Title of Lesson: Mendelian Genetics
Content/Level: Biology Grade 9
Benchmark:
SC.912.L.16.2
SC.912.L.16.1
SC.912.C.1.4
Discuss observed inheritance patterns caused by various modes of inheritance,
including dominant, recessive, codominant, sex-linked, polygenic, and multiple
alleles
Use Mendel's laws of segregation and independent assortment to analyze patterns
of inheritance
Analyze how heredity and family history can impact personal health
Relevant Achievement Level Descriptions:
Interpret, analyze, and synthesize data to determine causal relationships in a complex investigation
Evaluate the reliability of other sources of information, to make predictions and defend conclusions
based on experimental design or scientific argumentation
Use scientific reasoning to justify abstract explanations
Make sound scientific inferences based on natural phenomena
Use Mendel's laws to analyze patterns of inheritance
Analyze and predict inheritance patterns caused by various modes of inheritance.
Electronic References
http://www.ulive.com/video/the-baffling-blue-people-of-kentucky
www.dnaftb.org/#classical
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Electronic Attachments
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Biology Lab investigation: Patterns of Inheritance B; Are all of Mr.
Johnson’s Children His Biological Offspring? (Argument Driven
Inquiry in Biology; Lab 20)
“Mendel’s Genetics” text
“Applying Mendel’s Laws” student handout
“Law of Independent Assortment” graphic
Multiple Allele Assessment Problems
“Applying Independent Assortment to a Dihybrid Cross”
Dihybrid practice 1, 2, and 3
“Pick the Risk-Exploring Polygenic Traits”
“Sex linked Inheritance” student handout
“Hemophilia Royal Family”
Mendelian Genetics writing prompt
Day 1
Objective
Students will work in groups to explore the multiple allele pattern of inheritance, as well as
codominance and complete dominance, by conducting a blood typing simulation.
Essential
Learning
SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance,
including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles
 Use Mendel's laws to analyze patterns of inheritance
 Analyze and predict inheritance patterns caused by various modes of inheritance
 Interpret, analyze, and synthesize data to determine causal relationships in a
complex investigation
 Evaluate the reliability of other sources of information, to make predictions and
defend conclusions based on experimental design or scientific argumentation
 Use scientific reasoning to justify abstract explanations
 Make sound scientific inferences based on natural phenomena
Materials
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Pacing
Biology Lab investigation: Patterns of Inheritance B; Are all of Mr. Johnson’s Children
His Biological Offspring? (Argument Driven Inquiry in Biology; Lab 20)
Blood Typing Kits
One class period (50 minutes)
Advanced Prep:
 Class set of student handout (pp.1-4 of Lab 20)
 Prepare blood samples, antiserums, and blood-typing slides according to kit directions
ENGAGE:
 Show “The Baffling Blue People of Kentucky”(3 minutes)
www.ulive.com/video/the-baffling-blue-people-of-Kentucky
 Hypothesize why only 4 out of 7 children inherited this “blue skin” trait. If possible, construct a Punnett
square to help explain your answer.
EXPLORE:
 Prompt students to conduct ADI lab simulation according to student handout. Students need to read
introduction and task to develop an investigative method (on paper) before providing materials.
 Students should also develop a format for collecting data to be used for further analysis in coming
days.
Days 2 & 3
Objective
Students will work in groups to analyze data collected to determine inheritance patterns by
participating in an argumentation session.
Essential
Learning
SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance,
including dominant, recessive, co-dominant, sex-linked, polygenic, and multiple alleles
 Use Mendel's laws to analyze patterns of inheritance
 Analyze and predict inheritance patterns caused by various modes of inheritance.
 Interpret, analyze, and synthesize data to determine causal relationships in a
complex investigation
 Evaluate the reliability of other sources of information, to make predictions and
defend conclusions based on experimental design or scientific argumentation
 Use scientific reasoning to justify abstract explanations
 Make sound scientific inferences based on natural phenomena
Materials
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Pacing
Biology Lab investigation: Patterns of Inheritance B; Are all of Mr. Johnson’s Children
His Biological Offspring? (Argument Driven Inquiry in Biology; Lab 20)
Blood Type Kit
Two days (100 minutes)
Advanced Prep:
 Have Blood Typing materials from kit available for students who would like to retest/revise
 Student handout of Lab 20
 Whiteboards and dry erase markers
EXPLAIN/ELABORATE:
 Day 2: Provide 10 minutes to continue collecting data.
