Lesson Plan Day 1

Grade Level: 9-12 Subject / Content area: Living Environment

Unit of Study: Genetics Lesson Title: Mendelian genetics

Central Focus for the learning segment: Introduction to genetics

Content Standard(s): NYS CCLS or Content Standards (List the number and text of the standard. If
only a portion of a standard is being addressed, then only list the relevant part[s].)
NYS living environment regents standards:
2.1b Every organism requires a set of coded instructions for specifying its traits. For offspring
to resemble their parents, there must be a reliable way to transfer information from one
generation to the next. Heredity is the passage of these instructions from one generation to
another.
2.2a For thousands of years new varieties of cultivated plants and domestic animals have
resulted from selective breeding for particular traits.
Learning Objectives associated with the content Student Friendly Learning Targets: associated
standards: with the learning objectives.
Students will be able to use Punnett I can use Punnett squares to predict how
squares to make predictions about how genes are passed.
genes are passed from parent to offspring. I can use Punnett squared to predict
Students will be able to predict the genotype and phenotype.
phenotype and genotype of offspring
using a given cross.
Instructional Resources and Materials to engage students in learning: Individual student laptops,
smartboard and projector, online simulation lab, worksheets, guided notes, PowerPoint.

Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
and students will be doing.):
Students will:
be engaged in an online lab simulation where they will learn through inquiry at their own pace
be able to actively be engaged in verbal discussion and active listening and note taking
Teacher will:
coach students through their own learning during the simulation
support a student lead discussion
explain the history of genetics
answer questions that the students have during the notes

Differentiation and planned universal supports: All students are given guided notes sheets that
follow the PowerPoint exactly, completed notes are also available on the teacher website. Arranged
seating that accommodates for multiple students needs. Checks for understanding will be used often
for all students.
Language Function students will develop. Additional language demands and language
supports: during this lesson students will be making inferences about how genes are inherited.
Students will answer questions both verbally and written about the vocab and the predictions that
they make.
Type of Student Assessments and what is being assessed:
Informal Assessment: checks for understanding during the lab, lab questions, homework,
focus self-assessment.

Formal Assessment: quiz, unit exam, regents exam.

Modifications to the Assessments: Students who require extra time on exams will be given
the time required by their 504.

Evaluation Criteria: Students will be asked to define phenotype and genotype, explain Mendels
laws and use the information they have gained to make predictions about the transfer of genes in
given crosses. Students will be required to use Punnett squares to predict the outcome of given
crosses and find the phenotypic and genotypic ratios.
Relevant theories and/or research best practices: This lesson used the BSCS 5E instructional
model where students learn through inquiry and exploration. Students will first be engaged, then
explore, then the information will be explained then they will be evaluated oh what they have
learned. The lesson may then be extended based on the results of the evaluation. This model has been
proven to improve student success in multiple different studies.
Lesson Timeline: Day 1 Mendelian genetics
Time Frame Teacher Role Student Role
10 minutes: Give instructions Start up laptops
Engage Hand out prior knowledge survey Answer the questions on the prior
knowledge survey

30 minutes: Give instructions Follow the directions to access the lab

Explore Coach students through the lab when Run the experiments with the
needed simulation
Write down the results
Answer the lab questions

30 minutes: Discuss the questions Engage in the discussion

Explain Go over notes Ask questions
Take notes

5 minutes: Instruct students to complete their Assess themselves on their attention

Evaluate focus sheets and responsibility using the given rubric

Homework: Instruct students to complete the Complete the homework to the best of
Evaluate Punnett square worksheet for their ability
homework
Assessment Materials
Day 1
Name:_________________________________________________

Genetics Pre-assessment

1. Who is Gregor Mendel? ____________________________________________________

2. How are genes inherited? __________________________________________________

_________________________________________________________________________________

_______________________________________________________________

3. What is dominance? _______________________________________________________

4. What is a phenotype? _____________________________________________________

5. What is a genotype? _______________________________________________________

6. If you breed a black rat and a white rat what color will the babies be? _________________

________________________________________________________________________

7. Use this Punnett square to predict the outcomes of this cross

Ff x FF

Phenotypes: _______________________________________
Genotypes: _______________________________________

8. What is an x-linked trait? ____________________________________________________

9. How can you predict x-linked traits? ___________________________________________

10. What does it mean when traits are codominant? __________________________________

_______________________________________________________________________
Name: ______________________________________ Date: ________________________

Student Exploration: Mouse Genetics (One Trait)

Instructions:

Go to the website: www.explorelearning.com

Log in: Username- msrichards
Password- Biology
Click the LE tab
Click launch to start the first simulation (mouse genetics One trait)

Gizmo Warm-up
Heredity is the passage of genetic information from parents to offspring. The
rules of inheritance were discovered in the 19th century by Gregor Mendel.
With the Mouse Genetics (One Trait) Gizmo, you will study how one trait,
or feature, is inherited.
1. Drag two black mice into the Parent 1 and Parent 2 boxes. Click Breed
several times. What do the offspring look like?

