Mary Brennan

Field II Spring 2017

April 18, 2017

Education Department

University of Scranton

Title Gene Pool Review

Subject Area(s) Biology
Grade Level 10th Grade
Summary of the Lesson Students will review genetic
variation and gene pools by
completing two worksheets.
Standards: (as applicable) Standard - 3.1.10.C1
Explain the mechanisms of
International Standards biological evolution.
National Standards
Professional Organization
Standards
PA Academic Standards
PA Core Standards

Essential Questions What is a gene pool?

Objectives
By the end of the lesson,
students should be able to
complete the following
objectives:
How many of a certain
allele is in a given gene
pool?
Identify the 2 factors that
Darwin did not
understand while
formulating his theory of
evolution.
Use their knowledge of
gene pools to determine
the number of alleles in a

Vocabulary:
Estimated Time
Materials Required
Procedure
Each professor may choose
to align this section to
his/her content areas.
This section will include
anticipated areas of
differentiated instruction.
given sample population.
Construct a gene pool
illustration for a given
sample population.
Genetic Variation
Population
Gene Pool
Relative frequency
Alleles
50 Minutes
White board, White board
marker, 2 worksheets,
colored pencils,
pencils/pens
BEFORE:
Bell Ringer In your own
words, what is a gene
pool?
o Have students
volunteer to share
their Bell Ringer
Inform the Students of the
plans of the day by
writing them on the board
Pass out worksheets (2)
DURING:
Start with the work sheet
titled Genes and
Variation
Tell students that we are
going to start the
worksheet together.
Review instructions
of the worksheet
**Do the first 3
 together
Ask for volunteers to
answer the questions
Encourage them to
reference back to
their review
sheets/notes
Have them complete
the remainder of the
worksheet on their
own and tell them
we will be going over
it at the end of class
Have them look at the
second worksheet titled
Gene Pool
o Review instructions
with them.
o Show them that the
colored pencils are
on the desk
Tell them that they may
work in groups but to
work quietly.
Walk around the room to
answer questions and
observe the students
progress.
AFTER:
With the last 10 minutes,
start the review of the
worksheets
For the 1st worksheet,
have student volunteers
 read the question and the
answer
Ask if anyone has any
questions regarding the
material on the
worksheet
For the second worksheet,
use the pie chart to break
down how to find the
answer
Evaluate each piece
of the pie chart -->
ask how many brown
or black alleles
would be found in
each part of the
population.
Write it on the board.
Ask the class to hold
up their work sheets
in order to see if
everyone was on the
right track.
Have a volunteer
answer how many
black and brown
alleles there are in
the population.

Formative Assessment Assessment will be evaluated

by completion of the
worksheets done in class.
Student Resources o 2 Worksheets
o Notes received during
 previous lessons
o Textbook
Accommodations Adaptations and
accommodations will be
provided as per a
students IEP.
Assessment Align assessment to
instructional objectives.

Vocabulary

Genetic Variation = Differences in genes between

members of the same species or between groups of species
thriving in different parts of the world as result of genetic
mutation.
Population = A group of individuals of the same species
that interbreed
Gene Pool = all the genes of a population
Relative frequency = the number of times that an allele
occurs in a gene pool compared with the number of times
other alleles for the same gene occur
Allele = a variant form of a given gene