University of Toronto
Lesson Plan: Grade 11
Biology, Genetic Processes
Curriculum Instruction and Assessment
Keith Ho
Diana Colucci
Tiffany Luk
Candidate Names:
Diana Colucci, Tiffany Luk, Keith Ho
Unit and Title of Lesson:
Unit D: Genetic Processes
Lesson: Introduction to Mendelian Genetics and Monohybrid Crosses
Curriculum Connections
1. Big Ideas:
Genetic Processes
 Genetic and genomic research can have social and environmental implications.
 Variability and diversity of living organisms result from the distribution of genetic materials during the process of meiosis.
2. Ministry Expectations: (The Ontario Curriculum Grades 11 and 12: Science 2008)
Overall Expectations
D2. investigate genetic processes, including those that occur during meiosis, and analyze data to solve basic genetics problems
involving monohybrid crosses
Specific Expectations
D2. Developing Skills of Investigation and Communication
D2.1 use appropriate terminology related to genetic processes, including, but not limited to: heterozygous, homozygous, allele [C]
D2.3 use the Punnett square method to solve basic genetics problems involving monohybrid crosses [PR, AI, C]
D2.4 investigate, through laboratory inquiry or computer simulation, monohybrid crosses and use the Punnett square method and
probability rules to analyse the qualitative and quantitative data and determine the parent genotype [PR, AI, C]
D3. Understanding Basic Concepts
D3.3 explain the concepts of genotype, phenotype, dominance and recessiveness according to Mendelian laws of inheritance
From A. Scientific Investigation Skills and Career Exploration
Analyzing and Interpreting [Al]*
A1.8 synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data to determine whether the evidence supports
or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory
A1.10 draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific
knowledge
Communication [C]*
Materials
 power point
 smart board
 chalkboard and chalk
 a group set of terms
and definitions
(Minds On – see
Appendix A1 & A2)
 Class set of
Worksheets
A1.12 use appropriate numeric, symbolic, and graphic modes of representation (e.g., biological diagrams, Punnett squares), and
appropriate units of measurement (e.g., SI and imperial units)
3. Student Learning Goals:
By the end of this lesson, students will be able to:
 understand the Mendel’s genetic principles (principle of dominance, law of segregation, law of independent assortment)
 understand the difference between dominant and recessive genes
 understand how genotype influences phenotype
 use the Punnett square method and probability rules to complete monohybrid crosses
4. Prior Knowledge
It is assumed that students have prior experience working together in groups to learn concepts through collaborative learning
strategies. Some students may have an idea of inheritance from pop culture.
From Grade 10 Science, Academic (SNC2D):
B2. investigate cell division, cell specialization, organs, and systems in animals and plants, using
research and inquiry skills, including various laboratory techniques
Relevant expectations from the Gr. 11 Genetic Processes which predates this lesson:
D2. Developing Skills of Investigation and Communication
D2.2 investigate the process of meiosis, using a microscope or similar instrument, or a computer simulation, and draw biological
diagrams to help explain the main phases in the process [PR, AI, C]
D3. Understanding Basic Concepts
D3.1 explain the phases in the process of meiosis in terms of cell division, the movement of chromosomes, and crossing over of
genetic material; understand the basic terms and concepts related to heredity (chromosomes, genes, alleles, dominant, recessive)
from the previous lesson: Introduction to Genetics
Essential Question
What are the benefits and social implications of knowing the genetic inheritance of living things?
A. Minds On
Review of
Terms
Activity
(10 Minutes)
T/L Strategies and Teacher Notes
Rationale
T/L Strategies
 Small Group Activity
 Individual Worksheet
 Review
 The terms are from the
previous lesson and provide
an opportunity for students
to review.
 Allows students to practice
the vocabulary and to
consolidate the definitions of
each term.
 Discussing the terms in small
groups allows students to
learn and understand the
terms, and teach each other.
 Reviewing the answers as a
class allows students an
opportunity to consolidate
the information and ask
questions.
 students become aware of
the traits they have, others
have, and the variety of
traits (population diversity)
in the small population of
the classroom
 Application of genetic
terms, i.e. dominant and
recessive
 engaging because all
students are involved
Matching activity
 Discuss: genes, traits, alleles.
 Review: heredity, dominance, recessive,
heterozygote, homozygote.
 Introduce Mendel and pea pod traits
T/L Strategies
B. Action 1
Genetic Bingo  Interactive Class activity
 Statistical Analysis
and Class
Statistics
Guiding question
(15 Minutes)
 Q: What accounts for the variability of our
physical appearance?
 A: Some of the differences of our physical
appearance are affected by dominant and
recessive traits passed on by our biological
parents.
Bingo worksheet
 Students circle the traits they have
 Clarify for class to ensure they understand all
Assessment (for
Learning, of
Learning, as
Learning)
 Assessment of
Learning
 The activity is self- or
peer-guided
discovery.
 The formative
assessment would be
for and as learning.
 Students will correct
the answers
themselves or with a
partner.



Assessment for
learning
Collecting the class
statistics gives the
instructor an idea of
how many students
have prior
knowledge to the
topic of dominant
and recessive genes
Students complete
the worksheet and
participate in the
class statistics
collection
Ready-to-use
support materials
 A1. Minds On
Activity
Instructions
 A2. Minds On
Activity Sheet
 A3. Minds On
Matching
Worksheet
 A4. Minds On
Matching
Worksheet
(Answer Key)
 B1. Bingo
Worksheet
 B2. Bingo
Worksheet
(Answer Key)
 B3. Bingo
Worksheet Parent
1
 B4. Bingo
Worksheet Parent
2
 B5. Additional
Teacher Notes/
Instructions
C. Action 2
Lesson:
Introduction
to Punnet
Squares
(15 Minutes)
traits listed on the worksheet
 The objective is for students to get up and
move around the class to find peers who have
traits they don’t have and get their peer to
initial/sign in the box
Collect Class Statistics
 Once activity completed, record class statistics
on board/smart board
 i.e. how many individuals checked off box ‘a’?
stand up or put your hand up, record numbers
 note: do not mention dominant and recessive
yet
Follow-up Home fun activity
 complete same worksheet regarding Parents’
traits (B3 & B4)
T/L Strategies
 Lecture
 Questioning
 Mini class discussion
 Note taking
Guiding questions
 Q: How can we determine the probability of
inheritance of traits of the offspring given the
parental genotype?
 A: We can determine the probability of
inheritance of the offspring by using the
Punnet Square method to perform a
monohybrid cross.
 Q: How can we determine the likelihood that a
person will inherit a disease from their
parents?
 A: We can determine the likelihood if we know
whether the gene for the disease is dominant
or recessive and the parental genotypes
(homozygous or heterozygous).
 Addressing the entire class
together is the most timeefficient way to teach the
material.
 Discussing new terms and
reviewing past terms allows
students to understand how
they integrate into Punnet
Squares.
 Completing and
demonstrating monohybrid
crosses allows students to
see what is occurring before
trying it themselves.
 Assessment for
learning
 Teaching a lesson
through questioning
allows the instructor
to assess students’
learning immediately
to see if they are
ready to move on to
the next step

B6. Fun with
Punnet Squares
Lesson
D. Action 3
Fun with
Punnet
Squares
Worksheet
(20 Minutes)
Introduction to Punnett Squares Lesson (use B.6
either on Computer-Projector, Overhead
Projector, or Chalk board Notes as visual – can
also give as a handout and go through/discuss)
 Remind students of alleles as genes on
chromosomes (refer to traits in bingo activity)
 Transition: we need a way to predict
inheritance of a phenotypic trait based the
genotype (genes) of an individual
 Define “Punnet Square”
 What is a Punnet Square used for?
 How are Punnet Squares used?
