Heredity and Genetics: the Underlying Understandings
STEM-Centric Lesson
Author: Alicia Oelfke, Howard County Public Schools
Background Information
Subject:
Identify the course the unit will be
implemented in.
Biology
Grade Band:
Identify the appropriate grade band for
the lesson.
Duration:
Identify the time frame for the unit.
Overview:
Provide a concise summary of what
students will learn in the lesson. It
explains the unit’s focus, connection to
content, and real world connection.
Background Information:
Identify information or resources that
will help teachers understand and
facilitate the challenge.
STEM Specialist Connection:
Describe how a STEM Specialist may
be used to enhance the learning
experience. STEM Specialist may be
found at http://www.thestemnet.com/
Enduring Understanding:
Identify discrete facts or skills to focus
on larger concepts, principles, or
processes. They are transferable applicable to new situations within or
9-12
Eight to ten 50-minute lessons
Students will engage in the study of inheritance by drawing real-world connections to genetics
concepts and the work performed by STEM professionals. Students will interpret pedigrees for
phenotypic and genotypic information, predict heredity patterns, and develop lessons to teach each
other key concepts of genetics and heredity.
Students will require a basic introduction to genetics, including an understanding of the terms
dominant, recessive, heterozygous, and homozygous. They should have some experience in
describing physical and personal traits as the result of genes.
This should be mainly a review of the basic genetics of inheritance learned in middle school.
Extension: A STEM Specialist who specializes in genetics can be used to engage students
in hands-on learning experiences that focus on the inheritance and variation of traits. STEM
Specialists may be contacted at www.thestemnet.com.



The instructions for forming species’ characteristics are carried in DNA.
Each chromosome consists of a single very long DNA molecule, and each gene on
the chromosome is a particular segment of that DNA.
The instructions for forming species’ characteristics are carried in DNA.
Page 1 of 25
beyond the subject.
Essential Questions:
Identify several open-ended questions
to provoke inquiry about the core ideas
for the lesson. They are grade-level
appropriate questions that prompt
intellectual exploration of a topic.
Student Outcomes:
Identify the transferable knowledge
and skills that students should
understand and be able to do when the
lesson is completed. Outcomes must
align with but not limited to Maryland
State Curriculum and/or national
standards.
Heredity and Genetics: the Underlying Understandings
STEM-Centric Lesson
Background Information
 All cells in an organism have the same genetic content, but the genes used
(expressed) by the cell may be regulated in different ways.
 Although DNA replication is tightly regulated and remarkably accurate, errors do occur
and result in mutations, which are also a source of genetic variation. Environmental
factors can also cause mutations in genes, and viable mutations are inherited.
 Environmental factors also affect expression of traits, and hence affect the probability
of occurrences of traits in a population. Thus the variation and distribution of traits
observed depends on both genetic and environmental factors.




How are characteristics of one generation passed to the next?
How can individuals of the same species and even siblings have different
characteristics?
How are the characteristics of one generation related to the previous generation?
Why do individuals of the same species vary in how they look, function, and behave?
Students will be able to:




interpret a pedigree chart.
predict heredity patterns.
describe physical and functional characteristics of DNA and chromosomes.
explain independent assortment of heritable traits.
Product, Process, Action,
Performance, etc.:
Identify what students will produce
to demonstrate that they have met
the challenge, learned content, and
employed 21st century skills.
Additionally, identify the audience
they will present what they have
produced to.
Audience:
Students will develop 5E lessons on selected sub-topics
☒Peers
☐Experts /
Practitioners
☒Teacher(s)
☐School
Community
☐Online
Community
☐Other______
Page 2 of 25
Heredity and Genetics: the Underlying Understandings
STEM-Centric Lesson
Background Information
Next Generation Science Standards:
HS-LS3 HEREDITY: INHERITANCE AND VARIATION OF TRAITS
Disciplinary Core Ideas:
LS3.A: Inheritance of Traits
In all organisms the genetic instructions for forming species characteristics are carried in the
chromosomes. Each chromosome consists of a single very long DNA molecule, and each
gene on the chromosome is a particular segment of that DNA. The instructions for forming
species characteristics are carried in DNA.
LS3.B: Variation of Traits
Standards Addressed in
the Unit:
Identify the Maryland State
Curriculum Standards
addressed in the unit.
The information passed from parents to offspring is coded in the DNA molecules that form
the chromosomes. In sexual reproduction, chromosomes can sometimes swap sections
during the process of meiosis (cell division), thereby creating new genetic combinations and
thus more genetic variation. Although DNA replication is tightly regulated and remarkably
accurate, errors do occur and result in mutations, which are also a source of genetic
variation.
Maryland Science Core Learning Goals:
Expectation 3.3 The student will analyze how traits are inherited and passed on from one
generation to another.
Indicator 3.3.1 The student will demonstrate that the sorting and recombination of
genes during sexual reproduction has an effect on variation in offspring.
Indicator 3.3.2 The student will illustrate and explain how expressed traits are passed
from parent to offspring.
Page 3 of 25
Heredity and Genetics: the Underlying Understandings
STEM-Centric Lesson
Background Information
Common Core Reading in Science and Technical Subjects:
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts,
attending to important distinctions the author makes and to any gaps or inconsistencies in
the account.
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments,
simulations) into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
Common Core Writing in Science and Technical Subjects:
WHST.9-12.1 Write arguments focused on discipline-specific content.
Equipment:



Technology to show a video and/or project presentation to the whole class
Computer, Internet, and possible printer access
Print reference materials, including but not limited to textbooks
Websites*:
Suggested Materials and
Resources:
Identify materials needed to complete
the unit. This includes but is not limited
to websites, equipment, PowerPoints,
rubrics, worksheets, and answer keys.
• ed.ted.com/lessons/the-twisting-tale-of-dna-judith-hauck - watch
• Physical Features of a Chromosome (education-portal.com/academy/lesson/physicalfeatures-of-a-chromosome.html)
• Random Assortment of Chromosomes (education-portal.com/academy/lesson/randomassortment-of-chromosomes-definition-lesson-quiz.html)
• DNA Packaging and Chromosome Condensation (educationportal.com/academy/lesson/dna-packaging-and-chromosome-condensation.html)
• Overview of Genetics (education-portal.com/academy/lesson/overview-of-genetics.html)
• media.hhmi.org/biointeractive/activities/sicklecell/ SickleCell_Genetics_Student.pdf
Throughout the lesson, there are links to online resources to enhance instruction. The sites have been chosen for their
content and grade-level appropriateness. Teachers should preview all websites before introducing the activities/links to
students and adhere to their school system’s policy for internet use.
Page 4 of 25
Heredity and Genetics: the Underlying Understandings
STEM-Centric Lesson
Background Information
People, Facilities:
Virtual or personal access to STEM Specialist(s). STEM Specialists may be found at
http://www.thestemnet.com/
Materials (rubrics, worksheets, PowerPoints, answer keys, etc.):
•
•
•
•
•
•
•
•
Royal Deaths and Diseases, Episode 4: Royal Diseases from Tainted Blood video
Understanding Pedigrees worksheet
Understanding Pedigrees answer key
The Twisting Tale of DNA Thinking Questions
The Twisting Tale of DNA Answer Key
STEM Specialist Student Note Sheet
Teaching Plan
Teaching Plan Evaluation Rubric
Page 5 of 25
Heredity and Genetics: the Underlying Understandings
STEM-Centric Lesson
Learning Experience
5E Component
Details
Identify the 5E component addressed
for the learning experience. The 5E
model is not linear.
☒Engagement
☐Exploration
☐Explanation
☐Extension
Materials:
Royal Deaths and Diseases, Episode 4: Royal Diseases from Tainted
Blood video
Preparation: 5 minutes

☐Evaluation

Post the Essential Questions in the room.
o How are characteristics of one generation passed to the
next?
o How can individuals of the same species and even siblings
have different characteristics?
o How are the characteristics of one generation related to
the previous generation?
o Why do individuals of the same species vary in how they
look, function, and behave?
Have video loaded and prepared to play for the entire class to
view.
Facilitation of Learning Experience: 15 minutes
Ask students to read each of the essential questions aloud. Identify
these questions as the main questions to be answered during this unit.
Have students respond to the question “What are bluebloods?” and
identify traits of royal bloodlines with which they are familiar. Students
may suggest that there are inherent weaknesses in purebred lines that
the term refers to the actual appearance of the blood of royalty, etc.
Science and
Engineering Practices
☒Asking questions (for
science) and defining
problems (for
engineering)
☐Developing and using
models
☐Planning and carrying
out investigations
☒Analyzing and
interpreting data
☐Using mathematics and
computational thinking
☐Constructing
explanations (for
science) and designing
solutions (for
engineering)
☐Engaging in argument
from evidence
☐Obtaining, evaluating,
and communicating
information
Show the first seven minutes of “Royal Deaths and Diseases, Episode 4:
Royal Diseases from Tainted Blood”. This outlines the initial
appearance of hemophilia in the European aristocracy in Queen
Victoria’s son, Leopold. Have students look for and identify three to five
Page 6 of 25
Heredity and Genetics: the Underlying Understandings
STEM-Centric Lesson
Learning Experience
5E Component
Details
Identify the 5E component addressed
for the learning experience. The 5E
model is not linear.
Science and
Engineering Practices
facts that they think might make a royal family more susceptible to
dangerous illnesses.
Think-pair-share the identified facts. Students will probably not identify
all of the key facts and may identify several facts that are not actually
pertinent to the inheritance of hemophilia. That is okay at this point.
There are very interesting connections made in this video to European
history during the last five hundred years, the 1800s and 1900s
particularly. If you have a willing colleague in the history department,
clips from this video can also be used in a world or U.S. history class to
connect the understanding of inheritance to important world events
contributing to the foundation of the U.S. and leading to World War II.
Transition: 5 minutes
Ask students to suggest tools to use to organize and track traits within
related individuals. Guide them to the idea of a family tree.
☐Engagement
☒Exploration
☐Explanation
☐Extension
☐Evaluation
Materials:


Understanding Pedigrees worksheet
Understanding Pedigrees answer key
Preparation: 5 minutes
☒Asking questions (for
science) and defining
problems (for
engineering)
☒Developing and using
Pass out the worksheet. Have students look it over and see if they can
define the term, pedigree. Ask them to predict the meaning of the boxes
and circles, white and dark, and the different lines on the pedigree chart.
☐Planning and carrying
out investigations
Facilitation of Learning Experience: 40 minutes
☒Analyzing and
Have students complete the handout, “Understanding Pedigrees”.
Depending on the make-up of the class, this can be done individually or
models
interpreting data
☐Using mathematics and
Page 7 of 25
Heredity and Genetics: the Underlying Understandings
STEM-Centric Lesson
Learning Experience
5E Component
Details
Identify the 5E component addressed
for the learning experience. The 5E
model is not linear.
in small teams. Review their responses using the answer key.
Transition: 15 minutes
Ask students to discuss the following questions in small teams:


How are characteristics of one generation passed to the next?
How are the characteristics of one generation related to the
previous generation?
Circulate amongst the teams to check in on student understanding of
basic genetics as this will help you adjust the next portion of the lesson
for your own students.
Assign this Ted Ed video and associated “Think” questions from the
website for homework.
Science and
Engineering Practices
computational thinking
☒Constructing
explanations (for
science) and designing
solutions (for
engineering)
☒Engaging in argument
from evidence
☐Obtaining, evaluating,
and communicating
information
ed.ted.com/lessons/the-twisting-tale-of-dna-judith-hauck - watch
☐Engagement
☐Exploration
☒Explanation
☐Extension
☐Evaluation
Materials:






The Twisting Tale of DNA: THINK Questions
The Twisting Tale of DNA: THINK Questions Answer Key
Computers with internet access or hard copies of the selected
readings
Resources for students to use to produce their own lessons
Teaching Plan
Teaching Plan Evaluation Rubric
Preparation: 10 minutes
Pass out The Twisting Tale of DNA: THINK Questions. These are the
multiple-choice questions that were to have been answered the previous
evening. Use this as an informal assessment – score the responses in
☒Asking questions (for
science) and defining
problems (for
engineering)
☐Developing and using
models
☐Planning and carrying
out investigations
☐Analyzing and
interpreting data
☐Using mathematics and
computational thinking
Page 8 of 25
Heredity and Genetics: the Underlying Understandings
STEM-Centric Lesson
Learning Experience
5E Component
Identify the 5E component addressed
for the learning experience. The 5E
model is not linear.
Details
class. If students overall do well, you may be able to accelerate
instruction in parts of this lesson. You may also be able to target some
students for extra support.
