This is a collaborative unit lesson plan is designed to teach high school Life Science

students about Gregor Mendel, heredity, and the principles of genetics. The lesson
plan will take fifteen class periods and will end with a unit test/ project.

Teacher included in the unit are the school librarian,

Standard Number: 4.0 Reproduction and Inheritance

Learning Expectations:

Standards

The student will…

4.3 distinguish between dominant and recessive traits.

4.4 distinguish between purebred and hybrid traits.
4.5 explore various modes of inheritance (i.e. co-dominance, incomplete dominance,
multiple alleles, sex-linked, and polygenic traits) using the principles of Mendelian
inheritance.
4.8 investigate the scientific and ethical ramifications of genetic engineering

Audience:

High school Life Science/ Biology class of heterogeneous students.

Unit Pre-assessment:

Students will be given a pre-assessment following the previous unit.

Unit Post-assessment:

Student achievement will be evaluated through completion and grading of a work and
a culminating project; or authentic assessment measures.

Unit Reflection:

What worked, what did not?

Did I maintain control of the class; was the class or instruction interrupted?
Did the assessment piece demonstrate student learning?
Did I sufficiently facilitate learning for exceptional learners?
Did my learning strategies assist in the student’s comprehension of the material?
Was the lesson plan sensitive to and relevant to cultural backgrounds of the students?
Was assistive technology appropriate?

Goals:
The student will describe Mendel’s experiments and his results.
The student will explain the three principles of genetics Mendel obtained through his
experiments.
The student will solve genetics problems using Punnett squares.
The student will apply the rules of probability to solve genetics problems.
The student will demonstrate the inheritance of traits resulting from incomplete
dominance, codominance, and multiple alleles.

Key Concepts

Students will distinguish between dominant and recessive traits, homozygous and
heterozygous genotypes, and be able to summarize the experiments and results of
Gregor Mendel. In addition, students will relate how probability is used to solve
genetics problems, and compare patterns of inheritance in multiple alleles and
incomplete dominance with the patterns.

Key Terms

Heredity, genetics, dominant, recessive, gene, allele, genotype, phenotype,

segregation,
homozygous, heterozygous, incomplete dominance, multiple alleles, codominance

Lesson One

Objective

After watching a video, the student will accurately answer questions from a worksheet
that goes along with the video about Mendel’s experiments, his results, and new
vocabulary with at least an 80% completion and accuracy rate.

Materials

Teacher
Genetics: You Are Unique Worksheet
Chapter 8 Concept Map Worksheet
Internet access
Questions worksheet for video

Student
Text
Pencil
Pen

15 minutes
Introduction

Tying to Previous Knowledge

Sexual reproduction results in offspring having sets of characteristics different from one
another and from their parents. The traits an organism has are largely a matter of
chance, depending on a particular combination of genes an offspring inherits. Genes
are located on chromosomes, and the possible combinations of chromosomes are
understood in terms of the events of meiosis and fertilization studied in chapter 7.

Teacher will play a video on G. Mendel and heredity. New vocabulary and concepts are
introduced in the video. Title of video is, The Genetic Work of Gregor Mendel is
provided by http://videos.howstuffworks.com/hsw/6013-genetics-the-genetic-work-of-
gregor-mendel-video.htm

Video helps provide a visual element to learning a technology is used because the
video is from the internet.

The video has a worksheet for students to follow along with and either fills in the blank
answer the question. The worksheet will be taken up and graded for an accuracy rate
of at least 12/14 points. The teacher will play the video twice to ensure all students
were able to get the worksheet answered.

Adaptation so student still has the chance for points. If a student is having difficulty
answering the questions worksheet, they will have another opportunity in the following
lesson.

5 minutes

Guiding question, what are some of my inherited traits?

Look around our group. Is anyone else here just like you? Every person you know, or
will ever know, is unique. No two people are just alike (even identical twins). Many of
our traits or characteristics are inherited or passed down to us from our parents. Today,
we are going to identify some of our genetic or inherited traits.

Students will be given the Genetics: You Are Unique worksheet. As a class, we will
review the traits we are looking for, how to decide if you have the trait, and how to
document it on the handout.

Students will complete their part of the handout and then be instructed to take the
handout home and complete with parents or guardians information and return to class
the next day.

25 minutes
Next, the teacher will hand out the Heredity Concept Map worksheet. Students may
work independently or in pairs to complete the worksheet and they are allowed to use
their book. Students will receive ten bonus points to their WebQuest project score for a
completed map. Students will turn the map at the end of class so the teacher can
record completion bonus points or provide feedback. The concept map will be returned
promptly to the students so that they may use it to study. During the activity, the
teacher will be walking around the class observing for productivity and focus. If any
students need assistance, the teacher will provide it.
After the students have completed the worksheet, the class will review the worksheet as
the teacher leads. Each term and definition will be read aloud.

Closure/ Summarization

Remind the students to take the Genetics: You are Unique worksheet home and
complete with parents. We will review class results next class period. Instruct students
to turn in their video fill in the blank and keep their concept map worksheet for future
study.

Lesson Two

Objective

When given a worksheet the student will solve and interpret genetics problems using
Punnett squares scoring at least an 80% accuracy rate.

Materials

Teacher
Internet access
Transparency
Overhead Projector

Student
Pen or pencil
Text
Completed Genetics: You Are Unique Worksheet

15 minutes

Introduction

Yesterday, we began a unit on heredity. Who can tell me what we know up to now?

Everyone pull out their family results on the Genetics: You Are Unique worksheet.

What are some of my inherited questions?

Each student will share which traits they have and which traits their parents have. The
teacher will listen for evidence that they understand the concepts of genetics and the
inheritability of traits.

Next, the class will watch a brain pop animated video about heredity provided by
http://glencoe.mcgraw-hill.com/sites/dl/free/0078695104/161752/00051105.html
The video is meant to reiterate new vocabulary and concepts and provides a good
avenue for visual and exceptional learners.

30 minutes

Review, teach, and comprehension

Phenotype vs. Genotype

Understanding Punnett squares.

Guided Practice using an overhead transparency to assist students visually and verbally
better understand the difference between genotype and phenotype. Both words are
written in a t chart. Beneath geno, write akin to or born and beneath pheno, write to
show. The teacher will tell the students that a genotype literally means the type of traits
you are born with and phenotype means the type of traits or characteristics that show in
the offspring.

Next, the teacher will draw a blank Punnett square on an overhead transparency using
a permanent marker. The teacher will use a washable marker to model the step by step
progression through Mendel’s test of segregation. Use different colored pens for the
male and female gametes so students can understand how both parents contribute to
make up the genotype of the offspring.

Following the modeling of the step by step progression, the teacher will continue the
Punnett squares on the transparency, but will begin incorporating the entire class in the
process. The teacher will call on students to answer and students can volunteer to
answer. The teacher will observe for understanding and identify any weak students that
will need greater assistance or additional learning tools.

Closure/ Summary

Review what we did in class and clarify new terminology and concepts. Does any one
not understand?

Lesson Three

Objective
After reading a selection on the origin of genetics, Mendel’s experiments, results, and
hypothesis, the student will complete a study guide worksheet with at least 47/67
possible points.

Materials

Teacher
Study Guide 8.1 Worksheet

Student
Pen
Pencil
Text

45 minutes

Introduction

We have been learning a lot about heredity and now we are going to dive into our text to
read section 8.1 independently.

Struggling readers will work with the teacher for assistance with reading. Others will
remain at their desks reading silently.

Working independently or in groups, the students will be given the Chapter 8.1 study
guide worksheet. Students will be given the remainder of class to complete the
worksheet. They may use their texts to complete the worksheet.

Again, the teacher will work with any struggling students at this time, or any students
who have been absent from class.

The study guide worksheet will be taken up at the beginning of class tomorrow. The
teacher will grade for possible points and provide feedback where necessary. The
teacher will use the study guide as a formal assessment to see if students comprehend
the material.

Closing/ Summarization

The teacher will inform students that if they need more time to complete the study guide
worksheet, to take it home and complete and bring back the tomorrow.

Lesson Four

Objective
After viewing a power point, students will summarize the three principles of genetics
Mendel obtained through his experiments in a brochure format and score an at least
“developed” on the accompanied brochure rubric.

Materials

Teacher
Power Point
Internet access
Construction paper
Crayons, markers, etc.
Scissors
Glue

Students
Paper
Pen
Pencil

Introduction

Ok, a little arts and crafts for today. We are going to see a power point and then design
a brochure into topics covered on the power point.

