ICE
Inquiry-based Curriculum Enhancement
Lesson Plan: Mendelian Genetics
General Description
In this complex instruction activity, students work together to create some representation of
an aspect of Mendelian genetics. They practice communicating with peers and have the
opportunity to make unique contributions to the team goal.
Objectives
1. Students will develop a deeper understanding of Mendelian genetics.
2. Students will prepare and demonstrate vivid interpretations of fundamental principles of
Mendelian genetics.
3. Students will cooperate as a team on creative and critical thinking.
4. Students will reflect on the activity in relation to their own ideas and experience.
Concepts
violations of Mendelian principles, Mendel’s laws, genetic vocabulary, probability, influence
of environment on phenotype, dual meanings of phenotype and genotype, ethical issues of
genetic screening
Time
50 minutes
Prerequisite Skills
Basic familiarity with Mendelian genetics and related terminology
Materials
Task cards and Individual Accountability cards
ICE
Inquiry-based Curriculum Enhancement
UTI Instructions: Mendelian Genetics
Introduction:
In this complex instruction activity, students work together to create some representation of
an aspect of Mendelian genetics. They practice communicating with peers and have the
opportunity to make unique contributions to the team goal. All tasks and accountability
questions are listed below.
Procedure:
1. The week before class, tell students to bring their textbook to the next meeting.
2. Introduce the activity as several different ways to look at Mendelian genetics. Divide
students into the appropriate number of groups (6-7) with no more than 4 students per
group.
3. Distribute the task cards to the teams. Tell them that everyone should read the card,
and then they should collaborate on the task. Every member of the team must be
involved in the task. Announce that they have ten minutes to prepare their presentation
(this announcement warns groups that they must work on task and collaboratively in
order to finish).
4. Circulate among the groups, answering any questions. Encourage creativity in the
teams by supporting the ideas about which students ask. Particularly provide
encouragement for students utilizing ‘alternative’ strategies to complete the task. Allow
the teams to develop their own presentation without pushing in a particular direction.
Provide a two-minute warning at the appropriate time (this depends on the number of
groups*).
5. Have teams make their presentation to the class. Note any particularly meaningful
episodes in the presentations.
6. In the final five minutes of class, distribute the Individual Accountability cards to the
teams. Have each student write a response to the question. Collect responses as
students leave. Comment positively on various contributions. The student responses
should be marked for thoughtfulness rather than for correctness.
* Allow five minutes for each group to give their presentation and five minutes for the
individual accountability exercise. If your discussion has 6 groups, then you should allow 35
minutes to complete the presentations and accountability exercise. This requirement means
that the groups will receive less time to prepare their presentation. Be particularly mindful
of the time, as you want each group to present (it is possible that students will view the
exercise as a waste if they don’t get to share their task).
Task: Campaign Consultants
Your team has been hired to write an advertising campaign in support of Mendel’s laws. The client
(Genes-R-Us) wants two 30-second ads for each law, to be played on the radio. Create these ads
and be ready to present the campaign to the class.
Individual Accountability:
Do you think there are any fundamental differences between Mendel’s two laws? How do any
differences influence the application of Mendel’s laws to genetic problems?
Task: Mendel’s Words Game Show
Congratulations! You have been selected to participate on the Mendel’s Words Game Show. All of
the questions on this show are about the vocabulary of Mendel’s genetics. Design a skit of this
show and be ready to enact your game show to the class. You choose the words and catergories.
Individual Accountability:
In your opinion, is all of the terminology scientists use to describe genetics really necessary? In
five sentences or less, explain your answer.
Task: Team TEST
Your team has been hired to create test questions about Mendelian genetics for the MCAT and GRE.
Specifically, you are to focus on probability in solving genetics problems. Create five mind-bending
questions that could be used in these tests. Be prepared to present your questions to the class
(and have answers!).
Individual Accountability:
Do you feel that probability is necessary for understanding Mendelian genetics? Explain your
answer is five sentences or less.