NOTE: There is one bit of this video that may reinforce a common
student misconception. You may wish to clarify that the number of
genes in an organism’s genome does not correlate with the organism’s
level of sophistication. For example, humans do not have more genes
than a fruit fly because humans are more “advanced” or “highly evolved”
(and we do, in fact, actually have fewer genes than some “lower”
species.)
Science and
Engineering Practices
☒Constructing
explanations (for
science) and designing
solutions (for
engineering)
☐Engaging in argument
from evidence
☒Obtaining, evaluating,
and communicating
information
Facilitation of Learning Experience: 2 class periods for preparation of
student-led lessons, 2-3 class periods for presentation of lessons
Break students up into small work groups. (Depending on your class,
these may be heterogeneous or homogeneous groups. Homogenous
groups would be suitable if you have some students who need to work
on specific reading skills. You can use the upcoming reading
assignments to give those students a targeted learning experience by
customizing the supports and structure of their reading assignment.)
Assign each group one of the following reading assignments. These
readings are paired to a video. You may wish to limit students to just the
reading selection or allow student choice. Add additional topics to
accommodate larger classes and/or smaller groups. (I like this website’s
approach to this topic and that the videos and readings are paired, but
feel free to substitute other resources that you have.)
• Physical Features of a Chromosome (educationportal.com/academy/lesson/physical-features-of-a-chromosome.html)
• Random Assortment of Chromosomes (educationportal.com/academy/lesson/random-assortment-of-chromosomesPage 9 of 25
Heredity and Genetics: the Underlying Understandings
STEM-Centric Lesson
Learning Experience
5E Component
Details
Identify the 5E component addressed
for the learning experience. The 5E
model is not linear.
Science and
Engineering Practices
definition-lesson-quiz.html)
• DNA Packaging and Chromosome Condensation (educationportal.com/academy/lesson/dna-packaging-and-chromosomecondensation.html)
• Overview of Genetics (educationportal.com/academy/lesson/overview-of-genetics.html)
Each group will develop a plan for teaching the other students the key
information from their reading. Student groups must submit a lesson
plan using the Teaching Plan form. These lessons will be presented to
the class and then evaluated using the Teaching Plan Evaluation Rubric.
The lessons may be presented one after the other or as stations for
students to rotate through.
TeachDNA.com is another interesting resource for high schoolappropriate readings on DNA.
Nature has a more advanced resource for students who need to be
challenged. (www.nature.com/scitable/ebooks/essentials-of-genetics8/contents)
Transition: 10 minutes
Introduce the STEM Specialist for the following day. If possible, show a
short video clip or animation of the topic of the specialist’s work. Have
students think-pair-share what the connection is between the specialist
and genetics. See if students can make a connection, but do not make
the connection for them. Students will generate a list of potential
questions to pose to the STEM Specialist about genetics. Let the
question hang to be picked up again by the STEM Specialist.
Page 10 of 25
Heredity and Genetics: the Underlying Understandings
STEM-Centric Lesson
Learning Experience
5E Component
Details
Identify the 5E component addressed
for the learning experience. The 5E
model is not linear.
☐Engagement
Materials:
☐Exploration

A STEM Specialist who specializes in genetics can be used to
enhance student learning on these topics. Select a specialist using
www.thestemnet.com.
☒Extension

Student note sheet
☐Evaluation
Preparation: 15 minutes
☐Explanation
Contact the STEM Specialist in advance to review plans for the lesson
and explain his/her role in facilitating instruction. A description of the
ability level of the students, as well as some of the prior knowledge your
students may have of genetics and inheritance may be helpful to the
STEM Specialist prior to the presentation. Discuss available technology
and classroom set up with the Specialist.
Identify several important discussion points with the STEM Specialist
based on his or her own area of expertise, but tied to the current
standards.
Set clear behavioral expectations with your students for a STEM
Specialist.
Have student groups develop several questions that would be
appropriate for a STEM Specialist. Each group should come to a
consensus on one or two questions they would like to share.
Each student will prepare a note sheet for the STEM Specialist or use
the note sheet included in this lesson. Student-generated note sheets
must include a space for details about the Specialist’s professional
background and education and a space for notes about the topic of the
learning experience.