After observing a power point, students will work in small groups (no more than three),
the student will create brochure that summarizes the three principles of genetics Mendel
obtained through his experiments and score an at least “developed” on the
accompanied brochure rubric. Students will have be instructed to write the three main
principles down (laws of independent assortment, dominance, and segregation)
from the power point. The power point is available at:
http://www.cccoe.net/genetics/mendel.html

Closure/ Summary

Students will display their brochures on the walls of the classroom.

Lesson Five

Objective

Students will explore various modes of inheritance with participation in an in class lab
assignment and chart or graph their results.

Introduction
Genetic or inherited traits are more than simply tracing back or predicting eye and hair
color. Our genetic code is specific from one person to another. We do pass on other,
more unusual traits, such as the ability to discern specific tastes in foods.

Materials

Teacher

Large sheet of butcher paper

PTC Taste Paper
Sodium Benzoate Taste Paper
Thiourea Taste Paper
Control Taste Paper
Frey Scientific Vials
Envelopes containing three sets of Taste Papers numbered to match the sequence of
the activity

Student

Notebook paper
Pencil
Paper Cup of water

Introduction

We’ve examined traits that are easily noticed, like dimples or the Vulcan hand sign.
What are some traits we inherit that are not so visible?
We do pass on other, more “unusual” traits, such as the ability to discern specific tastes
in foods. We are going to do a mini lab activity to determine whether or not you are a
“taster” or “non-taster.” Then as a class, we will chart our findings to determine which
trait is dominant.

Students will determine whether he or she is a taster or non taster and document their
findings.
Students will test members of their groups and document their findings.
Students will chart all findings from the class to determine which trait is dominant.

Students will share traits they know are dominant in their immediate families and peer
groups (i.e., hair color, eye color, right/left handedness). List the traits. Students will
number 1-5 on notebook paper. The teacher will distribute paper cups of water to
cleanse the palate. Distribute PTC taste paper, one to each student with instructions to
taste the paper, and without sharing with others, write down what it tasted like. It is ok if
it tastes like nothing, or like paper. (That would be the control!) It could also taste salty,
sweet, bitter, hot, etc. Continue with the other taste papers, students recording how
each paper tasted. The students will then be divided into cooperative groups and they
will collect results and graph the data on a large sheet of butcher paper and save.
Using the graph, predict which trait (taste or non taster) is dominant in their families, and
in the general population.

Following, the taste tests, students will work in cooperative groups and discuss how the
information from the tests contributes to what they already know about inheritance. The
teacher will direct groups if necessary.

Closure/ Summary

The teacher will lead the class in the analysis of their findings and discuss their
predictions.

Lesson Six

Objective

From a lecture and guided practice, students will explore various modes of inheritance
using the principles of Mendelian inheritance and the importance of statistics to
Mendel’s experiments.

20 minutes

Introduction

The teacher will review concepts and key terms with a guided class review.
We have been discussing heredity. What do we know so far?
The teacher will call on students to recall information.

MATH Component/connection

How does sample size affect results?

The ratio of males to females born in a population should be 50/50. Your class should
show this balance, but does it? Count the number of males and females in your class.
What is the ratio? The ratio may not be 50/50. One reason is that your class is a small
sample size. Now count the brothers and sisters of your classmates and total the
number of males and females. How do these totals compare to the expected 50/50
ratio? How does this sample size compare to just your class? Redo the count and this
time include all brothers, sisters, and first cousins of the members of your class. How
do these totals compare to the 50/50 ratio? How does this sample size compare to your
original sample size?

Analysis – How does sample size affect results? Teacher lead class discussion.
The teacher will tell students that Mendel had no information about meiosis or cell
division and had no idea that chromosomes had any relationship to how traits are
inherited. Mendel’s success in explaining his experimental results was due, in most
part, to his understanding and use of mathematics, especially statistics, as he analyzed,
verified, and explained his data.

25 minutes

Assignment of internet activity.

http://glencoe.mcgraw-
hill.com/sites/0078695104/student_view0/unit3/webquest_projects.html

Introduction

Your job in the WebQuest is to form an opinion as to whether human cloning should be
allowed. You will learn what cloning is and how clones are made. You will research the
ethical arguments both for, and against, human cloning. You will find out if there are any
laws regarding the cloning of humans and what those laws state. You will identify some
of the moral issues that accompany the cloning of human beings. Finally, you will form
an opinion as to whether human cloning should be allowed.

