
15 minutes: Present new material (slides 24-29) make sure students have notes written down.
Remind them of upcoming unit test. Emphasize the process from DNA-> RNA -> Proteins
(Central Dogma)
5 minutes: Hand out material for the modeling DNA project. Remind students what the goal is
and that it must be finished before the end of class.
15 minutes: Students finish up modeling DNA and glue finished product on construction paper to
be put up around the classroom. Review the structure of DNA with the class. Clean up work area
when finished. Everything cleaned up before dismissal.
Assessment:
Understanding of structure of DNA from activity, answer question, class participation.
Lesson Plan- Day 7: Mutations
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of
structure and function between parents and offspring.
2.1h Genes are segments of DNA molecules. Any alteration of the DNA sequence is a mutation.
Usually, an altered gene will be passed on to every cell that develops from it.
2.2d Inserting, deleting, or substituting DNA segments can alter genes. An altered gene may be
passed on to every cell that develops from it.
2.2e Knowledge of genetics is making possible new fields of health care; for example, finding
genes which may have mutations that can cause disease will aid in the development of
preventive measures to fight disease. Substances, such as hormones and enzymes, from
genetically engineered organisms may reduce the cost and side effects of replacing missing body
chemicals.
Objective: By the end of class, students will be able to define what a mutation is and its effects
on the level of DNA, the cell, and protein synthesis. Furthermore, they will understand that
mutations can be beneficial, harmful, or neutral. They will connect their understanding of
genetics to other classes by beginning researching a genetic disease, and its impact on society,
which will be presented a week from now.
Materials: Powerpoint projector, organizer (for presentation/research outline), computer/ lab for
2nd half of class, list of genetic diseases
Procedure:
5 minutes: Review previous lesson on DNA. Ask students what DNA is, where it is located,
what its roles are. Also review function of proteins in the body.
15 minutes: New content on mutations: types of mutations, effects on the cell, protein synthesis.
5 minutes: Introduce project- genetic disease research, have students sign up for diseases caused
by genetic defects. Presentation must include mechanisms of disease, social impact, and the
research that has been done for this disease. Hand out organizer for students to write down notes
to create outline of presentation. This will be oral with a visual illustration component.
15 minutes: Students work individually on computers, gathering preliminary information about
their topic. Walk around and assist students.
Exit slip: Ask each student as they are researching to state something new they have learned
about the disease.
Assessment: Check organizers/outline, exit slip question
Lesson Plan- Day 8: Genetic Engineering
Objective:
By the end of the class period, students will be able to define and understand the concepts of:
Genetic engineering, selective breeding, inbreeding/outbreeding, hybridization, and grafting, as
well as demonstrate their practical understanding of the implications and impacts of genetic
engineering by completing a WebQuest activity for which they will have to pretend to be a
reporter/journalist and write about an issue regarding genetic engineering.
Standards:
Organisms from all kingdoms possess a set of instructions (genes) that determines their
characteristics. These instructions are passed from parents to offspring during reproduction.
Students are familiar with simple mechanisms related to the inheritance of some physical traits in
offspring. They are now able to begin to understand the molecular basis of heredity and how this
set of instructions can be changed through recombination, mutation, and genetic engineering.
2.2a For thousands of years new varieties of cultivated plants and domestic animals have resulted
from selective breeding for particular traits.
2.2b In recent years new varieties of farm plants and animals have been engineered by
manipulating their genetic instructions to produce new characteristics.
2.2c Different enzymes can be used to cut, copy, and move segments of DNA. Characteristics
produced by the segments of DNA may be expressed when these segments are inserted into new
organisms, such as bacteria.
2.2d Inserting, deleting, or substituting DNA segments can alter genes. An altered gene may be
passed on to every cell that develops from it.
2.2e Knowledge of genetics is making possible new fields of health care; for example, finding
genes which may have mutations that can cause disease will aid in the development of
preventive measures to fight disease. Substances, such as hormones and enzymes, from
genetically engineered organisms may reduce the cost and side effects of replacing missing body
chemicals.
Materials Needed:
Guided Notes, Computer access for every student, WebQuest worksheet, PowerPoint projector
Agenda:
5 Minutes: Introduce myself and ask what students already know regarding the topic of genetic
engineering. Talk about what we will do today.
15 Minutes: Present slideshow on genetic engineering, have students fill out the guided notes
provided.
5 minutes: Introduce WebQuest activity and pass out worksheet on writing news article.
Website: http://www.iptv.org/exploremore/ge/
Remainder of class time: Students work on WebQuest and complete news article. Help out
students if they need it. They will have two class periods to do this activity.
Last 2 minutes: Ask students, “What are some of the potential issues that may arise from genetic
engineering?”
If extra time: Watch Bill Nye video on genetics
Assessment:
News article will be graded for completion/ demonstration of knowledge.
Accommodations/Modifications:
Complete notes may be provided, shorter WebQuest for those who cannot handle full reporter
worksheet.
Lesson Plan- Day 9: Genetics Unit Test
Standards:
Accumulation of standards in lessons 1-8.
Objective: Students will demonstrate their knowledge of the concepts covered in the genetics
unit by completing a written exam consisting of multiple choice, true/false, and long answer
questions, to be completed during the class period.
Materials: Test papers, extra pencils, computer(s)
Procedure:
5 Minutes: Have student spread out desks as much as possible, make sure everyone has a pencil,
and then hand out tests face down. Students begin when everyone has a test. They have until the
end of class, make sure they know how much time they have and that they are free to ask
clarifying questions by raising their hand.
30 Minutes: Students work on test. If they finish early, they may raise their hand so that their test
may be collected, then quietly work on something else for another class, or ask for permission to
go to a computer to do further research on their genetic disease project. Make sure students know
that others are still working on test and cannot be disrupted.
5 Minutes: Give 5-minute warning, and remind everyone else to remain quiet until the end of
class.
Assessment: Genetics unit test