Science and
Engineering Practices
☒Asking questions (for
science) and defining
problems (for
engineering)
☐Developing and using
models
☐Planning and carrying
out investigations
☐Analyzing and
interpreting data
☐Using mathematics and
computational thinking
☒Constructing
explanations (for
science) and designing
solutions (for
engineering)
☐Engaging in argument
from evidence
☒Obtaining, evaluating,
and communicating
information
Page 11 of 25
Heredity and Genetics: the Underlying Understandings
STEM-Centric Lesson
Learning Experience
5E Component
Details
Identify the 5E component addressed
for the learning experience. The 5E
model is not linear.
Science and
Engineering Practices
Additionally, students will write down three or four of the questions
generated that spark their personal interest, leaving space for the
Specialist’s response. Steer students towards the key points identified
with the STEM Specialist.
Facilitation of Learning Experience: one class period
Introduce the STEM Specialist, sharing a few details about his or her
professional background and the topic. The STEM Specialist will coteach the agreed upon lesson.
Monitor student behavior and attention. Direct students, as necessary,
to their note sheets. If needed, prompt students to ask the questions
they have written down.
Transition: 5 minutes
At the end of class, refer back to the question about the connection
between genetics and inheritance. Allow time to think-pair-share.
☐Engagement
Materials:
☐Exploration
☐Extension
• The Making of the Fittest: Natural Selection in Humans from HHMI
• media.hhmi.org/biointeractive/activities/
sicklecell/SickleCell_Genetics_Student.pdf
• http://assessment.aaas.org/topics/RH#/
☒Evaluation
Preparation: 15 minutes
☐Explanation
Show Natural Selection in Humans from HHMI’s BioInteractive.
Facilitation of Learning Experience: 60 minutes
Have students complete items 6 through 10 of the packet, Making of the
Fittest: Natural Selection in Humans
☒Asking questions (for
science) and defining
problems (for
engineering)
☒Developing and using
models
☐Planning and carrying
out investigations
☒Analyzing and
interpreting data
☒Using mathematics and
Page 12 of 25
Heredity and Genetics: the Underlying Understandings
STEM-Centric Lesson
Learning Experience
5E Component
Details
Identify the 5E component addressed
for the learning experience. The 5E
model is not linear.
Science and
Engineering Practices
computational thinking
Closure: 15 minutes
There is a great set of assessment questions developed by AAAS at
assessment.aaas.org/topics/RH#. Use a selection of these to assess
the level of understanding your students have of these concepts. Tailor
the selection to match your students’ specific learning experience.
☒Constructing
explanations (for
science) and designing
solutions (for
engineering)
☒Engaging in argument
from evidence
☒Obtaining, evaluating,
and communicating
information
This lesson should be followed by a more in depth look at both the use of Punnett squares to predict the probability
of inheriting specific traits and at the structure and function of DNA.
Page 13 of 25
Heredity and Genetics: the Underlying Understandings
STEM-Centric Lesson
Supporting Information
Struggling Learners
The use of mixed ability grouping will help all learners communicate and build on their
collective knowledge base. Establish mini-deadlines and a specific timeline to structure work
time and increase effectiveness. Individually conference with students frequently to assess
progress and to establish clear expectations for next steps. Prompt students using guiding
questions in the early part of the learning cycle to scaffold instruction. Allow students to
access information through multiple means, such as by turning on read aloud features in the
technology and turning on closed captioning on all videos. Pre-highlight and/or color code
resources to allow students to focus on key concepts only. Use synonyms or antonyms to
make comparisons. Give symbolic examples to form a mental image when applicable. Use a
personal example or story to make associations. Relate a topic to a current or past event that
students already know. Give meaningful feedback often. Chunk complex text and content.
Interventions/Enrichments Provide access to word processors for written assignments. Provide additional time, as
necessary, to complete assignments.
Identify interventions and
enrichments for diverse
English Language Learners
learners.
Most strategies described above for struggling learners are also applicable to English
Language Learners and should be utilized as appropriate. Translate oral and written
directions and content materials into the students’ native language, as necessary and
possible. Allow for the use of a multilingual dictionary. Allow students to read print material
aloud to themselves. Allow extra time and read directions and other print material aloud to
students as necessary. If possible, pair students with other native speakers more fluent in
English.
Gifted and Talented
Teachers and Specialist should expect and encourage higher levels of independent thinking
and abstract thought. Prepare for more debate, discussion, and questions from students.