 Day 2: Prompt students to prepare a whiteboard to share their initial argument after analyzing data.
 Day 2: Use the Round-Robin format provided in instructions for argumentation session.
 Day 3: Students retest and revise as necessary to formulate final justification (formative assessment).
 Day 3: Following students’ final revisions, teacher should address any misconceptions and provide
necessary just-in-time teaching
Day 4
Objective
Students will analyze text to apply Mendel’s laws to a real world scenario.
Essential
Learning
Use Mendel's laws of segregation and independent assortment to analyze patterns of
inheritance
 Use Mendel's laws to analyze patterns of inheritance
Materials
Pacing
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“Mendel’s Genetics” text
“Applying Mendel’s Laws” student handout
“Law of Independent Assortment” graphic
One Day (50 minutes)
Advanced Prep:
 Copies of “Mendel’s Genetics” text for each student
 Copies of “Applying Mendel’s Laws” for each student
ELABORATE/EXTEND:
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Provide students with the text and have them text mark: Underline relevant/known vocabulary (vocabulary
addressed in ADI from days 1-3), highlight Mendel’s laws, and circle unknown terms
Provide students with handout, “Applying Mendel’s Laws” and group students into pairs to complete (teacher
should circulate during this time to provide feedback and scaffolding, while addressing misconceptions)—
Students should provide a concluding statement that supports the information/explanation presented in the
text (CCSSWST.2.f.910)
If time permits, have students share their responses with the whole group via whiteboard
Day 5
Objective
Students will be able to demonstrate mastery of modes of inheritance, including dominant,
recessive, codominant, and multiple alleles by participating in a class discussion and
completing assessment problems with an 80% or higher.
Essential
Learning
SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance,
including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles
 Use Mendel's laws to analyze patterns of inheritance
 Analyze and predict inheritance patterns caused by various modes of inheritance.
Note: most of this lesson is a just in time teaching piece to address misconceptions and
misunderstandings prior to the assessment.
Materials
Pacing
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Multiple Allele Assessment Problems
www.dnaftb.org/#classical (just in time teaching website with text, animations,
problem sets, videos, and images)
One Class period (50 minutes)
Advanced Prep:
 Preview website to determine best method of delivery
 Copies of Multiple Allele Assessment for each student
ELABORATE/EVALUATE:
 Assess level of student understanding based on “Justification” from whiteboard; use website to
remediate and/or extend understanding
 Distribute assessment problems for individual summative assessment
Day 6
Objective
Students will apply Mendel’s law of Independent Assortment to a dihybrid cross by working
in pairs to solve genetics practice problems.
Essential
Learning
SC.912.L.16.1Use Mendel's laws of segregation and independent assortment to analyze
patterns of inheritance
 Use Mendel's laws to analyze patterns of inheritance
 Analyze and predict inheritance patterns caused by various modes of inheritance.
Materials
Pacing
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“Applying Independent Assortment to a Dihybrid Cross”
“Law of Independent Assortment” graphic
Dihybrid practice 1, 2, and 3 (optional and as necessary)
One class period (50 minutes)
Advanced Prep:
 Copies of “Applying Independent Assortment to a Dihybrid Cross” for each student
 Copies of additional practice problems (optional)
ELABORATE/EVALUATE:
 Review the “Law of Independent Assortment” graphic again with students as a whole group
 Pair students to work through #1 of “Applying Independent Assortment to a Dihybrid Cross”
 Show students how to set up a dihybrid cross for #2, and then have them complete and interpret
 Provide additional dihybrid cross for practice and interpretation, as necessary
 Students should attempt #3 individually (assessment)
Day 7
Objective
Students will work in groups to explore the combined action of multiple genes and
environmental factors on a person’s health by participating in a simulation activity and
analysis of a pedigree.