Task: The Mad Scientists
You are members of a scientific team researching the influence of environment on human
phenotype. Design the perfect experiment to finally determine how important environmental
influences are on human form and function, and prepare the oral presentation you will give to your
funding agency. Be ready to present and defend your experimental design to the class.
Individual Accountability:
Do you think that environment is or has been very important in determining your phenotype? Why
or why not?
Task: The Great Debate
Create a skit that presents the dual meanings of the words phenotype and genotype (the
reductionist view and the organismal view). Be ready to present your skit to the class.
Individual Accountability:
Do you think that one view of phenotype and genotype is more appropriate than the other?
Explain your answer in five sentences or less.
Task: Ethical Dilemma
Your team has been asked to create ethical rules for the use of results from genetic screening.
Civil liberties groups are picketing your offices since they feel that genetic information belongs to
the individual only. Insurance lobbyists and biotech companies are picketing because they want
access to individual genotypes for insurance rates and for possible use in developing new
treatments or tests. Create a statement that presents guidelines for use of results from genetic
screening, and that addresses both perspectives. Be prepared to present your statement to the
class.
Individual Accountability:
In your opinion, are there any undeniable rights of individuals over their genome? When can an
insurance agency or biotech firm have access to your genetic information? Explain your answer in
five sentences or less.
Campaign
Consultants
Your team has been hired to write
an advertising campaign in support
of Mendel’s laws. The client (GenesR-Us) wants two 30-second ads for
each law, to be played on the radio.
Create these ads and be ready to
present the campaign to the class.
Mendelian
Game Show
Congratulations! You have been
selected to participate on the
Mendel’s Words Game Show. All of
the questions on this show are
about the vocabulary of Mendel’s
genetics. Design a skit of this show
and be ready to enact your game
show to the class. You choose the
words and categories.
Team TEST
Your team has been hired to create
test questions about Mendelian
genetics for the MCAT and GRE.
Specifically, you are to focus on
probability in solving genetics
problems. Create five mind-bending
questions that could be used in these
tests. Be prepared to present your
questions to the class (and have
answers!).
Mad Scientists
You are members of a scientific team researching the influence of
environment on human phenotype. Design the perfect experiment to
finally determine how important environmental influences are on human
form and function, and prepare the oral presentation you will give to your
funding agency. Be ready to present and defend your experimental
design to the class.
The Great Debate
Create a skit that presents the dual
meanings of the words phenotype and
genotype (the reductionist view and
the organismal view). Be ready to
present your skit to the class.
Ethical Dilemma
Your team has been asked to create ethical rules
for the use of results from genetic screening. Civil
liberties groups are picketing your offices since
they feel that genetic information belongs to the
individual only. Insurance lobbyists and biotech
companies are picketing because they want
access to individual genotypes for insurance rates
and for possible use in developing new treatments
or tests. Create a statement that presents
guidelines for use of results from genetic
screening, and that addresses both perspectives.
Be prepared to present your statement to the
class.
ICE
Inquiry-based Curriculum Enhancement
Pre-Activity Worksheet: Mendelian Genetics
General Description
In the activity you will do this week during your learning/discussion group, you will be
examining Mendelian genetics from several new angles. In order to be prepared for this
activity, complete this worksheet.
Reading
Browse the “Mendel and the Gene Idea” chapter in your text. Pay particular attention to
figures 14.3, 14.5, 14.7b, 14.10, 14.12, and 14.15.
Definitions
Write a definition of the following words. Use your text, textbook glossary, and your
previous knowledge to create the best definition possible. Remember to connect your
definitions to Mendelian genetics.
1) allele
2) phenotype
3) genetic screening
4) segregation
Questions
Answer the following questions. You will explore your answers to these questions in-depth
during learning/discussion group.
1) Which of Mendel’s two laws is most relevant to human genetics? Why?
2) Differentiate between incomplete dominance and codominance.
3) How many alleles of a particular gene do you have? Why do you have that number?
What is the origin of those alleles?
4) Is genetics more biological or mathematical? Explain your answer.