Prepare higher level questions and remove some of the scaffolding suggested by the lesson.
Page 14 of 25
Name
STEM Specialist
Student Note Sheet
Class
Date
Directions: Use this sheet to record information from the STEM Specialist.
Name of STEM
Specialist:
STEM Specialist’s
Occupation:
STEM Specialist’s
Professional
Background:
Interesting
Information about
the STEM
Specialist:
Identify three to four
questions to ask the
specialist. Be sure
to record the
Specialist’s
answers.
Use the back of the paper to record notes from today’s class.
Understanding Pedigrees
Name
Class
Date
Look at the pedigree on the backside of this paper. This is a partial pedigree of the British
royal family, tracing the appearance of hemophilia, a blood disorder that affects how well a
person’s blood clots. Hemophilia is a genetic disorder. People with hemophilia do not stop
bleeding easily when they are cut. A simple wound could cause them to bleed to death.
Respond to the following questions in complete sentences.
1.
What do you think the circles and squares represent? Why are some of the shapes
colored in?
2.
Peruse the pedigree and see if you can pick up the very interesting characteristic of
hemophilia that led to an important insight into this disease and others. What do you
notice?
3.
Do you think hemophilia is a dominant or recessive trait? Explain why.
4.
The gene for hemophilia is found on the X chromosome. There is no matching gene on
the Y chromosome. What would the genotype of a female with hemophilia be? What
about a male?
5.
Can a male with hemophilia pass this trait to his daughter? What about his son?
Explain why.
6.
How might a female inherit this disease? What about a male?
7.
Think about the life of someone with hemophilia. Why do you think it is more unusual for
a female to be born with hemophilia?
8.
Go back to the pedigree. Find each mother who must be a carrier of hemophilia and
color in her circle so that it is half white and half black.
King Edward
Understanding Pedigrees
Hemophilia in European Royalty
Queen Victoria
Leopold
Louis IV
Edward VII
Alexandra
George V
Anatasia
Aleksei
George VI
Juan Carlos
of Spain
Queen Elizabeth II and Prince Philip
Prince Charles and Lady Diana
Prince William and Lady Kate
Prince George Alexander Louis
Prince Harold
Viscount Severn and Lady Louise
Princesses Beatrice and Eugenie
Understanding Pedigrees
Name KEY
Class
Date
Look at the pedigree on the backside of this paper. This is a partial pedigree of the British
royal family, tracing the appearance of hemophilia, a blood disorder that affects how well a
person’s blood clots. Hemophilia is a genetic disorder. People with hemophilia do not stop
bleeding easily when they are cut. A simple wound could cause them to bleed to death.
Respond to the following questions in complete sentences.
1.
2.
3.
4.
5.
6.
7.
8.
What do you think the circles and squares represent? Why are some of the shapes
colored in?
Circles represent females and squares represent males. The dark shapes
represent people with hemophilia.
Peruse the pedigree and see if you can pick up the very interesting characteristic of
hemophilia that led to an important insight into this disease and others. What do you
notice?
There are no females with hemophilia in this pedigree.
Do you think hemophilia is a dominant or recessive trait? Explain why.
It is recessive. You can tell because two parents without hemophilia can produce
a child with hemophilia.
The gene for hemophilia is found on the X chromosome. There is no matching gene on
the Y chromosome. What would the genotype of a female with hemophilia be? What
about a male?
A female with hemophilia must be homozygous recessive, with the recessive
allele on each X chromosome. A male with hemophilia must have the recessive
allele on his X chromosome, but he does not have any allele for hemophilia on his
Y chromosome.
Can a male with hemophilia pass this trait to his daughter? What about his son?
Explain why.
A male with hemophilia passes his Y chromosome onto his son, so he cannot
pass hemophilia to him. Since he has to pass his X chromosome with the
recessive hemophilia allele to his daughter, he must pass this trait on to her.
How might a female inherit this disease? What about a male?
A female must inherit an X chromosome with the recessive hemophilia allele from
each of her parents. A male can only inherit hemophilia from his mother.
However, in each case, the mother may be only a carrier of the disease. She may
be heterozygous for the trait.
Think about the life of someone with hemophilia. Why do you think it is more unusual for
a female to be born with hemophilia?
A female must inherit the disease from both of her parents, but most males with
hemophilia probably did not live long enough or were not healthy enough to have
children of their own.
