Asia Ledbetter
Mendelian Genetics and Heredity Unit Plan
9th grade Life Science, Junior High
Subject Area Description:
I will be covering Mendelian Genetics and Heredity. This unit will be taught to students with
no genetics background. The suburban school is primarily composed of white upper middle
class students. Within the group of students I am teaching, there is one student on an IEP,
and none of the students are ELL. Though the year-long course is titled “Life Science”, only
one semester is dedicated to biological sciences; the first semester is physical science only.
Prior to this unit, students have learned all about the cell: meiosis, mitosis, and DNA
(including replication). After completing this unit, students will be able to explain the basis of
heredity and they will be able to explain the value of studying a family’s genetic history.
They will be conducting an inquiry project where they will determine how to classify a
specific fruit fly trait (i.e. dominant, recessive, sex-linked, etc.) through designing their own
experiment in which they will conduct multiple test crosses. Additionally, students will be
working toward a final project where they will take on the role of a genetic counselor and
counsel a “client”.
Essential Question:
Is who I am determined totally by genes? This will be a question I will push students to
consider throughout the unit. We will do a pre-write at the beginning of the unit and then
towards the end of the unit I will ask students to do a post-write and ask them to include at
least four specific examples from the unit that support their answer.
Goals and Objectives:
1. Students will be able to communicate scientific concepts, information, and findings to
others in writing. (EALR 2.1.2)
1.1 Students will be able to communicate scientific concepts, information, and findings to
others in the form of a written report.
1.2 Students will be able to communicate scientific concepts, information, and findings to
others in the form of a poster.
2. Students will be able to value discussion with their peers about scientific thinking and
findings.
2.1 Students will be able to ask questions about others’ work.
2.2 Students will be able to respond to questions about others’ work.
2.3 Students will be able to respectfully challenge others’ ideas/thinking.
2.4 Students will be able to work cooperatively to solve a problem and/or answer a question.
3. Students will be able to explain the basis of heredity. (EALR 1.2.2)
3.1 Students will be able to discuss the differences between sexual and asexual
reproduction.
3.2 Students will know that, in reproduction, genetic information is passed from parent to
offspring.
3.3 Students will be able to explain how the environment influences phenotype.
4. Students will be able to design and conduct a scientific inquiry.
4.1 Students will be able to design a scientific inquiry involving the genetics of fruit flies.
4.2 Students will be able to conduct a scientific inquiry involving the genetics of fruit flies.
4.3 Students will be able to analyze the results of their scientific inquiries involving the
genetics of fruit flies.
5. Students will be able to explain the value of studying a family’s genetic history.
5.1 Students will be able to construct and analyze Punnett squares.
5.2 Students will be able to construct and analyze pedigrees.
Day 1: Methods of Reproduction
1. What will students do?
2. Learning objectives for the class?
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
4. What evidence of student
learning/understanding will you collect?
5. Resources?
Day 2: The History of Genetics (pre-Mendel)
1. What will students do?
Students will discuss (in large and small
groups) different methods of reproduction,
examples of living things that use these
different methods, and will discuss
advantages and disadvantages of each.
Students will revisit what they learned about
reproduction (mitosis and meiosis). [Teacher
will be eliciting student ideas]
Students will be able to discuss differences
between sexual and asexual reproduction.
Students are already familiar with mitosis and
meiosis from prior completion of cell unit.
This is an activity to get them thinking about
how genetics fit into that prior knowledge
(start thinking about cell reproduction in a
more tangible way). Students will also have
a chance to use their prior science knowledge
in discussion and to review the relevant parts
of the prior unit.
Important for students to “talk science”. This
is something they all have experience with
both as human beings, and as students who
have just completed a cell unit. Discussion
would be a good way to get them all started
on thinking about genetics. Peer interaction.
Small groups will come up with a sheet of
their input, one representative will share that
with the class. Class will compile information
on board that will be recorded into journals.
Also, informal questions/answers.
Overhead, student journals, review
overheads of mitosis and meiosis.
Discuss why children look different from their
parents. [Teacher will be eliciting student
ideas]. Students will be introduced to the
unit Essential Question (“Is who I am
determined totally by my genes?”) and
complete a journal entry. After students
complete this exercise, jigsaw readings on
history of genetics (what people thought
before Mendel). Each small group will read,
summarize, and briefly present their article to
2. Learning objectives for the class?
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
4. What evidence of student
learning/understanding will you collect?
5. Resources?
Day 3: Learn about Mendel
1. What will students do?
2. Learning objectives for the class?
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
4. What evidence of student
learning/understanding will you collect?
5. Resources?
the larger class.
Students will learn about genetic history.
Students will be able to communicate
scientific information in the form of a poster.
Students should have an essential question
to interest them and focus them on what
they are learning. Students should have an
understanding of how changeable science is,
how influential new research is to our
understanding of science. It will build on the
discussion from yesterday and get students
excited about learning more about genetics.
I believe it is important for students to be
able to read about science and to be able to
explain science to themselves and others. I
also believe that summarizing the main
points of an article and presenting that
information are important skills.
Small group posters, student discussion,
informal student questions/answers.
Several different articles about the history of
genetics before Mendel, poster paper and
markers for small groups, student journals.
Read individually about Mendelian genetics
(short section in textbook), help teacher
outline main points of what they read and
record main points in their journal
Students will be able to communicate
scientific information in the form of writing.
Students will know what Mendel contributed
to the field of genetics.
Students need some background knowledge
before moving on to inquiry project and
computer programs
Students need to be able to read about
science individually, textbook is a good
source for background knowledge for student
Group outline, student journals
Classroom set of textbooks, student journals,
overhead
Day 4: Understand Mendel
1. What will students do?
2. Learning objectives for the class?
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
4. What evidence of student
learning/understanding will you collect?
5. Resources?
Day 5: Computer lab
1. What will students do?
2. Learning objectives for the class?
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
Discuss concepts/terminology presented as
large group. Small groups will be handed
cards with descriptions of real life examples
of genetics. Students will work to classify
these genetic cases using the terms in the
chapter (genotype v. phenotype, dominant v.
recessive). Classification will first be done in
pairs, then two pairs will join and discuss
their classifications. Final classifications to be
turned in at end of class.
Students will learn the terms genotype,
phenotype, dominant, recessive.
Students will learn the concept of dominant
and recessive.
Students will be able to work cooperatively to
solve a problem.
These terms are easily confused and hard to
understand. This is a chance for students to
see real life genetic scenarios, as well as a
chance for them to practice applying these
terms.
Not as intimidating or as boring as a
worksheet, students help each other
understand, teacher has a litmus test for
where the class is at.
Final drafts of genetic classifications.
Index cards with genetic scenarios,
overhead, classroom set of textbooks.
Students will reinforce genetic
terminology/concepts with use of computer
program (I don’t remember what the title of
the program my CT uses is—sorry!).
Students will learn the terms genotype,
phenotype, dominant, recessive.
Students will learn the concept of dominant
and recessive.
Students need a firm understanding of the
terminology/concepts before they can
conduct their inquiry project/complete their
culminating project
Computers are interactive and students can
work on their own at their own pace.
4. What evidence of student
learning/understanding will you collect?
5. Resources?
Day 6: Punnett Squares
1. What will students do?
2. Learning objectives for the class?
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
4. What evidence of student
learning/understanding will you collect?
5. Resources?
Day 7: Computer Lab/Ratios
1. What will students do?
2. Learning objectives for the class?
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
Observations of individual students working
with the programs (monitoring progress in
the computer lab)
Computers, Genetics computer program
Discussion about XX v. XY, students will help
teacher construct Punnett Square to show
the 50/50 chance of a baby being boy/girl.
Students will copy two more sample Punnett
Squares done by teacher on overhead into
their journals. Finally, students will spend
the remainder of the period completing a
worksheet.
Students will be able to construct and
complete a Punnett Square.