Essential
Learning
SC.912.C.1.4 Analyze how heredity and family history can impact personal health
SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance,
including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles
 Analyze and predict inheritance patterns caused by various modes of inheritance.
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Materials
Pacing
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“Pick the Risk-Exploring Polygenic Traits”
yellow, orange, green, and blue pom poms
colored pencils
paper cups
One class period (50 minutes)
Advanced Prep:
 Copies of “Pick the Risk” for each student; pages-2 can be class set, page 3 for each student, and page 4
can be 1 per group
 Colored pencils, paper cups, colored pom poms for each group (see teacher handout for specifics)
EXPLORE/EXPLAIN:age students in the topic is the cues from teacher handout
 Review instructions on how to interpret a pedigree (use teacher handout)
 Provide students with instructions and student handout. Instruct them to follow directions as written,
answering the questions along the way
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Teacher should circulate to monitor progress, provide assistance, and collect assessment data
When complete use class discussion or extension prompts in the teacher handout to facilitate class
discussions and provide an assessment of learning
Day 8
Objective
Students will be able to predict inheritance patterns of sex linked genes by conducting a
simulation activity and analyzing pedigrees.
Essential
Learning
SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of
inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple
alleles
 Analyze and predict inheritance patterns caused by various modes of inheritance.
Materials
Pacing
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“Sex linked Inheritance” student handout
“Hemophilia Royal Family”
Coins (pennies) and masking tape
One class period (50 minutes)
Advanced Prep:
 Copies of “Sex linked Inheritance” for each student
 Copies of “Hemophilia Royal Family” for each student, pages 1-4
 2 pennies for each group
 Masking tape (or other material for marking pennies) for each group
EXPLORE/EXPLAIN:
 Have students read background information, and text mark by : circling relevant vocab, and
highlighting unknown vocabulary, then prompting to complete the questions in part 1, based on text.
Teacher should circulate to provide assistance.
 Direct students to the direction on how to carryout activity. (reference teacher handout as necessary)
 Students should answer analysis questions when completed with the activity.
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If time permits, provide students with “Hemophilia Royal Family”; read background and review pedigree in
Figure 1.
Day 9
Objective
Students will be able to predict inheritance patterns of sex linked genes by analyzing
pedigrees.
Essential
Learning
SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of
inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple
alleles
 Analyze and predict inheritance patterns caused by various modes of inheritance.
Materials

Pacing
“Hemophilia Royal Family”
One class period (50 minutes)
Advanced Prep:
 Copies of “Hemophilia Royal Family” for each student, pages 1-4
 Copies of “Hemophilia Royal Family” for each student, page 5
EVALUATE:
 Read background and review Figure 1 in whole group (if not done on Day 8)
 Using a gradual release model:
o Read and work through #1 aloud using an ELMO
o Read and work through #2 as a whole class
o Allow students to work in pairs to complete #3 and if time permits, #4
 To assess students, provide them with page 5 (#5) to complete individually
(students should use provided pedigree to support their answer, but answer should be in a written
format)
Day 10
Objective
Student will be able to synthesize knowledge of Mendel’s laws and modes of inheritance by
writing an essay on provided prompt.
Essential
Learning
SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance,
including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles
SC.912.L.16.1 Use Mendel's laws of segregation and independent assortment to analyze
patterns of inheritance
 Use Mendel's laws to analyze patterns of inheritance
 Analyze and predict inheritance patterns caused by various modes of inheritance.
 Interpret, analyze, and synthesize data to determine causal relationships in a
complex investigation
 Evaluate the reliability of other sources of information, to make predictions and
defend conclusions based on experimental design or scientific argumentation
 Use scientific reasoning to justify abstract explanations
 Make sound scientific inferences based on natural phenomena
Materials
Pacing
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Mendelian Genetics Writing Prompt
One class period (50 minutes)
Advanced Prep:
 Copies of writing prompt for each student (or one copy placed under ELMO)
EVALUATE: