5 E’s Lesson Planning Template
Lesson:
#1
#3 Draft
#3 Final
(circle or highlight appropriate lesson)
Name: Loren Schwinge
Course/ Grade Level: 8th/ 9th
Standard(s) Addressed:
Grade 8, 2C and 2D Genetics
Students know that an inherited trait can be determined by one or more
genes, and that plants and animal cells contain many thousands of different genes
and typically have two copies of every gene. The two copies (or alleles) of the
gene may or may not be identical, and one may be dominant in determining the
phenotype while the other is recessive.
Lesson Objective: Students will be able to understand that inherited traits are
determined by genes, and that there are many types of genes that code for many
different things by working through punnett squares and by doing monohybrid and
dihybrid crosses to show how dominance and recessiveness work.
Materials Used:
•
•
•
•
Blank piece of paper
White board markers
A coin (any type) and a di (for randomness selection)
Pencil
Classroom Management:
• State expectations of the class (that they should be quiet, attentive, raise their
hand if they have a question, and participate if they are asked to work out a
problem on their paper)
• Will use popsicle sticks with the students names on them for random
selection of answers
• Students will break into pairs for the monster genetics portion
ENGAGE: Connect to Prior Knowledge and Experience, Create Emotionally Safe Learning
Environment, Preview New Vocabulary
Estimated time: 10 minutes
Description of Engage:
Ask the students how many of them can roll their tongues. Note that in a large class at least some
students should not be able to do this. Ask students why they think this might be. Then ask how
many have dark eyes. After counting the hands raised, then ask how many have light eyes. Since
brown eyes are dominant to blue or green eyes, there should be more dark eyed students. Ask the
students what may be the reason for more dark eyed people than light eyed people. Then begin to
explain that these types of genetic inheritance are called alleles, and then explain that some alleles are
dominant and that others are recessive (brown eyes “BB/Bb” versus blue eyes “bb”). Students get
one allele from each of their parents. If a student has hazel eyes ask what color their parents eyes are.
Mention that eye color can sometimes demonstrate incomplete dominance. After, bring up the idea of
phenotype and genotype, and how they can actually be different. Go back to the tongue rolling idea
Teacher’s Role Teacher Questions Students’ Role - Keep count of the
students who answer
dark and light eyes
- Encourage the students
to come up with reasons
for the number
differences
- Then have them go
through and hypothesize
what their genotypes
might be as opposed to
their phenotypes
- “Why do you think more students
have dark colored eyes than light?”
- Answer polling questions of
teacher
- “What color eyes do your parents
have?”
- Come up with hypotheses as to
why there would be eye color
differences
- “How many have eyes that are
different than their parents? How
many of your eyes are the same?
How many are a mixture of both?”
- Make comparisons as to which
ones are similar with their parents
- “Are any of your eyes a mixture of
both parents?”
- “How might your phenotype for
this trait differ from your
genotype?”
- Come up with the genotypes for
the recessive traits that they have,
as well as the dominant traits
(since the dominant trait can be
homozygous or heterozygous
there should be more than one
option)
- “How is it possible that my sister
cannot role her tongue but both my
parents and I can?”
EXPLORE: Hands-On Learning, Contextualize Language, Use of Scaffolding (Graphic
Organizers, Thinking Maps, Cooperative Learning), Use of Multiple Intelligences, Check for
Understanding
Estimated time: 20 minutes
Description of Explore: Baby Monsters!
Each student will break up into pairs of two. Students will all be given a monster family portrait
worksheet/packet. The teacher and students will work through several practice questions to prepare to
make their own monster family tree. Students will then determine the phenotype and genotype of
their own baby monsters. The worksheet will have spaces for the students to write the genotypes of
their monsters and draw pictures of each monster.
Teacher’s Role Teacher Questions Students’ Role - Prepare worksheets with
parent monsters and parent
monster genotypes.
- “How would I set up my
punnet square to determine
this trait?”
- Work in a group to make punnet
squares for each of your baby
monsters.
- Do an example of how to do
monohybrid and dihybrid
crosses for each trait and role
dice/flip a coin to select a
genotype and determine one
baby monsters phenotype. In
other words fill out worksheet
page 2 with students. Make
sure to ask students how they
would do it first, don't just
spoon feed the answers.
- “For this type of cross
(monohybrid or dihybrid)
would you flip a coin or role
dice to pick a genotype?”
- Students should make at least
one baby monster for each person
in the group.
- Students should assist each
other and check each other's
work.
- Students should draw their baby
monsters on the worksheet to
show the monsters phenotype. - Walk around and assist
students as necessary
EXPLAIN: Listening, Speaking, Reading, and Writing to Communicate Conceptual
Understanding
Estimated time: 10 minutes
Description of Explain:
Have two or three volunteers go up and present their monster family portrait. Ask the class to list all
the possible genotypes for one of the baby monsters phenotypes. Ask a student to demonstrate how
they came up with their answer. Poll students: how many of your monster siblings look the same?
Different? Ask students what challenges they had
Teacher’s Role Teacher Questions Students’ Role - Present their work.
- “Who wants to show the
- Facilitate the class.
class their monster family
- Analyze other student's work to
-­‐ Place student's family trees up portrait?”
demonstrate understanding.
on the ELMO for the class to
Explain how they came to their
“Can
anyone
give
me
an
see. conclusions. example of one of the
genotypes that would result in
this monsters phenotype?
How do you know this? Who
else can give me a genotype?
Can you explain how you
know this?”
- “Who can demonstrate how
they determined the possible
genotypes for their monsters
teeth? How about for their
monsters horns?”
- “How many of your monster
siblings look the same?”
- “If they look different how
might the parents genotype
have contributed to this?” EVALUATE: Thinking Maps, Summarize Lesson and Review Vocabulary, Variety of
Assessment Tools, Games to Show Understanding
Estimated time: 10 minutes
Description of Evaluate:
Have the students complete three dihybrid crosses (GGTTx x ggtt, GgTt x GgTt, GgTt x ggtt)
through the use of a punnett square and state their results (for example, if using pea plants: how many
green as opposed to yellow, how many short as compared to tall, etc.)
Teacher’s Role Teacher Questions Students’ Role - Put up a picture of the several
different possible pea plant
phenotypes.
- “How many of each
phenotype did you find?”
- Complete the punnet square
with the crosses presented
- “Can someone come up and
- Put the dihybrid cross on the
write all the possible
board so the students can see it genotypes for this pea plant?”
clearly, and write the questions (Have a different student
you want found below (for
come up and write up
example, how many green, how genotypes under one of the
many tall, etc.)
pea plant phenotype pictures
until all possible genotypes
- Ask questions that would
are listed underneath the
prompt the students to notice
pictures.)
dominant and recessive genes
- “What caused the plants to
be mostly green and tall?”
- “What caused the
heterozygous plants to look
the way they did?”
- “What evidence supports the
presence of dominant and
recessive genes?”
- Ask their elbow partner if they
get stuck
EXTEND: Group Projects, Plays, Murals, Songs, Connections to Real World, Connections to
Other Curricular Areas
Estimated Time: 10 minutes (or homework)
Description of Extend:
Give students a pedigree that has to do with sex-linked chromosomes and see if students can fill in
the genotypes based on the pedigrees phenotypes. Use this pedigree for Hemophilia
(http://www.sciencecases.org/hemo/hemo.asp) in Queen Victoria's family. Explain to students that
sometimes genes are only carried on one sex chromosome or the other. Put up the male and female
genotypes and give them a hint before they start like: if you are a male, does it matter for your
phenotype if an X carried trait is recessive or dominant?
Sounds cool Teacher’s Role - Show students a simple
pedigree used to determine
genotypes using a family
history of phenotypes (for
tongue rolling for instance).
- Tell students, that genes can
also confer genetic diseases
along with other more visible
traits.
- Next give students the
pedigree of a family with
Hemophilia. Explain that
hemophilia is a disease that
prevents normal bloodclotting.
- Give students time to try and
figure out the pedigree.
- If students cannot figure it out
(they may not be able to) tell
them about how the gene for
colorblindness is carried on the
X chromosome to prompt them
to consider hemophilia as a
sex-linked disease.
Teacher Questions Students’ Role - Are all phenotypes physical
traits? Or can your genes
confer other traits/conditions?
- Try to solve the pedigree and
determine the genotypes of
individuals using a family history
of phenotypes.
- Why would a scientist or
doctor use a pedigree?
- Are males more at risk for
sex-linked genetic diseases
than females? Why?
- Who can tell me the
genotype of this person? How
do you know? Baby Monsters!
Complete your monster family tree by completing punnet squares to determine the possible genotypes of the baby monsters. Show your work! Your punnet squares must be turned in with your monster family tree. Questions: ((Note: Questions 1-­‐5 will be done together as a class)) 1) Draw the phenotype corresponding to the first baby monsters genotype 2) Considering the parent monster’s genotypes, use punnet squares to determine the possible genotypes for the baby monsters teeth. Use dice or a coin to randomly select a tooth genotype and draw the appropriate phenotype. 3) Write a possible genotype that could account for this baby monsters phenotype. Don’t forget to consider her parent’s genotypes! 4) Considering the parent monster’s genotypes, use punnet squares to determine the possible genotypes for the baby monsters horns. Use dice or a coin to randomly select a tooth genotype and draw the appropriate phenotype. Hint: two genes contribute to the horn genotype (color and shape) so a monohybrid cross cannot be used. 5) Based on the coloration of the parent and baby monsters, what type of dominance do you think the alleles for color have? 6) Now that you have had some practice, can you use punnet squares and dice to randomly determine the genotype and phenotype of the baby monsters on the third page? KEY Color
R = red
r = blue
Teeth
F = flat
f = pointy
Horns
T = triangular
t = zigzag
Horn Color
G = green
g = yellow
Sex
XX = female
XY = male
Class Monster Family Tree Meet the parents: Papa Monster RR Ff Tgtg XY The children: 1 2 Rr ff tgtg XY rr ff tgtg XX 3 Rr Ff ???? XX Rr ?? Tgtg XX Mama Monster 4 Group Monster Family Tree Meet the parents: Papa Monster Mama Monster Rr Ff Tgtg XY The children: 1 2 Rr ff tGtg XX 3 4 Rr ff tgtG XY