Again, this is a skill students will need for
inquiry project and culminating project.
Students can refer to examples from
beginning of class to help them complete the
worksheet, Punnett Squares are tied to prior
knowledge (boy/girl chance = 50/50),
worksheet can be kept for reference.
Completed worksheet.
Punnett Square worksheet, overhead,
classroom set of textbooks
The first part of the period, students will be
completing more complicated Punnett
Squares using computer software. The last
part of the period, students will calculate
genotypic and phenotypic ratios for the
Punnett Squares on yesterday’s worksheet
after seeing examples on the overhead and
recording them into their journals.
Students will be able to complete complex
Punnett Squares.
Students will be able to analyze the results of
Punnett Squares.
More complex Punnett Squares build on prior
lesson, genotypic and phenotypic ratios bring
in prior vocabulary and show the reason for
using Punnett Squares as a tool.
Computer is more interactive, using the
4. What evidence of student
learning/understanding will you collect?
5. Resources?
Day 8: Cross tests
1. What will students do?
2. Learning objectives for the class?
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
4. What evidence of student
learning/understanding will you collect?
5. Resources?
Day 9: Intro to Inquiry Project
1. What will students do?
2. Learning objectives for the class?
worksheet from yesterday ties the
genotypic/phenotypic ratios to something
familiar.
Completed worksheet, also observations of
individual students working with the
programs (monitoring progress in the
computer lab)
Prior lesson’s worksheet, Genetics computer
program, textbooks
Students will revisit the section in their
textbook on cross tests, class will discuss
how/why cross tests are done. Examples will
be provided on the board and students will
be asked what to do and why.
Students will learn why test crosses are
conducted.
Students will be able to conduct a test cross.
Students need to know how to use test
crosses before they begin their inquiry
project.
More interactive than textbook
reading/worksheet, teacher can give
examples, teacher can gage where class is.
Discussion, student answers to teacher
proposed questions.
Textbooks, marker and whiteboard, student
journals
Phase 1 of inquiry: Students will listen to
teacher explanation of model organisms,
students will read handout about fruit flies,
students will receive directions/rubric for
inquiry project. Students will learn procedure
for anesthetizing fruit flies and will study
anesthetized fruit flies and identify traits (eye
color, wing shape, bristle number, etc.)
Students will turn in a list of traits that they
have identified as variable.
Students will be able to explain the life cycle
of fruit flies.
Students will be able to identify traits of fruit
flies.
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
4. What evidence of student
learning/understanding will you collect?
5. Resources?
Day 10: Designing the Investigation
1. What will students do?
2. Learning objectives for the class?
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
4. What evidence of student
learning/understanding will you collect?
5. Resources?
Day 11: Conducting the Investigation
1. What will students do?
2. Learning objectives for the class?
Students have built a strong enough
background in genetics to begin the inquiry
project, flies need 11 days before their
offspring’s traits can be identified (necessary
to start project ASAP)
Simple task for students, students will be
oriented with fruit flies and how to manage
them. Students are “doing” science.
List of identified traits.
Fruit flies, materials necessary to anesthetize
fruit flies, information sheet, directions/rubric
for inquiry project, student journals
Phase 2 of inquiry: Students will work with
small lab groups to pick a trait to investigate.
Lab groups will develop their testable
question, after that is OK’d by teacher
Phase 3 of inquiry: lab group will develop
their procedure (what to cross and why,
timeline, step by step procedure)
Students will be able to design a scientific
inquiry regarding fruit fly genetics.
Students will be able to work cooperatively to
answer a question.
Students have built a strong enough
background in genetics and fruit flies to begin
the inquiry project, flies need 11 days before
their offspring’s traits can be identified
(necessary to start project ASAP)
Group work will help minimize student errors
and there are not enough materials for each
student to conduct their own inquiry.
Students are “doing” science.
Testable question and procedure.
Information on fruit flies, list of traits,
student journals.