Once you have done your research, you will write a set of ethical standards that you
think should be used to govern the use of cloning technologies. Then you will prepare a
set of ten questions that relate to your standards and use these questions on a survey
form. You will interview at least ten people and ask them to complete the survey.
Finally, you will compile the survey results and compare these results to your standards.
How do your ethical standards compare to the survey results?

You will be divided into cooperative groups to complete the project. There are clear
directions on the WebQuest. In addition, a group project rubric will be given to each
student to grade their own and group members’ performance. There will be six groups
with four students in each group. You will have the next five class periods for research
and any time you spend at home to write, give, and compile survey results.

Now that you have completed your research on the Internet, form your own opinion
about whether or not human cloning should be allowed. Should all kinds of cloning be
allowed? If cloning is allowed, should there be any restrictions on what it is used for?
Should any kind of cloning be banned altogether? Write a short list of the ethical
standards that you think should be used to determine the parameters of cloning
technology. Prepare a set of ten questions based on your standards and use these
questions to survey your friends, family members, or teachers and classmates to find
their opinions about human cloning. Compare your survey results with your own
opinion.
In the process of completing this WebQuest, you have become informed about a topic
that is in the news almost daily. Cloning is a topic that is the focus of heated debates
among scientists, theologians, and legislators as well as the general public. Your
research has shown you that there are legitimate concerns on more than one side of
this issue. You have successfully gathered information, analyzed it critically, and
formulated a position on a complex science issue. How does your opinion compare to
those found in your research? How does your opinion compare to those people who
completed your survey?

Closure/ Summary

Any questions?

Lesson Seven, Nine, Ten, and Eleven will consist of students doing research for
their project. The teacher will work with and guide the students through the activity
and hold a Socratic style discussion on Lesson Eleven over the topic of cloning.
Students will have time in class in for each lesson above to complete their group
assignment.

Lesson Eight

Objective

After reading a selection on the origin of genetics, Mendel’s experiments, results, and
hypothesis, the student will complete a study guide worksheet with at least 18/23
possible points.

Materials

Teacher
Study Guide 8.2 Worksheet

Student
Pen
Pencil
Text

45 minutes

Introduction

We have been learning a lot about heredity and now we are going to dive into our text to
read section 8.2 independently.

Struggling readers will work with the teacher for assistance with reading. Others will
remain at their desks reading silently.
Working independently or in groups, the students will be given the Chapter 8.2 study
guide worksheet. Students will be given the remainder of class to complete the
worksheet. They may use their texts to complete the worksheet.

Again, the teacher will work with any struggling students at this time, or any students
who have been absent from class.

The study guide worksheet will be taken up at the beginning of class tomorrow. The
teacher will grade for possible points and provide feedback where necessary. The
teacher will use the study guide as a formal assessment to see if students comprehend
the material.

Closing/ Summarization

The teacher will inform students that if they need more time to complete the study guide
worksheet, to take it home and complete and bring back the tomorrow.

Lesson Twelve

Objective

Following a research project, students will communicate information regarding

their investigation on the scientific and ethical ramifications of genetic engineering
and contribute orally their personal response or product of research at least twice during
a Socratic dialogue discussion.

Introduction

Class, we have relentlessly pursued the area of heredity and seen how it relates to
familial characteristics, traits we get from our parents, and what we pass on to further
generations. You have seen it in humans and plants, as Mendel first experimented.
Mendel’s laws of dominance, segregation, and independent assortment can be applied
to analyze many patterns of inheritance. Punnett squares, based on the laws of
probability, can be used to solve a variety of genetics problems dealing with both
Mendelian and other patterns of inheritance. Expression of genes as a particular
phenotype depends not only upon the alleles governing that phenotype, but also upon
all the other genes of the organism and the environment in which the organism
develops.

Now that you have completed your research on the Internet, form your own opinion
about whether or not human cloning should be allowed.

A Socratic discussion will begin and students will share the information they have
researched. The teacher will direct the discussion with questions from below:
Should all kinds of cloning be allowed? If cloning is allowed, should there be any
restrictions on what it is used for?

Should any kind of cloning be banned altogether?

How does your opinion compare to those found in your research?

How does your opinion compare to those people who completed your survey?

If RadioShack offered cloning services tomorrow, would we shop for cheaper clones at
Best Buy?

Who profits from this? How responsible will they be?

Closure/ Summary

Excellent work, does anyone have anything to add? I believe you all see the impact
technology has on our future………..