Go back to the pedigree. Find each mother who must be a carrier of hemophilia and
color in her circle so that it is half white and half black.
Understanding Pedigrees
King Edward
Hemophilia in European Royalty
Queen Victoria
Leopold
Louis IV
Edward VII
Alexandra
George V
Anatasia
Aleksei
George VI
Juan Carlos
of Spain
Queen Elizabeth II and Prince Philip
Prince Charles and Lady
Diana
Prince William and Lady Kate
Prince George Alexander Louis
Prince Harold
Viscount Severn and Lady
Princesses Beatrice
and Eugenie
Louise
The Twisting Tale of DNA: THINK Questions
Name
Class
Date
1.
Every cell of every living thing on earth contains all the information it needs to create and
duplicate and make variations of
A. itself.
B. any other kind of cell.
C. red blood cells.
D. proteins.
2.
DNA is made of chains of four smaller molecules called
A. nucleotides.
B. mitochondrial bases.
C. life blocks.
D. DNAblers.
3.
The four differing nucleotide parts, called bases, are made of a few
A. carbon and oxygen atoms.
B. hydrogen atoms.
C. nitrogen and phosphorus atoms.
D. All of the above
4.
You can think of DNA as a great library of information that exists to do one thing only. What is
that thing?
A. Build other double helix models of information.
B. Tell the brain how to construct the body.
C. Store data about what worked and what didn't.
D. Direct the building of different protein molecules.
5.
It's infrequent, but our own nucleotide sequences can change as the result of spontaneous or
environmental damage (which might remove or shift a nucleotide position). What does this
change?
A. It changes nothing because of the almost infinite combinations of sequences.
B. It changes the gene involved, and can then change the protein.
C. It changes organisms into fundamentally different organisms.
D. We are not certain what happens. It's never been documented.
The Twisting Tale of DNA: THINK Questions
Name KEY
Class
Date
1.
Every cell of every living thing on earth contains all the information it needs to create and
duplicate and make variations of
A. itself.
B. any other kind of cell.
C. red blood cells.
D. proteins.
2.
DNA is made of chains of four smaller molecules called
A. nucleotides.
B. mitochondrial bases.
C. life blocks.
D. DNAblers.
3.
The four differing nucleotide parts, called bases, are made of a few
A. carbon and oxygen atoms.
B. hydrogen atoms.
C. nitrogen and phosphorus atoms.
D. All of the above
4.
You can think of DNA as a great library of information that exists to do one thing only. What is
that thing?
A. Build other double helix models of information.
B. Tell the brain how to construct the body.
C. Store data about what worked and what didn't.
D. Direct the building of different protein molecules.
5.
It's infrequent, but our own nucleotide sequences can change as the result of spontaneous or
environmental damage (which might remove or shift a nucleotide position). What does this
change?
A. It changes nothing because of the almost infinite combinations of sequences.
B. It changes the gene involved, and can then change the protein.
C. It changes organisms into fundamentally different organisms.
D. We are not certain what happens. It's never been documented.
Teaching Plan
Names
Class
Date
What are the essential questions for this unit?
Think about the reading that your group has been assigned. What information in this reading
do you think is the most important in regard to the essential questions? Discuss this with your
group and agree on three to five most important ideas that you need to teach your
classmates.
1.
2.
3.
4.
5.
Now, think about the different choices you have for how to teach these ideas. One way you
could teach this is with a short lecture, but a lecture will not earn your group full points for this
assignment. (A “lecture” is when you stand up in front and tell the class what it is that you
think they should know. It may include a PowerPoint or other visual aids, but the teacher
does most of the talking.) As a group, identify at least three additional strategies you could
use to teach these ideas. Be creative and think about the ways you like to learn!
1.
2.
3.
4.
Now, work together on your teaching plan. Remember to split up the work equitably. Use the
chart on the back to lay out your plan. Be specific with each step. Start out with something to
make your classmates interested in your topic and be sure to include a takeaway resource for
the students to complete. You should plan for a lesson to last 15 to 20 minutes.
Teaching Plan
The 5 Es
Engagement
How will you get the
learners interested in
your topic?
Exploration
Let the learners explore
the topic a bit and get
some experience with
it.
Explanation
What do the learners
need to really know
about your topic? How
can they learn this?
