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Chapter 4 |
Day 1 |
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Sec. 1 Mendel's Work (pages 108-117) |
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LS.4.1.1 Describe
the results of Mendel’s experiments. LS.4.1.2 Identify
what controls the inheritance of traits in organisms. Vocabulary: heredity, trait, genetics, fertilization, purebred, gene, alleles, dominant allele, recessive allele, hybrid Pacing: 35
minutes |
State Standards 1.2.6, 1.2.7, 2.1.5, 2.2.5, 3.2.1 |
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1. |
PRETEACH Building Background Knowledge, L1 (5 minutes) |
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Targeted Resources |
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Family
Resemblances: Invite students to share observations they have made about the
physical similarities and differences among family members. Ask: Have you
ever wondered why some family members look very similar while others look
very different? (Many students will have considered this in one way or
another.) Encourage students to share their ideas about the inheritance
of traits in families. Be alert for misconceptions students might have, and
address these throughout the section. Notes: Page
110 in book. Have
students write answers in Journal |
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2. |
CHAPTER PROJECT, L3 (25 minutes) |
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Targeted Resources |
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Objectives: This
project will give students an opportunity to create a family of “paper
pets” based on phenotypes they have selected. Students will learn how
traits are passed from parent to offspring and how it is possible to predict
the outcomes of genetic crosses. After this Chapter Project, students will be
able to: •
model the inheritance of traits using a paper pet •
infer their pets’ genotypes •
predict the genotypes and phenotypes of their pets’ offspring •
communicate the results of genetic crosses in a class presentation. Notes: Complete
up to Step 3 on Worksheet 1 in class Tape
worksheet and overview in Journal Draw
out of a hat for gender (need 1/2 and 1/2) Materials: Yellow
and Blue Construction Paper Scissors Markers Handouts
of project overview and worksheet 1 |
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3. |
DISCOVERY CHANNEL SCHOOL
VIDEO Preview, L2 (5 minutes) |
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Targeted Resources |
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Genetics:
The Science of Heredity: Show the Video Preview to introduce the
topic of genetics. |
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| all_in_the_family.pdf |
| day_1_flipchart.pdf |
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Chapter 4 |
Day
2 |
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Sec. 1 Mendel's Work (pages 108-117) |
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The Big Idea: How are traits passed from parents to
offspring? Learning Objective: What were the results of Mendel's
experiments or crosses? Assessment: Students should be able to
identify that the traits of the P generation were tall and short. Students should be able to
explain that all of the plants in the F1 generation were tall, though Mendel
might have expected some to be tall and some to be short. Students should be able to
contrast the F1 and F2 generation,
by stating F2 was 75% tall and 25% short, and F1 was 100% tall. LS.4.1.1 Describe
the results of Mendel’s experiments. LS.4.1.2 Identify
what controls the inheritance of traits in organisms. Vocabulary: heredity, trait, genetics, fertilization, purebred, gene, alleles, dominant allele, recessive allele, hybrid Technology: PresentationExpress
CD Materials: 8 F2
ears of corn, copies of reading worksheet, copies of adapted reading worksheet,
presentation, FlipChart Pacing: 65
minutes |
State Standards 1.2.6,
1.2.7, 2.1.5, 2.2.5, 3.2.1 |
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1. |
ASSIGNMENT Guided Reading and Study Worksheet, L2
(35 minutes) |
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Targeted Resources |
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This worksheet promotes active
reading and helps enhance students' study skills by implementing the Target
Reading Skills and guiding students through the text with questioning
strategies and exercises. Notes: Have students work on reading
up through pg 112. Do section on
Dominant and Recessive alleles next period. Provide adapted reading and
study guide for Claire. |
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2. |
INSTRUCT Teach Key Concepts: Mendel's
Experiments, L2 (10 minutes) |
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Targeted Resources |
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Understanding Mendel’s
Crosses: Ask: What is a purebred organism? (The offspring of
many generations that have the same trait) Ask: What did Mendel
find when he crossed purebred tall plants with purebred short plants? (The
offspring were all tall.) When Mendel crossed the offspring, or F 1
generation, with one another, was the trait for shortness lost?
