Biology Partnership Grant LESSON PLAN TITLE: GENETICS (Penny Genetics) LENGTH: 55 MINUTES OR 1 CLASS PERIOD COURSE: 10TH GRADE BIOLOGY COURSE LEVEL: REGULAR BIOLOGY OR BIOLOGY HONORS GROUP MEMBERS: MELVIN FLORES, LARIE LAUDATO, GLENN SOLTES (Teachers from Gadsden County School District) MENTOR: LISA DAVIS Motivation: A. Motivational Video The teacher will show a YouTube video on the Basics of Genetics. The video shows some basic facts about genetics. Below is the link to this video. http://www.youtube.com/watch?v=mx6maAOOfxQ B. Cognitive KWL After the short video clip, the students will complete the K & W sections of a KWL chart about genetics. This will be used for diagnostic purposes only and as such, will not be graded. Know C. Pre-Test Want to Know Learned To test students’ background knowledge and to also serve as an evaluative tool for future comparison, have the students’ answer the pretest questions below. These questions will be the same set of questions that students will be required to answer in the post test at the conclusion of the lesson. Give students 5 minutes to complete answering the questions. Responders (clickers) are a good piece of technology to use with this if available. SC.912.L.16.1 - Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. 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. 1. Hemophilia is a sex-linked, recessive trait. Which of the following describes the probability of hemophilia in the offspring of a man who does not have hemophilia and a woman whose father is hemophiliac? A. Each of their sons will have hemophilia. B. None of their daughters will have hemophilia. C. Their sons have a 25% chance of having hemophilia. D. There is a 50% chance that their daughters will have hemophilia. 2. Alleles for A and B blood cell antigens are codominant. The condition where no antigens are present on the blood cells (type O blood) is a recessive trait. Which set of parents would most likely produce a child with type O blood? A. one parent has type AB blood and the other has type A blood B. one parent has type AB blood and the other has type O blood C. one parent has a heterozygous type A blood and the other has type O blood D. one parent has a homozygous type A blood and the other has a homozygous type B blood 3. One of the parents of a child has phenylketonuria (PKU), a condition caused by recessive alleles. The other parent does not have the PKU alleles. What is the chance that the couple will have a child with phenylketonuria? A. 0% B. 50% C. 75% D. 100% 4. Hitchhiker's thumb (H) is dominant to no hitchhiker's thumb (h). A woman who does not have hitchhiker's thumb marries a man who is heterozygous for hitchhiker's thumb. What is the probable genotypic ratio of their children? A. 0% Hh: 100% hh B. 50% Hh: 50% hh C. 75% Hh: 25% hh D. 100% Hh: 0% hh 5. This diagram shows a pedigree for a recessive genetic disorder. What is the genotype of individual 6? A. XHXH B. XHXh C. XHY D. XhY 6. This diagram shows a diploid cell with two pairs of homologous chromosomes. Due to independent assortment, what is the possible genetic make-up of the gametes produced by this organism? A. SsTt B. Ss, Tt C. S, s, T, t D. ST, St, sT, st 7. The table lists the trials for fruit color where the allele R exhibits incomplete dominance over the allele R'. Heterozygous fruit have orange phenotypes. What percent of offspring are expected to have an orange phenotype if the parent plants are orange (RR') and yellow (R'R')? A. 25% B. 50% C. 75% D. 100% 8. Mendel hypothesized that reproductive cells have only one factor for each inherited trait. This hypothesis is supported by which observation? A. Haploid cells are produced in mitosis. B. Diploid cells are produced in mitosis. C. Haploid cells are produced in meiosis. D. Diploid cells are produced in meiosis. 9. A human baby boy inherits a recessive allele from his mother. In which circumstance would he most likely show the trait coded for by the recessive allele? A. The baby inherits the dominant allele from his father. B. The allele is on an autosomal chromosome and the baby is a twin. C. The allele is on the X chromosome. D. The allele is on the Y chromosome. ANSWER KEY: 1. B 2. C 3. A 4. B 5. B 6. D 7. B 8. C 9. D Needed Materials & Set-Up: A. Materials 2 pennies per group; 10 pennies for the whole class consisting of five groups 1 set of colored pencils per group 1 laboratory worksheet per student graphing paper (2 pieces per group) B. Set-Up: The set-up for the science classroom is shown below. For this lesson, students will primarily work at their desks. Student movement is limited to getting supplies and placing their finished work on the side counter. To minimize movement, laboratory activity packets will be distributed to the students (passing them down the rows). Students may get up and get materials needed for the activity. All materials will be spread on the right lab counter. After the students finished their work, they will place it on the left lab counter. SCIENCE LAB SET-UP RESOURCE PERSON: The teacher can invite a resource person from a reputable university or college to make a presentation on Human Genetics. This presentation will include a short discussion of important concepts and a related hands-on activity. Outcomes: Dimensions of K-12 Science Education Standards: Scientific and Engineering Practices: Developing and using models Analyzing and interpreting data Crosscutting Concepts: Patterns systems and system models Disciplinary Core Ideas: Heredity: Inheritance and variation of traits Next Generation Sunshine State Standards: SC.912.L.16.1 - Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. 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. Content Literacy Standards: Presentation of Ideas Vocabulary acquisition and Use Knowledge of Language Specific Learning Outcomes: 1. Using pennies, determine the phenotype and genotype of possible offspring from a given set of inherited traits with 100% accuracy. 2. Using Punnett Squares, simulate the Law of Segregation and Law of Independent Assortment accurately. 3. Using the data gathered in this lab, compare the actual ratios with the predicted ratios of traits with 100% accuracy. Presentation and Participation: A. Behavior: Pre-Lab Discussion In this part of the lesson, the teacher will discuss with the students the procedures for doing the laboratory activity. The teacher will ask a volunteer to read the directions indicated on the provided worksheet. It is highly recommended that the teacher remind the students about the rubric thru which their work will be graded.(please refer to the attached document) The worksheet for the laboratory activity can be obtained from the link shown below. http://www.nclark.net/pennygenetics.pdf B. Behavior: Demonstration and Discussion Before asking the students to do the lab, say “In this lab you will make predictions using Punnett Squares. You will use pennies to simulate the crosses. Then compare the Actual Ratios with the Predicted Ratios. The trait you are looking at is the gene that codes for a short big toe in humans. T represents the dominant allele (short big toe) and t is the recessive allele (long big toe). If you are finished with Part I of this activity, determine the actual ratios by using pennies (chips) to represent the crosses. You have two pennies. One side of the penny contains the big letter T and the other contains the small letter t. This penny represents a parent that has the genotype Tt. A second penny represents the other parent. One partner is going to play the role of a female and the other will play the role of male. When the coin is flipped, you are determining what sperm or what egg is being donated to the match. When you put the two flipped coins together, you are simulating fertilization. In Part III of this laboratory activity, you are to answer questions relevant to this activity. Make sure that you answer each question in a complete sentence/s. C. Application: Laboratory Activity Now, tell the students to pass out the worksheets and they may begin working with the activity. Inform the class that they have 25 minutes to do the activity. The flipping of coins and filling out the information on the chart will be done the first 10 minutes of the activity. The next 15 minutes is for answering the analysis questions and for group collaboration. D. Other - Providing feedback, Questioning, Self-Assessment teacher checking on students’ progress during the Penny Genetics lab and assisting when necessary - (Providing feedback) Monitor each group while they are doing the activity. Provide assistance to those groups who need extra help in identifying the characteristics resulting from the flipping of the two coins. Check as well if the students are recording the Genotypes of the different characteristics properly. Questions: 1. How do you expect the coin toss method to give a similar ratio as the Punnett square of the cross between TT and Tt? Support your answer by drawing your Punnett square. (Analysis) 2. When you toss the coin to see which side lands up, you are actually simulating what part of the process of sexual reproduction? Why? Why not? (Synthesis) 3. When you put the two coins that are flipped together, you are simulating what part of the process of sexual reproduction? Explain your answer. (Comprehension) 4. How can independent assortment help explain genetic diversity in humans? Justify your answer. (Application) 5. Suggest a way you could improve the models to better represent the process of inheritance of traits. (Analysis) Reflection: To ensure understanding of the covered benchmark, a post-test will be given to the students. The post test is the same questions as the pre-test. The results will be recorded and the paper will be given back to the students during the next meeting. (Please see the attached document for the Post test) After completing the post test, the analysis of the questions and corresponding answers will be discussed by the whole class to finally clarify possible areas of confusion or those needing reinforcement. Safety: Prior to doing the lab, the teacher should remind the students to observe the General Guidelines in doing a laboratory activity. Reiterate the importance of observing proper decorum at the lab. In addition to the existing guidelines, the teacher should remind the students the following: 1 Never eat, drink or smoke while working in the laboratory. 2 Read and follow the procedures carefully. 3 Do not use any equipment unless you are trained and approved as a user by your teacher. 4 Wear safety glasses or face shields when working with hazardous materials and/or equipment. 5 Keep the work area clear of all materials except those needed for your work. 6 Students are responsible for the proper disposal of used materials in appropriate containers. 7 Clean your work area before leaving. Transformative: A. Visual Impairment (but is not blind) and ESOL students Large-print written materials will be provided to the visually impaired student/s. An ESOL student may use Microsoft Word on the computer to translate the written instructions (provided to him in an electronic file). B. On Level: Logical/Mathematical Learners (Reinforcing Effort) Ask on-level students to make a table for the data they collected and present their data to the other members of the group. The data table must be easy to understand and must be presented in a logical manner. After presenting the data in a tabular form, encourage them to make a bar graph of the survey of traits. C. Less Proficient Readers: (Cognitive) Instruct students to make an outline of the lesson using green headings for the main topics and blue headings for the subtopics. As they read the lesson, they can add details to their outline. Utilize: The activity may fail to demonstrate the concepts explored in the Pre-/Post-Test in a way that the students can comprehend. If so, teacher may need to adjust the activity until the concepts are more clearly represented. Challenges: If majority of the students are unable to obtain a grade of at least 80 % in the Post Test, re-teaching must be conducted. A review of Mendel’s First and Second Laws of Inheritance is necessary with emphasis on doing more monohybrid cross problems using Punnett Squares. Think-Pair-Share: Review the Law of Segregation and Independent Assortment and explain it to their assigned partner. Provide more exercise problems using Punnet Squares in solving monohybrid cross problems. (Please see the attached worksheet for the practice problems) For those students who will not be able to answer Questions 4 and 5 on the Formative Assessment correctly, the teacher should review the process of sexual reproduction and cell division especially meiosis.