__________________________________________________________

The appearance of each mouse is also called its phenotype.

2. Click Clear, and drag two white mice into the parent boxes. Click Breed several times. What is the

phenotype of the offspring now? _________________________________________________________

3. Do you think mouse offspring will always look like their parents? _______________________________

Explain: ____________________________________________________________________________

Get the Gizmo ready:

Activity A:
Click Clear.
Patterns of
Drag a black mouse and a white mouse into the
inheritance
parent boxes, but dont click Breed yet.
Question: What patterns are shown by phenotype (physical appearance) of the offspring?
1. Predict: What do you think the offspring of a black mouse and a white mouse will look like?

__________________________________________________________________________________

2. Observe: Click Breed several times. What do you see? ______________________________________

3. Observe: Drag two offspring into the Holding Cages. These mice are called hybrids because their
parents had different traits. Click Clear, and then breed the two hybrids.

What do you see now? _______________________________________________________________

4. Experiment: Turn on Show statistics. Click Breed until there are 100 offspring.

How many offspring were black? ________ How many were white? ________
 Get the Gizmo ready:
Activity B:
Click Clear.
Genetics basics Drag a black mouse and a white mouse into the
parent boxes.

Introduction: Inherited traits are encoded on a molecule called DNA (deoxyribonucleic acid). Genes are
segments of DNA that control a particular trait. Most genes have several different versions, or alleles. The
genotype is the allele combination an organism has.

Question: How do alleles determine fur color?

1. Observe: Turn on Show genotype. Move your cursor over a mouse to see its genotype.

A. What is the genotype of the black parent? _______ White parent? _______

These mice are homozygous for fur color, meaning both alleles are the same.

B. Click Breed. What is the genotype of the offspring mice? _______

These mice are heterozygous for fur color, meaning the alleles are different.

Question: How do scientists predict the genotypes of offspring?

1. Model: Scientists use a Punnett square to model the different possible

offspring genotypes from a parent pair. The parent genotypes are written
across the top and side of the square, as shown. The four possible
offspring genotypes are then filled in.

The first square is filled in for you. Fill in the remaining squares.

C. What are the genotypes of the offspring? __________________________________

D. What percentage of the offspring will have black fur? _________________________

E. What percentage of the offspring will have white fur? _________________________

2. Experiment: Click Breed several times. Were your predictions correct? ________________

3. Model: Use the Punnett squares below to model each parent combination. After filling in each Punnett
square, predict the percentages of black and white offspring.

Parent 1: Heterozygous black (Ff) Parent 1: Heterozygous black (Ff)

Parent 2: Heterozygous black (Ff) Parent 2: Homozygous white (ff)

Predicted % black Predicted % black

offspring: ______ offspring: ______

Predicted % white Predicted % white

offspring: ______ offspring: ______
1. Experiment: Turn on Show statistics and Show as approximate percentage. For each
combination, breed approximately 500 offspring. Record the results in the table below.
(Hint: To obtain an Ff mouse, breed an FF mouse to an ff mouse. Place two Ff offspring into
the holding cages, click Clear, and then drag the Ff mice into the parent boxes.)

Parent 1 Genotype Parent 2 Genotype % Black offspring % White offspring

Ff Ff

Ff ff

2. Draw conclusions: How well did the Punnett squares predict the offspring percentages for
each parent pair? __________________________________________________________
_________________________________________________________________________

Instructions:

Click the My classes tab, choose living environment

Click launch to start the second simulation (mouse genetics two trait)

Get the Gizmo ready:

Activity C: Use the Gizmo to create two Ff Ee parents by
Expanded Punnett crossing the black, black eyed and the white, red
square eyed mice
Use their offspring for the following activity

Introduction: To calculate the probability of each offsprings genotype you will use an
expanded Punnett square.

Question: How can a 4x4 square model the inheritance of two traits?

