UKanTeach 5E Lesson Plan
Author (s): Cody Alley and Jake Skinner
Team Members: Cody Alley and Jake Skinner
Title of Lesson: Patterns of Inheritance
Lesson # 1
Date lesson will be taught: 2/22/13
Grade level: 9th
Lesson Source (kit, lesson):
Concepts/Main Idea –
The purpose of this activity is to delineate the different types of gene expression and how alleles interact with each
other. Students will be working on exercises to help solidify the concepts of dominance, codominance, incomplete
dominance, etc. The exercises will involve mixing of genes and reading pedigrees.
Objective/s-
Evaluation
The Students Will Be Able To:
Students will be able to
 Examine examples of allele dominance
 Synthesize information from multiple alleles
 Classify common types of inheritance patterns
 Survey and evaluate real examples of pedigrees and Punnett
squares for genetic information
 Solve simple blood typing problems and realize its importance
 Think critically about variance among populations
Formative assessment through questioning gives educators a grasp on student
learning. More concrete evidence of learning will be seen in student output
(faces lab, case studies). This information will assist the teacher in evaluating
the effectiveness of the instruction at various checkpoints in the lesson,
primarily in between the two days.
If time permits there will be an open discussion of the topics covered in the
lesson. This could also be used as formative assessment.
Kansas Science and Math Standards- Include standard, benchmark and indicator where applicable
Science: (standard, benchmark, indicator)
STANDARD 1: SCIENCE AS INQUIRY Grades 8-12
SCIENCE AS INQUIRY – The student will develop the abilities necessary to do scientific inquiry and develop an understanding of scientific inquiry.
Benchmark 1: The student will demonstrate the abilities necessary to do scientific inquiry.
The student…
4. actively engages in conducting an inquiry, formulating and revising his or her scientific explanations and models (physical, conceptual,
or mathematical) using logic and evidence, and recognizing that potential alternative explanations and models should be considered.
- a. engages in discussions that result in the revision of his/her explanation.
STANDARD 3: LIFE SCIENCE Grades 8-12
LIFE SCIENCE – The student will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms,
matter, energy, and organization in living systems, and the behavior of organisms.
Benchmark 2: The student will demonstrate an understanding of chromosomes, genes, and the molecular basis of heredity.
The student …
1. ▲ understands living organisms contain DNA or RNA as their genetic material, which provides the instructions that specify the
characteristics of organisms. Most cells in humans contain 23 pairs of chromosomes; the 23rd pair usually contains the XX for female
or XY for male.
2. understands organisms usually have a characteristic number of chromosomes; one pair of these may determine the sex of
individuals.
3. ▲ understands hereditary information is contained in genes, located in the chromosomes of each cell.
- a. An inherited trait of an individual can be determined by one gene or by many genes (a polygenic trait), and a single gene can
influence more than one trait.
- b. The expression of traits is determined by a complex interaction of genes and the environment.
- c. Alleles, which are different forms of a gene, may be dominant, recessive, or co-dominant.
4. understands gametes carry the genetic information to the next generation.
- a. Gametes usually contain only one member from each chromosome pair.
- b. Gametes unite to form a new individual in most organisms.
5. understands expressed mutations occur in DNA at very low rates.
- a. Mutations are genetic changes and can be beneficial, neutral, or deleterious. Many mutations have deleterious effect on the
organism’s survival and/or reproduction.
- b. Only mutations in gametes can be passed on to offspring and thus affect future generations.
Math: Must include Common Core Math Practice Standard and tested indicator (2003 standards), if applicable.
Data – The student uses concepts and procedures of data analysis in a variety of situations.
NINTH AND TENTH GRADES
Benchmark 1: Probability – The student applies probability theory to draw conclusions, generate convincing arguments, make
predictions and decisions, and analyze decisions including the use of concrete objects in a variety of situations
2. finds the conditional probability of two dependent events in an experiment, simulation, or situation (2.4.K1k)
- uses theoretical or empirical probability of a simple or compound event composed of two or more simple, independent events to
make predictions and analyze decisions about real-world situations including:
a. work in economics, quality control, genetics, meteorology, and other areas of science (2.4.A1a);
b. games (2.4.A1a);
c. situations involving geometric models, e.g., spinners or dartboards (2.4.A1f).
Materials list (BE SPECIFIC about quantities)
Accommodations: Include a general statement and any
For Whole Class:
specific student needs
Pack of colored pencils for each pair. (15 packs)
For students with hearing disabilities a paraprofessional
may have to assist them with signing what the teacher
says.
Case study packets (10 total, 1 each)
Per Group:
Faces Lab (15, 1 per pair)
Case Studies (10, 1 per group)
For English language learning students, the teacher may
need to use more pictures on some of their worksheets.
