Lesson 1: Pedigree Notes
54 minutes
Objective(s):
 Students will understand that a genetic trait can be tracked through a family by creating
a pedigree, which uses symbols to show relationships between family members.
 Students will understand that the patterns of inheritance of a trait can be discovered
through a pedigree.
Common Core Standards Addressed:
 MS-LS3-1: Develop and use a model to describe why structural changes to genes
(mutations) located on chromosomes may affect proteins and may result in harmful,
beneficial, or neutral effects to the structure and function of the organism
 Framework Practices: Developing and Using Models (2)
 RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in a specific scientific or technical context relevant
to grades 6-8 texts and topics.
Connection to Conceptual Focus: The conceptual focus of the learning segment is that
pedigrees can be used by Genetic counselors in combination with Punnett squares to advise
couples with a family history of genetic disorders. This lesson introduces the topic of pedigrees
and what the different symbols mean. By the end of the lesson, students should be able to
answer “What do the different symbols in a pedigree mean?” and “How do pedigrees relate to
genetic disorders?”
Connection to Students: This lesson is all about families and how genetic traits appear in
different generations. After the “freckles” example, the teacher will ask students to think of
genetic traits that they can make pedigrees for in their families.
Assessments:
 Formal:
o Pedigree Worksheet; to determine whether any of the topics need to be reexplained in the next lesson.
o Exit Ticket; a measure of whether the students can express the purpose of a
pedigree.
 Informal:
o Brain Primer; to determine how much the students understand about probability
and how it relates to genetics.
Academic Language
 Language Functions:
o Interpreting symbols (pedigrees)
o Comparing inheritance
 Discourse:
o Understanding pedigree symbols
 Syntax:
o Organizing pedigree symbols
 Vocabulary:
o Review: Dominant, recessive, X-linked, genotype, phenotype, trait, autosomal
o New: Pedigree, Genetic Counselor, carrier
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Instructional Strategies and Learning Tasks
1. Warm-up (10 min):
a. Target: Students will know the uses of a pedigree and be able to interpret one.
b. Brain Primer: Two people have a 50% chance of having a child with blue eyes. They
have four children. None of them have blue eyes. How is this possible?
c. Target and Brain Primer are projected onto the board when the students enter the
classroom. Students copy the Target into their Interactive Science Notebook (ISN)
and answer the Brain Primer.
d. Allow students to write an answer then give a minute to share with their partner.
After students share with each other, ask for volunteers to share with the class.
(Think-Pair-Share)
e. Modes of Learning: Writing, speaking, and listening
2. Pedigree Notes (30 min):
a. Write notes (Attached) on Document Camera. Read the written notes and rephrase
in simpler language.
b. Pause every couple of minutes to ask questions and answer any student questions.
If no students have an answer for a question, have them Think-Pair-Share.
c. Modes of Learning: Reading, writing, speaking, and listening
3. Pedigree Worksheet (10 min):
a. As a class, read the introductory paragraph.
b. Allow students to start working and walk around the class answering questions.
c. If students do not finish, continue as homework (will be checked the next day).
d. Modes of Learning: Reading and writing
4. Exit Ticket (4 min):
a. Before students leave the classroom, they answer the following question on an Exit
Ticket slip and turn it in.
b. Write the question on the overhead projector while students work on the worksheet.
c. “What is the purpose of a pedigree?”
ELD and Other Special Needs Strategies
Multiple modes of learning have been identified in (bold).
Scaffolds and supports have been identified in (italics).
Support for ELLs
Pedigree notes are written and read by teacher. After each note is read, it is simplified and
repeated verbally. For example, “A family tree that shows which people have a specific trait” is
simplified to “Shapes and lines show who the mom and dad are. It also shows if the people
have the trait.” Students that are called on can “Phone a Friend” if they don’t know the answer.
Once the other student has given the answer, the first student must repeat or rephrase the
answer.
Support for Students with IEPs or 504 Plans
Similar to ELL supports. Visuals are used heavily during notes of pedigrees. Notes are written,
read, and then rephrased.
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Support for GATE Students
Give students the opportunity to create a pedigree of something in their own family if they finish
early. Make it clear that students can make up symbols for other relationships if their family
doesn’t quite fit with the symbols they learned (so students with all types of families feel
included).
Resources/ Materials Needed: Projector connected to computer, Document camera (or
overhead projector), Pedigree worksheet, Exit Ticket slips
Homework/Assignment for Next Class: If students do not finish Pedigree Worksheet in class,
need to do so for homework.
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Lesson 2: Pedigree Investigation
54 minutes
Objective(s):
 Students will understand that the construction of a pedigree is a scientific process.
 Students will understand that Genetic Counselors use pedigrees and inheritance
patterns of genetic disorders to determine the genotypes of clients.