Extension
Let the learners apply
what they are learning
in a new context.
Evaluation
Check on the learner’s
understanding.
What are we
teaching?
How will we teach it?
What are the students
doing?
How will we know
what they learned?
Teaching Plan Evaluation Rubric
Lesson Topic:
Group Names:
Beginning
Developing
Accomplished
Exemplary
Lesson
Organization
The lesson is poorly organized.
The lesson shows some
organization, but does not flow
clearly from part to part.
The lesson flows from one part
to the next.
The lesson flows from one part
to the next with each part
clearly building learner
understanding.
Lesson
Objective
The objective is unclear or the
lesson is not relevant to the
objective
The objective is present, but
may not be clear, obtainable,
or measurable. The lesson
may not address the objective
fully.
The objective is clear and may
also be obtainable and
measurable. The lesson
addresses the objective.
The objective is clear,
obtainable, and measurable.
The lesson addresses the
objective fully.
Engagement
The engagement does not
engage the learner in the topic
of the lesson.
The engagement attempts to
engage learners’ interest in the
topic of the lesson, but may not
help them to access what they
know or think about the topic,
or raises questions.
The engagement engages
learners’ interest in the topic of
the lesson, but may not help
them to access what they
know or think about the topic,
or raises questions.
The engagement engages
learners’ interest in the topic of
the lesson, helps them to
access what they know or think
about the topic, and raises
pertinent questions.
Exploration
The exploration does not
include hands-on/minds-on
activities or focus on learners’
observations and interactions
with materials and each other.
It does not help build the
learner’s understanding of the
topic of the lesson.
The exploration includes
hands-on/minds-on activities
but does not focus on learners’
observations and interactions
with materials and each other.
It may not help build the
learner’s understanding of the
topic of the lesson.
The exploration includes
hands-on/minds-on activities
but without a clear focus on
learners’ observations and
interactions with materials and
each other. It helps build the
learner’s understanding of the
topic of the lesson.
The exploration includes
hands-on/minds-on activities
with a focus on learners’
observations and interactions
with materials and each other.
It builds the learner’s
understanding of the topic of
the lesson.
Explanation
The explanation does not
clarify the learning. The
emphasis is not on the
learner’s explanation and how
it is connected to evidence.
Learners are not encouraged
to explain observations in their
own words.
The explanation clarifies the
learning some. The emphasis
may be on the learner’s
explanation and how it is
connected to evidence.
Learners may be encouraged
to explain observations in their
own words.
The explanation clarifies the
learning. The emphasis may
be on the learner’s explanation
and how it is connected to
evidence. Learners may be
encouraged to explain
observations in their own
words.
The explanation clarifies the
learning thoroughly. The
emphasis is on the learner’s
explanation and how it is
connected to evidence.
Learners are encouraged to
explain observations in their
own words.
Teaching Plan Evaluation Rubric
Beginning
Developing
Accomplished
Exemplary
Extension
The extension does not include
the opportunity for learners to
use what they have learned in
a new context. Learners do
not use new terms and
definitions.
The extension includes the
opportunity for learners to use
what they have learned.
Learners may not use new
terms and definitions.
The extension includes the
opportunity for learners to use
what they have learned in a
new context. Learners use
new terms and definitions.
The extension includes
opportunities for learners to
use what they have learned in
a new context in interesting
ways. Learners use new terms
and definitions.
Evaluation
Learners do not demonstrate
an understanding of the
objective. The evaluation does
not identify what learners know
or what they do not know.
Learners demonstrate some
understanding of the objective.
The evaluation does not clearly
identify what learners know or
what they do not know.
Learners demonstrate an
understanding of the objective.
The evaluation identifies what
learners know as well as what
they do not know.
Learners demonstrate a
thorough understanding of the
objective. The evaluation
identifies what learners know
as well as what they do not
know.
Grammar and
Spelling
Very frequent grammar and/or
spelling errors.
More than two errors.
Only one or two errors.
All grammar and spelling are
correct.
Teamwork
There is not evidence of good
teamwork.
There is some evidence of
good teamwork.
There is ample evidence of
good teamwork.
There is ample evidence of
good teamwork leading to an
effective lesson.
Timeliness
Lesson was completed late.
Some parts of the lesson were
completed on time.
Most parts of the lesson were
completed on time.
All parts of the lesson were
completed on time.