Another way to assist them is addressed by having the
designated readers in each group take turns reading the
problems in the assignment.
Per Student:
30 pennies (for face lab)
Other accommodations should be sought if need be.
Advance preparation:
Printing out enough copies of both the Faces Lab packet and Case study problems. Should
also print out extras just in case. The extras are included in the quantities stated
previously.
Make sure that there is access to a room with enough space for students to spread out
into small groups.
Safety: Include a general statement and any specific safety
concerns
In order to provide the safest physical environment for
these exercises students must follow the rules of the
school and the classroom. All backpacks should be kept out
of walking areas in order to prevent falls while students are
moving around.
The teacher should also keep in mind that students must
feel safe psychologically as well. This can be achieved by
creating an environment were being wrong is okay.
Engagement: Estimated Time: 5-10 minutes
What the teacher does AND how will the teacher
direct students: (Directions)
Day 1
Present students with the following scenario:
“You are given two colors of flowering plants, red
and white. What color will their F1 progeny be?”
Probing Questions: Critical questions that
will connect prior knowledge and create a
“Need to know”
Day 1
Could the colors mix?
In what ways could they mix?
Expected Student Responses AND Misconceptions think like a student to consider student responses
INCLUDING misconceptions:
Day 1
Students will probably suggest
 Pink
 Spotted
 Red
 White
 Another color
Present real life examples where different
scenarios of gene expression occur. Give the
terms to the students, as these will be important
for them during their explore activity.
Could the progeny turn up as one of the
original colors?
Could the colors turn out a different
color/shade altogether?
There is hopefully no wrong answer given here.
Even an offhand or sarcastic remark such as blue or
green could be an example of epistasis, for example.
Write the following terms on the board with
space underneath them.
 Dominance
 Incomplete Dominance
 Codominance
 Epistasis
Where do these types of gene expressions
belong?
Pink = incomplete dominance… Spotted =
codominance… etc.
Day 2
Ask students if they remember what we covered
on Day 1 and try to tie it into Day 2.
Day 2
Can anyone recall what we covered on
Friday? Examples?
Day 2
Different kinds of gene expression… Incomplete
dominance/dominant vs. recessive/
codominance/etc.
Begin by writing different blood types on the
What do these letters represent?
Blood types…
The students will come up with many possible
answers. Have students organize some of their
answers in the categories.
The teacher should do the writing to save time.
white board and start asking the class if they can
predict what the lesson is going to be over.
Once they have a firm grasp of what the bulk of
the lesson will cover begin asking them some
probing questions. Students who remember from
a previous lecture should be encouraged to speak
up.
How does an individual get a certain blood
type? Can anyone explain?
From their parents…. They get one of the letters
from one parent and one from the other.
What types of allele expression is seen in
blood typing?
Codominant AND dominant expression is present in
blood typing. This is because the A and B alleles are
equally expressed and dominant to the O allele…
How is this different from expression
patterns you have seen so far in this activity?
We usually see just one type of expression at a
time…
Why is this not an example of incomplete
dominance?
This is not an example of incomplete dominance
because that type of expression results in total
mixing of alleles in a genome. (i.e. red and white
parents mixing to form pink progeny).
Teacher Decision Check Point: how do you know your students are ready to move forward?
Students seem to think they are comfortable with the topics being discussed and are eager to keep moving on.
Exploration: Estimated Time: 25-30 minutes
What the teacher does AND what the teacher
will direct students to do: (Directions)
Probing Questions: Critical questions that
will guide students to a “Common set of
Experiences”
Expected Student Responses AND Misconceptions think like a student to consider student responses
INCLUDING misconceptions:
Day 1
Well, incomplete and codominance are both examples
of more complicated situations…
Day 1
Pair up students based on who they are sitting
next to at their desks.
Day 1
What genes are more complicated than
dominant/recessive? Etc.
Give an overview of the lab before handing out
materials. Make sure students are aware of
progression of activities and results page.
Can any of you explain this further or give a
real life example?
I have heard of cats that are called calico….. When a
white chicken and a brown chicken have babies the
babies are speckled with both colors…
Day 2
Students are now “Expert Geneticists”. They are
put into 6 groups of 4 at lab stations. Each lab
station will have a copy of a specific case study.
Students will need to work together to solve
cases. Instruct students to write on their results
page
Day 2
Questions will be case study-specific. This
will change from group to group depending
on how far along students are in the activity.
Day 2
What is MSUD? Do we have to read it all?
In order to cover all the case studies as a class
make sure that groups start on different cases.
Cases include
 Autosomal Recessive (MSUD)
 Sex-linked recessive (Hemophilia)
 Codominance (blood type)
Teachers will be walking around the room
assisting groups that are stuck.
