Field Study Teacher: Marisol Cuddie School: Fort Lewis College

Grade Level: High School

Number of Students in Class: 18
Unit: Genetics: What unifies and diversifies life
Lesson Duration: 25 min
Day, Date, and Time of Lesson: Wednesday Dec 9, 10 a.m.
1. Objective(s):
Critical Skills Objectives :
Students will use punnett squares to calculate the probability of the hemophilia trait in
syngamy.
Students will be able to construct a pedigree chart using punnett squares.
Critical Content Objectives :
Students will explain how sex linked genetic disorders are passed down and differentiate
them between non- sex linked genetic disorders.
Students will be able to define the difference between dominant and recessive alleles.
Students will be able to define the sex chromosome and its role in sex-linked genetic
disorders.
Students will be able to define a sex-linked genetic disorder and contrast it with other
genetic disorders.

2. Colorado Academic Standards

: High School Life Science.
7. Physical and behavioral characteristics of an organism are influenced to varying
degrees by heritable genes, many of which encode instructions for the production
of proteins
d. Explain using examples how genetic mutations can benefit, harm, or have
neutral effects on an organism (DOK 1-2)
e. Evaluate data showing that offspring are not clones of their parents or
siblings due to the meiotic processes of independent assortment of
chromosomes, crossing over, and mutations (DOK 1-2)

3. Learning Target(s):
I can describe how sex-linked disorders are passed down and differentiate them with non
sex-linked genetic disorders.
I can differentiate between the sex chromosomes and the other 22 pairs of chromosomes
(autosomes) in the human cell.
I can use Punnett squares to calculate the probability of the expression of hemophilia in
the next generation.
I can work with my classmates to build a Pedigree chart using Punnett squares.

4. Assessment:
Exit Ticket:

This will be a formative assessment given at the end of the lesson to determine if the
students have obtained mastery of the Punnett square and the concepts of dominant and
recessive genes and sex-linked genetics.
A copy of this exit ticket is included at the end of this lesson.
Formative assessment embedded in the lesson (give me thumbs) to check for
understanding.

5. Materials

Chromosome Cards - eight total for two generations. Subsequent generations

could be created if time permits by the students. (Extra Cards)Short Story on Royal
Family
Exit Ticket
Dry Erase Markers - At least eight for students working at the board
Queen Victorias Pedigree Chart
http://www.emersonkent.com/images/royal_hemophilia.jpg
Pedigree Key Anchor Chart

6. Introduction/Anticipatory Set:
Short story about the royal family with the highest rate of hemophilia. In addition to bringing
in some historical information this will provide a real world example of the significance of
sex-linked genetic disorders. Are all the genetic disorders inherited recessive?
7. Essential Questions or Big Picture Statement:
Why are we different from our siblings even though we have the same parents?
8. Step-by-Step Lesson Process:
1. Students will be greeted at the door
Threshold
Did you have your homework ready? Do
you have everything for the class? Remembered your binder?
2. Students will have to write down the learning targets in their notebooks and be ready to
take notes.
On Your Mark.
3. Teacher will read aloud the story of the royal family and hemophilia. (2 min).
4. Teacher will ask: Are all the genetic disorders inherited recessive?
Think-Pair-Share.
The
answer is no. There are some disorders that are inherited as dominant traits, such as
achondroplasia (dwarfism), cold call with popsicle sticks. (2 min).
5. Teacher will explain what sex-linked disorders are and how they can be tracked using a
family pedigree (4 min).
Queen Victorias family pedigree will be displayed on the board.
6. Teacher will model the use of punnett squares to build a pedigree (
2 min).
7. Teacher will introduce students to the activity build a family pedigree. (1 min).
Class Activity (15 min) :
Four students will be given the genetic determined by the modeled
punnett square. Explain that hypothetically you would not have one of each predicted
outcome if you had four children. That probabilistically this could happen and that we are
assuming it does for the greatest
genetic variability.
Explain the probability of each square.

 Pass out all genetic information cards. This could be a reward or consequence
given to students who are showing that they are not likely to participate. Wait till
you have the full class attention before passing out cards.
100 percent
Each of the students that received genetic information cards specifically marked
are princes and princesses, the first generation. Explain the concept of F1. They
are instructed to find partners/spouses with.
Instruct the royalty that they are to find appropriate mates and then take their
information to create a new Punnett square each to describe the probability of the
genetic traits of their children.
Students who are not chosen are to be royal
escorts and assist the students in completing their Punnett Squares.
Pair and
Share
All Students are responsible for copying this into their notes when the
squares are finished.
Everybody Writes
If they have questions do not give them the answer and ask them to work
with their classmates to find the solution.
If they still cannot determine the
answer then
Break it Down.
With their Punnett squares completed
Cold Call (Popcorn)
to find students who will
complete the pedigree chart on the board. Make sure all students are writing and
step back to allow the students to grapple with the new task.
If time is permitting have students create another generation with just one more
Punnett square.
Conclusion and Wrap Up
What other genetic traits can you think of that might exhibit this kind of behavior?
We assumed that one of each probabilities would be born. Why is this not
realistic?
Stand and Defend
What is a sex-linked genetic trait? What is the most
probable outcome of each genetic pairing? Looking at the pedigree chart on the
projection screen can you find evidence that supports our conclusions? Get
Right is
Right
from every answer. Pull support from the rest of the class
Find students who are willing to lead this exploration and answer as few questions
as possible.
Exit Ticket 5 min :
Distribute the exit ticket. If there is not enough time then they can turn
in their exit tickets the next day in the filing slot for their class.

8. Holistic Alignment
This lesson is intended for the closing of the genetics unit and will require demonstration of the
concepts of genetic heritability and build on the concepts of meiosis and genomic mapping. In
subsequent lessons we will be moving into the human genome project as well as genetic
engineering looking more closely at the individual codons in each of the chromosomes that play a
substantial part in determining the genetic traits of individuals. Students should have
demonstrated at this point a mastery of DNA construction and its importance in every cell.

9. Reflection on Lesson
1. To what extent did the students meet the learning objective(s), and what evidence do you
have to support your conclusion?

2. Based on the success in achieving the objective, what would be your next instructional
steps?
3. What aspects of the lesson went well, and how do you know?
4. What would you do differently next time, and how did you know this part of the lesson did
not work as well as it could have for you and/or the students?

Exit Ticket : Complete the following Punnett Square

X

Xh

What is the probability according to this square of a child exhibiting the trait of hemophilia?
Differentiate between dominant and recessive genes.
Define a sex-linked genetic trait. What distinguishes this from other genetic traits?
Do all chromosomes carry dominant and recessive genes?

The Story of The Royal Disease

Once upon a time there was a queen who ruled in England. She was warmhearted and
lively, and had a gift for drawing and painting. Her name was Victoria, and she was queen until her
death in 1901, when it was said that Britain had a worldwide empire on which the sun never set.
Her marriage to Prince Albert brought nine children, most of them married into other Royal
families of Europe.
But Queen Victorias family was plagued by a strange bleeding disease that manifested
mostly in males. It soon became known as the Royal disease. Today it is known as hemophilia.