1. Model: Each parent mouse will contribute one allele for fur color and another for eye color. If
a parent mouse is Ff Ee, there are four possible allele combinations the parent could pass to
its offspring: FE, Fe, fE, and fe. The combinations are written along the top and sides of the
expanded Punnett square, as shown below.
Fill in the empty spaces to complete the square. Then write the probability of each
offsprings phenotype (physical appearance) in the spaces to the right. Express each
probability as a fraction and as a percentage.

# %
Black fur, black eyes: _____ _____

Black fur, red eyes: _____ _____

White fur, black eyes: _____ _____

White fur, red eyes: _____ _____

 Name: ____________________________________ Date: _______________________

Punnett square worksheet

Complete the following monohybrid crosses: draw a Punnett square, list the ratio and describe the offspring. Be sure to remember
that the capital letter is dominant.

Example)
sA green pea plant (GG) is being crossed with a green pea plant (Gg) yellow is the recessive color.

G GG GG G

GenoType= 2 GG: 2 Gg ; 0 gg
G Gg Gg

g Phenotype= 4 Green pea plants: 0 yellow pea plants

1) A green pea plant (Gg) is crossed with a yellow pea plant (gg).

2) A tall plant (TT) is crossed with a tall plant (Tt).

Punnett square problems continued

Complete the following problems. List the parent genotypes, draw and fill in a Punnett square, and then list the offspring
genotypes and phenotypes.

1. A homozygous dominant brown mouse is crossed with a heterozygous brown mouse (tan is the recessive color).

2. Two heterozygous white (brown fur is recessive) rabbits are crossed.

 Lesson Plan Day 2
Grade Level: 9-12 Subject / Content area: Living Environment
Unit of Study: Genetics Lesson Title: human inheritance

Central Focus for the learning segment: Introduction to genetics

Content Standard(s): NYS CCLS or Content Standards (List the number and text of the standard. If
only a portion of a standard is being addressed, then only list the relevant part[s].)
NYS living environment regents standards:
2.1b Every organism requires a set of coded instructions for specifying its traits. For offspring
to resemble their parents, there must be a reliable way to transfer information from one
generation to the next. Heredity is the passage of these instructions from one generation to
another.
2.1c An inherited trait of an individual can be determined by one or by many genes, and a
single gene can influence more than one trait.

Learning Objectives associated with the content
standards:
Students will be able to use Punnett
squares to make predictions about how
genes are passed from parent to offspring.
Students will be able to predict the
phenotype and genotype of offspring
using a given cross
Students will be able to interpret data and
use it to make predictions about types of
dominance and linked traits.
Student Friendly Learning Targets: associated
with the learning objectives.
I can use Punnett squares to predict how
genes are passed.
I can use Punnett squared to predict
genotype and phenotype.
I can figure out the type of dominance
using data.

Instructional Resources and Materials to engage students in learning: Smartboard and projector,
lab, worksheets, guided notes, PowerPoint, PTC strips, color blindness tests.
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
and students will be doing.):
Students will:
be engaged in the lab where they will collaborate with classmates to make predictions about
their own traits
be able to actively be engaged in verbal discussion and active listening and note taking
Teacher will:
coach students through their own learning during the lab
discuss lab questions
go over notes
Differentiation and planned universal supports: All students are given guided notes sheets that
follow the PowerPoint exactly, completed notes are also available on the teacher website. Arranged
seating that accommodates for multiple students needs. Arranged groups will allow students to get
support from their peers. Checks for understanding will be used often for all students
Language Function students will develop. Additional language demands and language supports:
during this lesson students will be making inferences about how genes are inherited. Students will
answer questions both verbally and written about the vocab will make inferences about what type of
dominance traits exhibit and how traits are linked.

Type of Student Assessments and what is being assessed:

Informal Assessment: checks for understanding during the lab, lab questions, homework,
focus self-assessment.

Formal Assessment: quiz, unit exam, regents exam.

Modifications to the Assessments: Students who require extra time on exams will be given
the time required by their 504.

Evaluation Criteria: Students will be assessed on the completion and correctness of the lab
questions where they are asked to make inferences about why the class data is different from the
national data as well as how the traits are linked. Their attention and participation will also be graded
both by the students and the teacher according to the rubric.
Relevant theories and/or research best practices: This lesson used the BSCS 5E instructional
model where students learn through inquiry and exploration. Students will first be engaged, then
explore, then the information will be explained then they will be evaluated oh what they have learned.
The lesson may then be extended based on the results of the evaluation. This model has been proven
to improve student success in multiple different studies.
Lesson Timeline: Day 1 Mendelian genetics
Time Frame Teacher Role Student Role
10 minutes: Give instructions Complete the bell-work
Engage Check homework
Hand back papers

30 minutes: Give instructions Break up into assigned groups

Explore Divide class into 4 groups with varied
abilities in each group
Coach groups through the lab
Combine all class data into one chart
Assess each other for each trait
Record the data
Discuss predictions
Analyze the data in order to make
inferences about the results.