Common Core Standards Addressed:
 MS-LS3-1: Develop and use a model to describe why structural changes to genes
(mutations) located on chromosomes may affect proteins and may result in harmful,
beneficial, or neutral effects to the structure and function of the organism
 Framework Practices: Developing and Using Models (2); Planning and Carrying Out
Investigations (3); Analyzing and Interpreting Data (4); Constructing Explanations (6);
Engaging in Argument from Evidence (7); Obtaining, Evaluating, and Communicating
Information (8).
 RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in a specific scientific or technical context relevant
to grades 6-8 texts and topics.
Connection to Conceptual Focus: The conceptual focus of the learning segment is that
pedigrees can be used by Genetic counselors in combination with Punnett squares to advise
couples with a family history of genetic disorders. This lesson allows the students to integrate
their previous knowledge of genetics and Punnett squares with their new knowledge of
pedigrees.
Connection to Students: Students act as Genetic Counselors during this lesson. This can
relate to a student’s interest in becoming a scientist. It also relates to students who may have a
family history of some genetic disorder.
Assessments:
 Formal:
o Pedigree Practice Worksheet; to determine whether students can apply
information about pedigrees
o Pedigree Investigation Worksheet; a measure of student learning about
pedigrees and the connections to Punnett squares
 Informal:
o Brain Primer; to determine whether students understand the symbols of
pedigrees (RST.6-8.4)
Academic Language
 Language Functions:
o Interpreting symbols (pedigrees)
o Comparing inheritance
 Discourse:
o Understanding pedigree symbols
 Syntax:
o Organizing pedigree symbols
 Vocabulary:
4
o
o
Review: Dominant, recessive, X-linked, genotype, phenotype, trait, autosomal
New: Pedigree, Genetic Counselor, carrier, PKU, Huntington’s Disease
Instructional Strategies and Learning Tasks
1. Warm-up (10 min):
a. Target: Students will be able to explain what a Genetic Counselor uses pedigrees
for.
b. Brain Primer: Look at the pedigree drawn on the overhead. List at least 3 facts about
the family that the pedigree shows.
c. Target and Brain Primer are projected onto the board when the students enter the
classroom. Students copy the Target into their Interactive Science Notebook (ISN)
and answer the Brain Primer.
d. Allow students to write an answer then give a minute to share with their partner.
After students share with each other, ask for volunteers to share with the class.
(Think-Pair-Share)
e. Modes of Learning: Writing, speaking, and listening
2. Check Pedigree Worksheet and Go Over Answers (15 min):
a. Teacher checks for completion of the Pedigree Worksheet.
b. Project the key onto the board and go over the answers. Before showing the correct
answer, ask for a student to answer the question. For the final answer, a drawn
pedigree, students share their answer with seat partner and raise their hand if the
pedigrees are the same. If not the same, students compare with others until the
mistake is found and fixed. (Pair and Compare)
c. Modes of Learning: Writing, speaking, listening
3. Pedigree Investigation Explanation (5 min):
a. Lab worksheet is passed out to students. (Structured data gathering)
b. Students are assigned partners to work with for the lab. They must be at the same
lab station as their partner at all times.
c. Lab stations are broken up into two types: genetic disorder information and the family
questionnaire. Students can go to the stations in any order. They must fill in
information about the genetic disorders for Task 1. Task 2 is information they get
from the family questions. Once the students have gotten all the information, they go
back to their desks and work together to draw a pedigree. From the pedigree, the
students can determine the disorder and draw a related Punnett square. (Partner
work)
d. Modes of Learning: Reading, writing
4. Pedigree Investigation Activity (24 min):
a. Students will work on gathering the information together. They will continue
gathering the data and start analyzing it in the next class.
ELD and Other Special Needs Strategies
Multiple modes of learning have been identified in (bold).
Scaffolds and supports have been identified in (italics).
5
Support for ELLs
Students compare their Pedigree worksheet with others to correct their work. Students are
strategically paired with strong speakers and readers for the Investigation activity. Investigation
worksheet is previewed before the students start and is laid out in short, simple tasks.
Support for Students with IEPs or 504 Plans
Similar to the support for ELLs. Paired with students who are academically strong and work
well with others.
Support for GATE Students
GATE students can move through the activity quicker (as long as they keep at the same pace
as their partner). They can write a conclusion that is more complicated and can bring in outside
information. If they finish early, encourage them to create their own pedigree.
Resources/ Materials Needed: Projector connected to computer, overhead projector,
Investigation information sheets (provided in Instructional Materials)
Homework/Assignment for Next Class: None.
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Lesson 3: Pedigree Investigation Analysis
54 minutes
Objective(s):
 Students will understand that the construction of a pedigree is a scientific process.