Phase 3 of inquiry (cont’d): Students will
work with small lab groups to carry out their
already constructed and OK’d procedure.
Students will be able to conduct a scientific
inquiry regarding fruit fly genetics.
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
4. What evidence of student
learning/understanding will you collect?
5. Resources?
Day 12: Exceptions
1. What will students do?
2. Learning objectives for the class?
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
4. What evidence of student
Students will be able to work cooperatively to
answer a question.
Students have built a strong enough
background in genetics and fruit flies to begin
the inquiry project, flies need 11 days before
their offspring’s traits can be identified
(necessary to start project ASAP)
Group work will help minimize student errors
and there are not enough materials for each
student to conduct their own inquiry.
Students are “doing” science.
Observations of individual students working
on the lab (monitoring progress in the
science lab)
Materials outlined in students’ procedures
Students will review section in text on
codominance, variable expressivity,
incomplete dominance, and sex-linked traits.
Class discussion on what these terms mean
(terminology) and how they work (concept).
Small groups will be handed cards with
descriptions of real life examples of genetics.
Students will work to classify these genetic
cases using the terms above. Classification
will first be done in pairs, then two pairs will
join and discuss their classifications. Final
classifications to be turned in at end of class.
Students will be able to explain the terms:
codominance, variable expressivity,
incomplete dominance, and sex-linked traits.
Students will be able to explain how
codominace, variable expressivity, incomplete
dominance, and sex-linked traits work.
Students will be able to work cooperatively to
solve a problem.
Some of the traits that they are studying in
their inquiry project will be sex-linked. Other
exceptions will be present in the culminating
project.
Not as intimidating or as boring as a
worksheet, students help each other
understand, teacher has a litmus test for
where the class is at.
Final drafts of classifications.
learning/understanding will you collect?
5. Resources?
Day 13: Genetic Disorder Study
1. What will students do?
2. Learning objectives for the class?
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
4. What evidence of student
learning/understanding will you collect?
5. Resources?
Day 14: Presentation day
1. What will students do?
2. Learning objectives for the class?
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
Index cards with real life scenarios,
textbooks, overhead
Students will choose from a list of genetic
disorders which to study. Each genetic
disorder will have an article of information for
the student to read. After reading the article,
students will be grouped by disorder into
small groups that will work together to make
a poster of information for presenting to the
class.
Students will be able to explain, in detail, a
specific genetic disorder.
Students will be able to ask questions of
others’ work.
Students will be able to respond to questions
from others.
Students have a background in “exceptions”
and other genetic terminology. Applications
to the real world and their life.
I believe it is important for students to be
able to read about science and to be able to
explain science to themselves and others. I
also believe that summarizing the main
points of an article and presenting that
information are important skills.
Posters/presentations
Poster paper, markers, articles on specific
genetic disorders, directions/rubric for group
presentation and poster
Students will have the first few minutes to
polish their poster/presentation, the rest of
the period will be used for group
presentations of genetic disorders (including
all genetic terms that apply)
Students will learn about a variety of genetic
disorders.
Further understanding of genetic
terminology, real world knowledge,
background for culminating project
Good for students to “talk” science, peer
4. What evidence of student
learning/understanding will you collect?
5. Resources?
Day 15: Pedigrees
1. What will students do?
2. Learning objectives for the class?
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
4. What evidence of student
learning/understanding will you collect?
5. Resources?
Day 16: Constructing your own pedigree
1. What will students do?
2. Learning objectives for the class?
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
4. What evidence of student
learning/understanding will you collect?
5. Resources?
interaction, prompts deeper understanding of
the material
Posters/presentations
Posters, scoring rubric
Students will get a handout detailing the
different symbols used in pedigrees,
discussion of usefulness of pedigrees, class
reading of a sample pedigree, practice
constructing and analyzing pedigrees.
Students will be able to construct and
analyze a pedigree.
Necessary for culminating project, real world
application.
Students need individual worksheet practice
to build skill, also easy to assess individual
progress.
Completed individual worksheet.
