Subject: Biology 2 Lesson Title: Non-Mendelian Inheritance/Incomplete Dominance Content Standard(s): AZ Science Standards- S1CO4PO3, S4CO2PO3 NGSS- HS-LS3-3 Language Objective: Students will verbally articulate their ideas to their peers. Students will present and defend their thoughts and predictions to the class both In written and verbal form. Terminal Objective: Students will illustrate how non-Mendelian are represented to predict offspring ratios for traits that exhibit incomplete dominance. Bell Work: Students will complete anticipatory set to design a way of representing a cross that exhibits Incomplete Dominance. Blooms Level Applying Applying Sub-Objective Time Using knowledge of single allele traits, students will create a way of representing a cross of Incomplete Dominant alleles to predict offspring ratios. 5 mins Using knowledge of single allele traits groups will create a way of representing a cross of incomplete dominant alleles to predict offspring ratios. 10 mins Teaching Strategy Students will spend the first five minutes of class developing a way to represent the genotypes of traits that exhibit incomplete dominance in their notebooks (incomplete dominance bell work). Active Student Participation/ Check for Understanding Students will individually answer bell work questions in notebook. Instructor will monitor students and guide learners to start thinking about how genotypes are represented tapping into previous learning of single allele traits. Students will discuss with their groups how Students will discuss in groups and transfer their ideas they decided to represent the genotypes of onto the whiteboard. the traits and whiteboard their answers to the Instructor will monitor students and assist groups when bell work questions. they show difficulty in interpreting the problem. Teacher will clarify the idea of dominance and how it is represented (i.e. capital vs. lower case letters) to guide learners to think of other variations to indicate that the F1 phenotype is a ‘blend’ of the parents. Evaluating Groups will present and defend their ideas for representing alleles for traits that exhibit codominance. 16 mins (2 mins per group) Groups will present their whiteboards displaying their results for bell work problems. Students should defend why they chose the symbols they did to explain the pattern of inheritance shown in the bell work. Students will present their conclusions and defend their choices of how to represent incomplete dominance. Students and instructor may ask questions of groups to understand reasoning. Instructor should point out that the original P generation phenotypes reappear in the F2 generation (part c of bell work). Understanding Remembering Students will explain incomplete dominance and the conventional method of representing traits that exhibit incomplete dominance. 7 mins Students will complete worksheet to practice incomplete dominance. 11 mins Students will view a clip on Educational Portal explaining incomplete dominance and examples of traits that express this (5 mins). Students will copy definition and example of complete dominance in their flipbooks they created at the beginning of the unit (2 mins). Students will complete worksheet and turn in by end of period. Students will record the definition and example of incomplete dominance in their flipbooks. Instructor will guide students to the clip and clarify any misunderstanding of the definition presented. Students will complete the worksheet. Instructor will circulate classroom and clarify any misunderstandings. Closure: Instructor will ask students for thumbs up (understand how to represent incomplete dominance) or thumbs down (does not completely understand) to gauge understanding and determine if further practice is needed. Materials Needed: Incomplete Dominance Bellwork, student made flipbooks, Incomplete Dominance Educational Portal video (educationalportal.org), non-Mendelian inheritance worksheet, whiteboards, expo markers Incomplete Dominance Bell Work Incomplete Dominance Bell Work A cross between a snapdragon with red flowers and a snapdragon with white flowers results in offspring that all produce pink flowers. The color of the snapdragon flower is determined by just two alleles. Snapdragon flower color is an example of incomplete dominance. red flowers + white flowers = pink flowers Create a Punnett Square to illustrate this cross and answer the following questions. a) What are the genotypes of the parent snapdragons in the original cross? This trait is determined by just two alleles. Create a Punnett Square to illustrate this cross and answer the following questions. b) What is the genotype of the pink offspring? c) What would be the phenotypic ratios of offspring produced by two snapdragons with pink flowers? a) What are the genotypes of the parent snapdragons in the original cross? b) What is the genotype of the pink offspring? c) What would be the phenotypic ratios of offspring produced by two snapdragons with pink flowers?