30 minutes: Discuss the questions Engage in the discussion

Explain Go over notes Ask questions
Take notes

5 minutes: Instruct students to complete their Assess themselves on their attention and
Evaluate focus sheets responsibility using the given rubric

Homework: Instruct students to complete the types Complete the homework to the best of
Evaluate of dominance worksheet for homework their ability
Day 2 Human Traits Bell Work
Name: ______________________________________ Date: ________________________

1. The image shows a single litter of kittens. How are they

similar to one another? __________________________
_____________________________________________
2. How do they differ from one another?
____________________________________________
3. What do you think their parents looked like?_______________________________________
___________________________________________________________________________
4. What traits do you have that you think are genetic? Why do you think they are genetic?_____
___________________________________________________________________________
___________________________________________________________________________
5. What else, besides genetics can influence your traits? (why do identical twins look different?)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
6. In squirrels, the gene for gray fur (G) is dominant over the gene for black fur (g). If 50% of a
large litter of squirrels are gray, the parental cross that produced this litter was most likely

1. GG x Gg 3. Gg x gg
2. GG x GG 4. gg x gg

6. Which represents the genotype of a homozygous condition?

1. Bb 3. bb
2. BC 4. bc

7. When many hybrid tall pea plants are cross-pollinated, the offspring produced will probably be

1. 100% homozygous tall 3. 50% homozygous tall

2. 100% heterozygous tall 4. 50% heterozygous tall

8. Some individuals with blood group A may inherit the genes for blond hair, while other
individuals with blood group A may inherit the genes for brown hair. This can be explained by the
principle of

1. Dominance 3. Independent assortment

2. Multiple alleles 4. Incomplete dominance
Name: ___________________________________________ Date: __________

Human Inheritance
Background:
Using the laws of heredity and probability, biologists have learned about the genetics of many human traits. In
these traits, several pairs of genes are involved and the pattern of inheritance is complex.
For this activity we will assume that only one gene, with one allele from the father and one from the mother
regulate the traits we are studying. Knowledge of your own traits and genetic makeup can give you information
about the genetic makeup of your parents, and perhaps your brothers and sisters.
Objectives:
In this activity you will:
1) Determine your phenotype for several traits.
2) Determine (as far as possible) your genotype for the same traits.
Procedures and Observations:
Part 1. Your phenotype and genotype for some common traits
You will determine your phenotype for each of the following traits. USE PENCIL! Then as a class you will
divide up into 4 groups and combine your information on the data table using tally marks. Your group will
predict what traits are dominant and which are recessive based on your group data. The results may change! The
class will then combine data and compare class results to national results.
1) Earlobes - Free earlobes or earlobes attached directly to the side of their head.
2) Eye color. - Blue eyes or any color other than blue.
3) Hairline - A widows peak is a hairline that forms a downward point in the middle of the forehead.
4) Rolling tongue Some people have the ability to roll their tongues into a U shape when it is extended.
5) Hair between the middle joint and the top joint of your fingers.
6) Hair color - Red hair, or another color?
7) Hair texture Curly, straight, or wavy.
8) Eyelash length - Long eyelashes or short eyelashes (Have your partner check for you).
9) Five fingers Do you have five fingers on your right or left hand?
10) Color blind - Are you color blind? Take the color blind test if you are unsure!
11) PTC receptors - There are taste test strips in the back, you will either taste nothing or something bitter.
12) Right hand dominance - Which hand do you write with?
13) Gender - Are you male or female?
 Class Data

Your Frequency Dominant or Your

Phenotypes # Yes # No
Phenotype (# yes/total) recessive? Genotype

Attached earlobes

Blue eyes

Widows peak

Ability to roll
tongue

Mid-digit hair

Red hair

Curliness hair

Long eyelashes

Born with 5 fingers

Color blind

Tastes PTC

Left handed

Male

Now record the data for your entire class. Lets also look at whether males or females are more likely to have
these traits. Record how many males have each of the dominant traits, and how many have the recessive traits.
Do the same for females.
 Male Male Female Female
Traits and symbols for genes Dominant Recessive Dominant Recessive
Ability to roll tongue
R_ or rr
Shape of little finger
F_ or ff
Hair on middle joint of fingers
H_ or hh
Hair color
N_ or nn
Curliness of hair
C_ or cc
Eyelash length
S_ or ss
Color vision