Explain. (No; some of the offspring were tall, and some were short.) Note: Use the presentationexpress to go over
this for images. |
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3. |
BUILD INQUIRY Inferring the Parent Generation, L3 (15 minutes) |
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Targeted Resources |
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Materials: F2 ear
of corn with purple and yellow kernels (available from science supply
companies) Give each small group an ear of
corn. Challenge them to trace the inheritance of the dominant and recessive
alleles for kernel color by working backward from the F 2 ear to the F 1
cross and finally to the parental cross. (F 1 parents: both purple (
- Pp; P parents: one purple -
PP, one yellow - pp ) Notes: Assume that each kernel on an
ear has the same parents. Have students write the answers
on the back of their worksheets. |
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Flipchart Activity Inferring the Parent Generation |
| guided_reading_and_study_worksheet.pdf |
| adapted_reading_and_study_worksheet.pdf |
| day_2_flipchart.pdf |
| mendel_presentation.pdf |
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Chapter 4 |
Day 3 |
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Sec. 1 Mendel's Work (pages 108-117) |
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LS.4.1.1 Describe
the results of Mendel’s experiments. LS.4.1.2 Identify
what controls the inheritance of traits in organisms. Vocabulary: heredity, trait, genetics, fertilization, purebred, gene, alleles, dominant allele, recessive allele, hybrid Pacing: 55
minutes |
State Standards 1.2.6, 1.2.7, 2.1.5, 2.2.5, 3.2.1 |
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1. |
ASSIGNMENT Guided Reading and Study Worksheet, L2
(30 minutes) |
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Targeted Resources |
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This
worksheet promotes active reading and helps enhance students' study skills by
implementing the Target Reading Skills and guiding students through the text
with questioning strategies and exercises. Notes: Have
students read and work on Dominant and Recessive Alleles section If
students finish early, have then work on the Enrich activity |
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2. |
INSTRUCT Teach Key Concepts: Dominant and
Recessive Alleles, L2 (15 minutes) |
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Targeted Resources |
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Factors
That Control Inheritance: Explain that the factors that
control traits exist in pairs. One factor can hide the other factor. Ask:
What are the factors that control inheritance of traits? (Genes)
What are alleles? (The different forms of a gene.) What is a
dominant allele? (An allele whose trait always shows up in the
organism when it is present) What kind of allele can be hidden when a
dominant allele is present? (A recessive allele) What kind of
alleles does a hybrid organism have? (Both a dominant allele and a
recessive allele) Notes: Use Presentation Express for images
and notes |
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3. |
Chapter Project (10 minutes) |
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Targeted Resources |
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Go over
alleles, and how to complete the genotype for the pet project Have
students complete Step 4 on worksheet 1 Note: Fill
out the genotype on the back of the paper pet. Have
students write the name of their paper pet on a slip of paper and put it in
either the boy tub or the girl tub.
Draw a name from each tub to choose mates. Have
students write the name of their pet's mates and owner in their journal. "My
mate is___________. Thier owner's name is____________." |
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| dominant_presentation.pdf |
| day_3_flipchart.pdf |
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Chapter
4 |
Day 4 |
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Sec. 1 Mendel's Work (pages 108-117) |
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LS.4.1.1 Describe
the results of Mendel’s experiments. LS.4.1.2 Identify
what controls the inheritance of traits in organisms. Vocabulary: heredity, trait, genetics, fertilization, purebred, gene, alleles, dominant allele, recessive allele, hybrid Pacing: 50
minutes |
State Standards 1.2.6, 1.2.7, 2.1.5, 2.2.5, 3.2.1 |
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1. |
CHAPTER PROJECT, L3 (50 minutes) |
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Targeted Resources |
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Objectives: This project
will give students an opportunity to create a family of “paper
pets” based on phenotypes they have selected. Students will learn how
traits are passed from parent to offspring and how it is possible to predict
the outcomes of genetic crosses. After this Chapter Project, students will be
able to: •
model the inheritance of traits using a paper pet •
infer their pets’ genotypes •
predict the genotypes and phenotypes of their pets’ offspring •
communicate the results of genetic crosses in a class presentation. Determine
how much class time you want to use to introduce the project, then adjust the
class time for this activity. For more information on this project, click on
the Targeted Resources link. Mating
Day Explain
that the offspring will recieve one allele from each parent. This is a random process, so for each
offspring, students will flip a coin for each trait for each parent to
determine if the offspring receives the dominant or recessive allele. The students will repeat this process
to create 6 offspring. After
genotypes have been determined, the students will determine the phenotypes