 Demonstrate example monohybrid cross.
T/L Strategies
 Seat work
 Problem solving
Seat work on monohybrid crosses (Fun with
Punnet Squares Worksheet – B7)
 Ask students to work independently or with
a partner in their table groups to solve the 8
monohybrid crosses on the handout by
following the instructions and referring to
the lesson example visual (on
board/projector/handout)
 Instructor will walk around the classroom to
assess students’ learning and ask students to
put answers on the black board/smart
board/overhead
 Instructor will take up specific questions with
the class if necessary
T/L Strategies
E.
 Small group activity
Consolidation
 Peer Collaboration
Small Group
 Problem solving
Challenge
 Allow students to practice
monohybrid crosses and to
collaborate with their peers
to consolidate concepts
 Allows the instructor to
provide assistance to
individual students and to
clear students of their
misconceptions.
 Assessment of
Learning and
Assessment for
Learning
 The activity is self- or
peer-guided
discovery.
 Students will correct
the answers
themselves or with a
partner.
 This activity can be
used as a “ticket out
the door” to add
some motivation for
students to complete
the worksheets.
 B7. Fun with
Punnet Squares
Worksheet
 B8. Fun with
Punnet Squares
Worksheet
(Answer Key)
 Allows students to
collaborate and clear up
misconceptions of their peers
 Allows teacher to assess
students’ learning
 Assessment of
Learning
 Teacher can assess
students’ learning
while they are


C1. Small Group
Challenge Activity
C2. Small Group
Challenge Activity
(Answer Key)
Activity
(15 minutes)
F. Next Steps
Collect Work
Exit Tickets
Homework
Small Group Challenge Question Activity
 Each table group (total 5 groups – 5 different
questions) will work on a more challenging
monohybrid cross problem given by the
instructor
 Groups will hand in their answers to the
teacher as an exit ticket out of class
T/L Strategies
 Homework
Wrap-up:
 Provide students an opportunity to ask
questions regarding the material presented
thus far.
 Preview material that is planned for the next
lesson.
 Collect: B7. Fun with Punnet Squares
Worksheet
 Collect: C1. Small Group Challenge Activity
 Distribute homework sheet: H1. Genetic
Problems relating to Human Conditions
 Remind students of homework from Action 1:
B3 & B4: Bingo Work sheet for Parent 1 and
Parent 2
working on the
questions in class and
from their written
answers to be marked
 Allows students an
opportunity to clarify the
material presented.
 Allows the instructor to
prepare for further lessons.
 Previewing future material
allows students who are
interested to complete some
personal research.
 Homework to further
consolidate the material and
challenge students.
 An opportunity to
gage how
comfortable the class
is with the material;
an Assessment for
Learning.
 H1. Genetic
Problems relating
to Human
Conditions
 H2. Genetic
Problems Relating
to Human
Conditions (Answer
Key)
Appendix
A. Minds On Review of Terms Activity
A1. Minds On Activity Instructions
A2. Minds On Activity Sheet
A3. Minds On Matching Worksheet
A4. Minds On Matching Worksheet (Answer Key)
B. Action 1 Genetic Bingo and Class Statistics
B1. Bingo Worksheet
B2. Bingo Worksheet (Answer Key)
B3. Bingo Worksheet Parent 1
B4. Bingo Worksheet Parent 2
B5. Additional Teacher Notes/ Instructions
C. Action 2 Lesson: Introduction to Punnett Squares
B6. Fun with Punnet Squares Lesson
D. Action 3 Fun with Punnett Squares Worksheet
B7. Fun with Punnet Squares Worksheet
B8. Fun with Punnet Squares Worksheet (Answer Key)
E. Consolidation
C1. Small Group Challenge Activity
C2. Small Group Challenge Activity (Answer Key)
F. Next Steps
H1. Genetic Problems relating to Human Conditions
H2. Genetic Problems Relating to Human Conditions (Answer Key)