Handedness

Title:_______________________________________
M.R. color blind

F.R. color blind

l h
M.R. long eyelash

F.D. long eyelash

F.R. long eyelash

M.R. roll tongue

F.R. roll tongue

M.D. finger mid-

M.R. finger mid-

F.D. finger mid-

F.R. finger mid-

M.D. color blind

F.D. color blind

M.D. long
M.D roll tongue

F.D. roll tongue

h i

h i

h i

h i
1) Were your predictions about dominance accurate? Why or why not? Explain___________________
________________________________________________________________________________
________________________________________________________________________________
2) How could you figure out your exact genotype? _________________________________________
________________________________________________________________________________
________________________________________________________________________________
3) Does it appear that any of the traits are sex-linked (show up only in males or females)?_________
________________________________________________________________________________
________________________________________________________________________________
4) Think about others in your family parents, siblings, grandparents, etc. Do you see the same traits in them
that you see in yourself? _____________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

5) If having more than 5 fingers is dominant, why dont more people have more than 5 fingers?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
6) Create a Punnett square for any of the traits we used today showing your parents as the cross and you as one
of the offspring.
Trait:__________________ Parent 1 possible genotypes:_________________

Parent 2 possible genotypes:_________________

Outcome:

Phenotype: _____%

_____%

Genotype: _____%

_____%

_____%
Name: ____________________________________ Date: _________________________

Types of Inheritance Homework

1. Name five different types of inheritance (hint: you can look in your notes).
____________________________, ____________________________,

____________________________, ____________________________, ____________________________

2. What is the difference between co-dominance and incomplete dominance? Give an example of each.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

3. Fill in the Punnett square below for a heterozygous red flower and a homozygous white flower.

What are the ratios of genotypes?

What are the ratios of phenotypes?

4. How do you know that color blindness is an x-linked trait? Support your answer with evidence.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
5. Explain the difference between the law of independent assortment and the law of segregation.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
6. If a brown horse and a white horse are crossed, explain which type of dominance would create tan
offspring and which type would create brown offspring, Explain why. _______________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
 Lesson Plan Day 3
Grade Level: 9-12 Subject / Content area: Living Environment
Unit of Study: Genetics Lesson Title: Rebop babies
Central Focus for the learning segment: Introduction to genetics
Content Standard(s): NYS CCLS or Content Standards (List the number and text of the standard. If
only a portion of a standard is being addressed, then only list the relevant part[s].)
NYS living environment regents standards:
2.1b Every organism requires a set of coded instructions for specifying its traits. For offspring
to resemble their parents, there must be a reliable way to transfer information from one
generation to the next. Heredity is the passage of these instructions from one generation to
another.
2.1c Hereditary information is contained in genes, located in the chromosomes of each cell.
An inherited trait of an individual can be determined by one or by many genes, and a single
gene can influence more than one trait.
2.1h Genes are segments of DNA molecules.
2.1f In all organisms, the coded instructions for specifying the characteristics of the organism
are carried in DNA.
Learning Objectives associated with the content Student Friendly Learning Targets: associated
standards: with the learning objectives.
Students will be able to use Punnett squares I can create a Punnett square
to make predictions about how genes are I can predict phenotype and genotype
passed from parent to offspring. using a Punnett square
Students will be able to predict the phenotype I can use class data to figure out what
and genotype of offspring using a given type of dominance a trait displays and if it
cross. is sex linked or not.
Students will be able to interpret data and use I can create gametes using what I know
it to make inferences about types of about meiosis and Mendels laws.
dominance and linked traits.
Students will be able to use their prior
knowledge of meiosis and Mendels laws to
create gametes from given chromosomes.
Instructional Resources and Materials to engage students in learning: Smartboard and projector,
lab packet, worksheets, lab materials (marshmallows, pipe cleaners, thumb tacks, toothpicks, eyes,
noses etc.)
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
and students will be doing.):
Students will:
be engaged in the hands on lab where they will collaborate a classmate to create an
organism using chromosomes and other materials that are provided.
be able to actively be engaged in verbal discussion of the lab questions while taking notes on
the discussed answers.
Teacher will:
coach students through their own learning during the lab
discuss lab questions
help students make connections between the lab and their prior knowledge.
Differentiation and planned universal supports: Arranged seating that accommodates for multiple
students needs. Arranged groups will allow students to get support from their peers. Checks for
understanding will be used often for all students. Each question of the lab will be discussed
thoroughly to ensure that all students understand.
Language Function students will develop. Additional language demands and language
supports: during this lesson students will be making inferences about how genes are inherited.
Students will answer questions both verbally and written about the vocab will make inferences about
what type of dominance traits exhibit how genes are separated in the making of gametes. Students
will construct models of Punnett squares to aid in their predictions.
Type of Student Assessments and what is being assessed:
Informal Assessment: checks for understanding during the lab, lab questions, homework,
focus self-assessment.
Formal Assessment: quiz, unit exam, regents exam.
Modifications to the Assessments: Students who require extra time on exams will be given
the time required by their 504.