and draw the faces of the pet offsrping. |
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| day_4_flipchart.pdf |
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Chapter 4 |
Day 5 |
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Sec. 1 Mendel's Work (pages 108-117) |
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LS.4.1.1 Describe
the results of Mendel’s experiments. LS.4.1.2 Identify
what controls the inheritance of traits in organisms. Vocabulary: heredity, trait, genetics, fertilization, purebred, gene, alleles, dominant allele, recessive allele, hybrid Pacing: 55
minutes |
State Standards 1.2.6, 1.2.7, 2.1.5, 2.2.5, 3.2.1 |
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1. |
ASSIGNMENT Guided Reading and Study Worksheet, L2
(15 minutes) |
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Targeted Resources |
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This
worksheet promotes active reading and helps enhance students' study skills by
implementing the Target Reading Skills and guiding students through the text
with questioning strategies and exercises. Review
worksheet with students go over
questions and review anyting as needed |
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2. |
Vocabulary (10 minutes) |
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Targeted Resources |
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Gene -
the set of information tht controls a trait. Allele -
the different forms of a gene Dominant
- allele whose trait always shows up in the organism when the trait is
present Recessive
- allele that is masked when the dominant is present EX: in rabbits, a black allele is dominant
over a white allele for fur color Trait -
a characteristic that an organism can pass on to it's offspring through it's
genes |
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FlipChart |
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3. |
CHAPTER PROJECT, L3 (10 minutes) |
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Targeted Resources |
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Objectives: This project
will give students an opportunity to create a family of “paper
pets” based on phenotypes they have selected. Students will learn how
traits are passed from parent to offspring and how it is possible to predict
the outcomes of genetic crosses. After this Chapter Project, students will be
able to: •
model the inheritance of traits using a paper pet •
infer their pets’ genotypes •
predict the genotypes and phenotypes of their pets’ offspring •
communicate the results of genetic crosses in a class presentation. Determine
how much class time you want to use to introduce the project, then adjust the
class time for this activity. For more information on this project, click on
the Targeted Resources link. Finish
up creating offspring Review
genotypes for adults Review
how offspring get genotypes (1 allele from each parent) |
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4. |
ASSIGNMENT Review and Reinforce, L2 (20 minutes) |
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Targeted Resources |
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This worksheet
motivates students to build vocabulary, review main ideas, and interpret
diagrams, charts, and graphs from this section. Work on
when finished with Paper Pet Offspring |
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| review_and_reinforce.pdf |
| day_5_flipchart.pdf |
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Chapter 4 |
Day 6 |
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Sec. 1 Mendel's Work (pages 108-117) |
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LS.4.1.1 Describe
the results of Mendel’s experiments. LS.4.1.2 Identify
what controls the inheritance of traits in organisms. Vocabulary: heredity, trait, genetics, fertilization, purebred, gene, alleles, dominant allele, recessive allele, hybrid Pacing: 55
minutes |
State Standards 1.2.6, 1.2.7, 2.1.5, 2.2.5, 3.2.1 |
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1. |
Skills Lab: Take a Cass Survey (45 minutes) |
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Targeted Resources |
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Need
class set of handouts and data tables In
regular seats: Copy
problem Write
down a prediction Tape in
the data table (Need to make class copies) Split
into lab groups and work w/ partners circle
traits in data table Ground
rules for comments about each others' traits: "later we'll learn that different
traits are good and it's important to have differences in a population." As
whole group, poll class and figure out how many have each trait (have
students write on board) Individually,
students do pinwheel and figure out number Have
students add checkmark to their number on whiteboard to figure out how many
of each number Work
individually/with lab groups to answer 3 questions. |
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2. |
If time.... (10 minutes) |
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Targeted Resources |
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Go over
some other traits with the class that are easy to see... Bent
Pinkies (dominant) How do
you cross your hands Polydactyly (6 fingers dominant) Freckles
(dominant) Double
Jointed (dominant) Hitchhiker's
thumb (recessive) Longer
2nd toe (dominant) Genetic
Traits Bingo Cut up
one of the game sheets into squares.
Randomly select a square from the cut-up pile. Have the students determine
if they have the trait or not. If
they do, they can circle that square on the bingo card. To win, they have to have 5 in a row
and be willing to prove it. |
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| take_a_class_survey.pdf |
| genetic_bingo.docx |
| day_6_flipchart.pdf |