Pedigree symbol information sheet, student
journals, overhead, pedigree worksheet.
Follow a trait (i.e. curly hair or brown eyes)
in their own family through 3 generations.
Predict what their offspring will look like.
Constructing and analyzing their own
pedigree. (Sample family info. provided for
students who can’t/don’t wish to use their
own family)
Students will be able to trace a trait through
three generations of a human family.
Tie what they’re learning in genetics to their
own life/real world. Also skill building for
culminating project
More practice, real world application,
individual assessment.
Completed pedigree and predictions
Sample family info (if needed), directions and
rubric
Day 17: Culminating Project
1. What will students do?
2. Learning objectives for the class?
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
4. What evidence of student
learning/understanding will you collect?
5. Resources?
Day 18: Analyzing Inquiry Project Data
1. What will students do?
Students will complete a post-write on the
essential question. They will need to include
four specific examples from the unit to
support their answer. Students will be given
their culminating project directions and
rubric. Students will have the period to work,
ask questions, and view examples of the
finished product. Culminating project:
Students will take on the role of a genetic
counselor. They will answer a client’s
question (client has NO science background)
about future children, given a verbal
description of the family pedigree. Students
will construct and analyze both a written
pedigree and Punnett squares to help them
answer their client’s question. They will turn
in their pedigree and Punnett squares along
with a written explanation to the client’s
question (written in non-scientific terms) that
explains the symptoms of the genetic
disorder and the mechanism of inheritance.
Students will be able to construct and
analyze Punnett squares.
Students will be able to construct and
analyze pedigrees.
Students will be able to explain scientific
terms and concepts as they relate to
genetics.
End of unit, helps students strongly tie all the
concepts together, real world applications
Culminating project good way for students to
incorporate and tie together prior knowledge
Completed culminating project
Project directions/rubric, sample product,
student journals, textbooks
Phase 4 of inquiry: Students will gather
data on the results of their multiple crosses.
Students will work in small groups to analyze
their data and answer their question. Small
groups will work on writing the
results/discussion/conclusion part of their
inquiry project per the directions in the
2. Learning objectives for the class?
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
4. What evidence of student
learning/understanding will you collect?
5. Resources?
Day 19: Work day
1. What will students do?
2. Learning objectives for the class?
3a. Why introduce idea at this time?
3b. Why this instructional strategy?
4. What evidence of student
learning/understanding will you collect?
5. Resources?
Day 20: Wisdom walk/work day
1. What will students do?
2. Learning objectives for the class?
3a. Why introduce idea at this time?
inquiry project handout.
Student will be able to analyze the results of
their scientific inquiry.
Students will be able to communicate their
findings in the form of a written report.
Inquiry project offspring available for
classification, next step in inquiry phases.
Students “doing” science. Collaboration
increases ideas and decreases careless errors
Final lab report, observations of groups in
science lab setting.
Fruit fly offspring, student directions/rubric,
student journals
Phase 5 of inquiry: Work in small lab
groups to complete their reports to turn in.
Work on summarizing findings on poster for
group presentation. By end of period report
and poster should be completed.
Students will be able to analyze results of
their inquiry project.
Students will be able to present results of
inquiry project to peers and teacher in
writing.
Next phase in inquiry process.
Students “doing” science and “talking”
science. Translating findings into language
understandable by peers and teacher.
Poster/Lab Report
Poster paper, markers, student
direction/rubric, student journals
Students will go on wisdom walk around
room, viewing other groups’ posters. After
students have viewed their peers results,
students will have a chance to ask questions,
then the remainder of the period will be a
work day for culminating project.
Students will be able to ask questions about
others’ work.
Students will be able to respond to questions
from others.
Students are in the final phase of inquiry;
3b. Why this instructional strategy?
4. What evidence of student
learning/understanding will you collect?
5. Resources?
continued work is necessary for culminating
project.
Students “doing” and “talking” science;
students synthesizing information.
Questions from wisdom walk; finished
product of culminating project.
Posters, student journals, directions & rubric