Genetics Unit Plan
Lesson Plan#1 - Mendelian Inheritance
Blogging – blogger.com
Introduction: Gregor Mendel is considered the father of genetics. An interesting part
of his story is his adherence to the scientific process. As a botanist and a scientist
Mendel was said to keep detailed records, strictly follow his experimental
procedures and repeat his work. Mendel’s contribution is thus a combination of
basic genetic principles and a model of the scientific method.
Goals: LS3 (9-11) -7, LS3 (9-11)-6
 Be able to identify the basic principles of heredity.
 Describe Mendel’s procedure and principles.
 Write a letter and post to the class blog.
Pre-Activities: Prior to introducing Mendel’s history, students will learn about
blogging and Internet safety. Students will have practiced creating posts, and
commenting on other posts.
Key terms:
true-breeding
self-pollination
cross-pollination
allele
hybrid
F1
F2
dominant
recessive
phenotype
genotype
segregation
independent assortment
Writing Assignments: Students will write a letter to Gregor Mendel and post this
letter to the class blog. The letter will include
1.
2.
3.
4.
history of genetics
overview of DNA (remember that Mendel did not know about DNA)
present day applications of modern genetics
student will inform Herr Mendel of his impact on the biological sciences and
thank him
Extension and Adaptation: Students could include hyperlink to some digital
resources about Mendel and/or molecular mechanics. This assignment could easily
be adapted to any number of historical scientists such as Anton von Leeuwenhoek,
James Watson and Francis Crick, Rosalind Franklin, Barbara McClintock, Henrietta
Lacks, Stephen Jay Gould…
Assessment: Rubric
3 pts for presentation, and mechanics
3 pts for each of the four components, must be accurate and readable
2 pts for creativity
2 pts for commenting on a classmates post
Lesson Plan #2 – Pedigrees & Punnett Squares
Online drawing tool – drawanywhere.com
Introduction: After learning about Mendel’s contributions students will be
introduced to the experimental protocols for his work. To best analyze Mendel’s
outcomes students will learn to create Punnett squares. To apply this knowledge
students will survey friends and family for some simple human genetic traits that
follow the Mendelian pattern of inheritance. The research gathered will be displayed
in a pedigree chart that will be created using the Web 2.0 tool drawanywhere.com.
Students will then apply this to consider possible genotypic and phenotypic
outcomes using Punnett squares.
Goals: LS3 (9-11) -7
7b investigating how the sorting and recombination of genes in sexual
reproduction results in a great variety of possible gene combinations in the
offspring of any two parents. (e.g. manipulate models to represent and
predict genotypes and phenotypes, Punnett Squares, probability activities).
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Research and create human pedigree using web based drawing tool.
Create a Punnett square and calculate the phenotypic and genotypic
outcomes of a di-hybrid cross.
Explain how probability applies to genetics.
Pre-Activities: Students will need to learn the vocabulary for this unit. Students will
be encouraged to use quizlet.com for vocab review.
Key terms:
heredity
genes
traits
autosome
sex-linked gene
homozygous
heterozygous
codominance
incomplete dominance
Writing Assignments: Students will create a pedigree chart tracing a human trait
(attached ear lobes, tongue rolling, widow’s peak) and employ standard pedigree
symbols to indicate relationships. Students will be quizzed both on the vocabulary
and on Punnett square practices problems.
Extension and Adaptation: The obvious extension is to permit people to research
other families or even celebrities or fictional families. This eliminates any pressure
on students from small families, foster families or step families.
Assessment: Rubric for human pedigree project and 2 quizzes.
Pedigree Score Sheet
__________(4) (Poster Board) Format
__________(4) Title with delineated generations
__________(4) Neatness (straight edge format)
__________(8) Symbols (male, female, heterozygotes, carriers and inflicted)
__________(8) Key
__________(12) Genotypes and Phenotypes
__________(40) TOTAL
Lesson Plan #3 – Mitosis & Meiosis
Video – PowerPoint, animoto.com, screentoaster.com
Introduction: Mitosis v. Meiosis. Of the five characteristics of all living things, cell
division falls under the umbrella of growth/development and reproduction for
some unicellular organisms. The process of mitosis and its focus on the accurate
division of the genetic material sets the stage for the study of DNA and its role in the
cell.
Goals: LS3 (9-11) -7, W–10–6, OC-10-2
7aa distinguishing the stages of mitosis and meiosis and how each
contributes to the production of offspring with varying traits
 Students will know why cells need to divide, the overall cell cycle and
the various phases of cell division.
 Sequence the steps of cell division.
 Compare and contrast meiosis and mitosis.
 Create an animation model of the two processes.
Pre-Activities: Students will need to understand the mechanics of molecular biology.
Key vocabulary:
cell division
cell cycle
mitosis
meiosis
crossing-over
gamete
prophase
metaphase
anaphase
telophase
chromatid
centriole
spindle
cytokinesis
centromere
haploid
diploid
Writing Assignments: Students will write the narration to their animations of the
mitosis and meiosis processes. They will focus on the genetic material and use all
appropriate vocabulary.
Extension and Adaptation: The goal will be to display these processes as
chronologies. Students will choose a presentation style to model mitosis and
meiosis. Some options include clay-mation of various stages or a video of the
processes. The steps will be narrated to explain what is happening to the
chromosomes throughout the phases of the cell cycle.
Assessment: Rubric
Meiosis/Mitosis Animation
4
# of phases
accuracy of
drawings/cells
neatness/readability
details of phase
narration
3
2
1
Lesson Plan #4 - Human Genetic Disorder Research
Word processing software, library databases, google documents
Introduction: This 10th grade portfolio task requires that students research a
human genetic disorder and prepare a paper about the symptoms, treatments and
genetics behind the affliction. The process will allow them to put into practice
information literacy skills such as selecting, evaluating, organizing information in an
ethical way.
Goals: LS3 (9-11) -7 NOS -6, R–10–15, W–10–6,
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Research and complete source map outline on specific human genetic
disorder.
Share resources and map progress using class wiki page
Access CHS Library Catalog
o Books – local and RICAT
o Web Express
o Write research paper
Pre-Activities: This will serve as the culmination of the previous 3 lessons. In
addition, students will need to learn about the class wiki and how to post discussion
questions and research sources that they have found to be valuable.
Writing Assignments: Complete and share the Source Map Outline and write
research paper. The process will include using a Website Evaluation checklist if a
commercial site is chosen for research. They will also share their individual research
progress on a page they have created for their disorder.
Extension and Adaptation: Students can choose their own human genetic disorder
topic and will be encouraged to contact a support group for families and individuals
that have direct contact with their chosen genetic disorder.
Assessment: Research paper rubric (departmental)
Lesson Plan #5 – Human Genetic Disorder Presentations
Presentation software or application – PowerPoint, Prezi.com
Introduction: Students will be the true experts on this topic and they will be the only
ones in the class that have studied the details about this particular genetic disorder.
Their presentations will be a way to formally share their information with the class
and they will be expected to answer questions from their peers regarding the
human genetic disorder investigated.
Goals: LS3 (9-11) -7, R–10–15, W–10–6, OC-10-2
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Create visual digital presentation using a Web 2.0 tool or computer software
Present research to audience of peers
Answer questions about details of human genetic disorder
Create Work Cited page for all sources used
Writing Assignments: The written part will be the works cited page in the MLA
format for the presentation. Students will need to include not just research sources
but any video clips, testimonials and images included in the presentation.
Extension and Adaptation: The oral presentation can be pre-recorded as a video
presentation. Students can choose the format for their presentation.
Assessment: Rubric for both research paper and oral presentation. (departmental)