 Students will understand that Genetic Counselors use pedigrees and inheritance
patterns of genetic disorders to determine the genotypes of clients.
Common Core Standards Addressed:
 MS-LS3-1: Develop and use a model to describe why structural changes to genes
(mutations) located on chromosomes may affect proteins and may result in harmful,
beneficial, or neutral effects to the structure and function of the organism
 Framework Practices: Developing and Using Models (2); Planning and Carrying Out
Investigations (3); Analyzing and Interpreting Data (4); Constructing Explanations (6);
Engaging in Argument from Evidence (7); Obtaining, Evaluating, and Communicating
Information (8).
 RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in a specific scientific or technical context relevant
to grades 6-8 texts and topics.
Connection to Conceptual Focus: The conceptual focus of the learning segment is that
pedigrees can be used by Genetic counselors in combination with Punnett squares to advise
couples with a family history of genetic disorders. This lesson continues to allow the students to
integrate their previous knowledge of genetics and Punnett squares with their new knowledge of
pedigrees to act as Genetic Counselors.
Connection to Students: Students act as Genetic Counselors during this lesson. This can
relate to a student’s interest in becoming a scientist. It also relates to students who may have a
family history of some genetic disorder.
Assessments:
 Formal:
o Pedigree Investigation Worksheet; a measure of student learning about
pedigrees and the connections to Punnett squares
o Pedigree Conclusion; an assessment of whether students can use their
knowledge to act as a genetic counselor
 Informal:
o Brain Primer; to determine whether students understand the symbols and
relationships of pedigrees (RST.6-8.4)
Academic Language
 Language Functions:
o Interpreting symbols (pedigrees)
o Comparing inheritance
 Discourse:
o Understanding pedigree symbols
 Syntax:
o Organizing pedigree symbols
 Vocabulary:
o Review: Dominant, recessive, X-linked, genotype, phenotype, trait, autosomal
7
o
New: Pedigree, Genetic Counselor, carrier, PKU, Huntington’s Disease
Instructional Strategies and Learning Tasks
5. Warm-up (7 min):
a. Target: Students will be able to explain what a Genetic Counselor uses pedigrees
for.
b. Brain Primer: Think back to Protein Synthesis. How are pedigrees and proteins
related? (Hint: Mutations.)
c. Target and Brain Primer are projected onto the board when the students enter the
classroom. Students copy the Target into their Interactive Science Notebook (ISN)
and answer the Brain Primer.
d. Allow students to write an answer then give a minute to share with their partner.
After students share with each other, ask for volunteers to share with the class.
(Think-Pair-Share)
e. Modes of Learning: Writing, speaking, and listening
6. Continue Pedigree Investigation Activity (20 min):
a. Students continue to work together to gather data for activity and start to analyze
(Task 4 and Task 5 on worksheet). (Partner work)
b. Modes of Learning: Reading and writing
7. Class Discussion of Analysis (15 min):
a. Teacher leads the students in a discussion of the data. Ask questions to get
students to the answers without giving the answers away. When a correct answer is
given, ask another student to rephrase the answer. (Rephrasing/Repeating
Information)
b. Students share what they know about:
i. The two disorders.
ii. The family. Use the Document Camera to show the pedigrees some
students have made.
iii. Which disorder they think the family has. Students must share
evidence/”proof” of their hypothesis.
c. Modes of Learning: Speaking and listening
8. Conclusion Work Time (12 min):
a. Students have time to work on their conclusion. Teacher reviews the Rubric for the
assignment (on the back of the worksheet). (Rubrics)
b. If students do not finish their conclusions, they must finish for the next class.
(Students with IEPs/504s or who are ELLs can have one more day)
c. Modes of Learning: Writing
ELD and Other Special Needs Strategies
Multiple modes of learning have been identified in (bold).
Scaffolds and supports have been identified in (italics).
Support for ELLs
Students are strategically paired with strong speakers and readers for the Investigation activity.
During the analysis class discussion, ask students to rephrase/repeat what other students have
said. Rubric is provided to guide the writing of the conclusion. During the work time, after
school, and lunch, the teacher provides assistance with writing. Students are invited to come
after school or at lunch for extra help.
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Support for Students with IEPs or 504 Plans
Similar to the support for ELLs. Paired with students who are academically strong and work
well with others. Rubric is a guide for the conclusion.
Support for GATE Students
They can write a conclusion that is more complicated and can bring in outside information.
GATE students can share their analysis during the class discussion and comment on the
analyses that other students have made.
Resources/ Materials Needed: Projector connected to computer, overhead projector,
Investigation information sheets (provided in Instructional Materials), Document camera
Homework/Assignment for Next Class: Finish the conclusion.
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