Encourage students to spend only 5-6 minutes on
each case study.
It is okay is some of the groups do not complete
all three of the case studies. We will go over
them as a class.
Teacher Decision Check Point: how do you know your students are ready to move forward?
Once students have finished their activities, or when time is up. Those that did not finish will get a chance to have their peers explain their problems and
solutions to them.
Explanation: Estimated Time: 10-15 minutes
What the teacher does AND what the teacher
will direct students to do: (Directions)
Day 1
Write headings on the board for the different
categories
 Complete Dominance
 Codominance
 Incomplete Dominance
 Sex-linked
 Epistasis
 Polygenic
Get volunteers to write some examples of each
type of gene expression used in the activity. Try
to get as many as possible from the activity on
the board.
Clarifying Questions: Critical questions that
will help students “Clarify their
Understanding” and introduce
information related to the lesson concepts
& vocabulary – check for understanding
(formative assessment)
Day 1
If any of the examples are miscategorized,
have volunteer students explain why they
are incorrectly placed. Some examples may
belong in multiple categories.
Day 1
Students may categorize genes from the activity in the
wrong heading. Again, if this occurs, other students
should be able to explain which ones are incorrect and
why.
What does the genotype of a sex-linked
gene expression look like?
What is the difference between
codominance and incomplete dominance?
Whether it is a blend of colors or speckled…
Are polygenic genes examples of incomplete
dominance?
Don’t know…. No because only two alleles of a single
gene affect the phenotype in incomplete dominance
and multiple genes affect the phenotype of a
polygenic example….
Day 2
Use questions from the case studies. If the
whole class is still stuck, ask questions
circumventing giving answers away.
Day 2
There is a chance that groups will have incorrect
answers to their case studies. If this occurs, it gives an
opportunity for groups to defend their logic on how
they came to the answer they did.
Once the list is on the board, have students raise
hands if they agree/disagree for each category.
Any disagreement can be defended and
explained by students, and teacher as a last
resort.
Day 2
Bring the attention of the class together. Start a
discussion about the results of the activity. The
discussion should be student driven, and the
teacher should ask mainly questions.
Expected Student Responses AND Misconceptions think like a student to consider student responses
INCLUDING misconceptions:
Teacher Decision Check Point: how do you know your students are ready to move forward?
Once the genes are appropriately categorized with their gene expression. Time will also constrain progression.
Elaboration: Estimated Time:
What the teacher does AND what the teacher
will direct students to do: (Directions)
Probing Questions: Critical questions that
will help students “Extend or Apply” their
newly acquired concepts/skills in new
Expected Student Responses AND Misconceptions think like a student to consider student responses
INCLUDING misconceptions:
situations
Day 1:
Have the students take a few minutes to explain
the reasoning behind their choices for each
category.
Day 1:
Why did you choose that one?
Day 1:
Because the mouth was a medium size…
Explain?
Student response depends on answer…
If student can’t defend response have others
either help explain or correct.
Day2:
Day 2:
Day 2:
Show students the blood type map:
http://anthro.palomar.edu/vary/vary_3.htm
What does this map make you guys think
about blood typing?
Begin discussion over possible outcomes of
mixing blood during transfusion.
Why is it important that we understand
blood types?
Bring up the many less known blood antigens
that must be considered when blood typing
outside of ABO and Rh factor.
So we have covered the Rh factor in the
ABO blood system of humans. Do you guys
think there are other blood antigens out
there?
How do you think these lesser known
antigens affect blood banks and
transfusions?
That people have lots of different types… Variation
among populations…
So people don’t mix bloods when donating… People
with A+ can’t mix with B+….
Diego…. Indian….
Makes it more complicated….
Evaluation: Estimated Time: Built in
Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives.
Formative Assessment(s): In addition to the final assessment (bell ringer or exit slips), how will you determine students’ learning within this lesson:
(observations, student responses/elaborations, white boards, student questions, etc. Look at your Teacher Decision Check Point)?
Student questions and teacher observations are critical examples of formative assessment throughout the lesson. Likewise, it is important to re-evaluate
at each checkpoint to make sure that students are not being left behind.
This assessment will be held in the form of group and class discussion throughout the lesson. Teachers will move around the room during group work and
discussion to ask probing questions and to check on misconceptions. These misconceptions can be discussed right away or covered as a class with the
teacher facilitating the conversation as well as allowing students to learn from each other.
Summative Assessment: Provide a student copy of the final assessment/exit slips or other summative assessments you use in the lesson
The case study results sheets and progeny faces/results will both be measurable aspects of student assessment.
This assessment will be covered in the handouts and worksheets that the students complete and turn in to the teachers.