Evaluation Criteria: Students will be assessed on the completion and correctness of the lab
questions where they are asked to make inferences about how traits are linked and probabilities of
different outcomes. Their attention and participation will also be graded both by the students and the
teacher according to the rubric.
Relevant theories and/or research best practices: This lesson used the BSCS 5E instructional
model where students learn through inquiry and exploration. Students will first be engaged, then
explore, then the information will be explained then they will be evaluated oh what they have
learned. The lesson may then be extended based on the results of the evaluation. This model has been
proven to improve student success in multiple different studies.
Lesson Timeline: Day 1 Mendelian genetics
Time Frame Teacher Role Student Role
10 minutes: Give instructions Complete the bell-work
Engage Check homework & hand back papers
30 minutes: Give instructions Break up into assigned pairs
Explore Divide class into paired teams Use prior knowledge of meiosis to
Coach groups through the lab separate chromosomes into gametes
Combine all class data into one chart Record class data
Create their rebop
Answer the lab questions
Analyze the data in order to make
inferences about the results.
30 minutes: Discuss the questions Engage in the discussion
Explain Go over notes Ask questions
5 minutes: Instruct students to complete their Assess themselves on their attention
Evaluate focus sheets and responsibility using the given rubric

Homework: Instruct students to complete the take- Complete the homework to the best of
Evaluate home quiz for homework their ability
Day 3
Name:______________________________________ Date:__________________

Bellwork
1. List the steps of Meiosis. (hint IPMATPMAT)

______________________, ______________________, ______________________,

______________________, ______________________, ______________________,

______________________, ______________________, ______________________

2. What are homologous chromosomes?____________________________________________

______________________________________________________________________________

3. What are sister chromatids?____________________________________________________

______________________________________________________________________________

4. How many cells are created after meiosis? _____

5. Perform a cross between a red flower and a white flower, give the genotypes and phenotypes of the offspring

and state the type of dominance that is occurring.

Type of dominance:____________________

Outcome:

Phenotypes: _________________

____________________________

Genotypes: __________________

____________________________

6. What is Mendels law of independent assortment?_____________________________________

___________________________________________________________________________

7. What is Mendels law of segregation? ______________________________________________

___________________________________________________________________________
 Rebop Babies Lab
Introduction: Rebops are imaginary creatures that reproduce very quickly. Today you will be taking a rebop
through the process of meiosis, fertilization, and child development. You will get two bags. One bag will contain
the mothers DNA and the other contains the fathers DNA. Part one of this lab will take you through the
process of meiosis, determining which chromosomes end up in the gametes of each parents sex cells. Part two
will take you through the process of fertilization determining which gametes unite. You will have to look at the
new rebop babys DNA to see its genotypes and use those to figure out the phenotypes. In part three you will
assemble your rebop baby and answer some questions.

Part I
1. Take your parents DNA out of the bags being careful not to mix up the fathers DNA with the
mothers. The pieces of construction paper represent chromatids. Matching colors represent
homologous chromosomes. Flip all the chromatids over so their letters are facing downward. Take
the homologous chromosomes from the mother and line them up down the center of your desk.
2. Separate the homologous chromosomes from each other (forming two new cells). Now line up the
chromosomes single files on your desk. There should be two single file lines (one in each cell).
3. Remove the fastener and pull the sister chromatids apart. It does not matter which chromatids you
pull which way. This should create four separate cells. These are your egg cells.
4. You can now bundle the chromatids into their four separate groups and set them aside while you
complete the same process with the fathers DNA.

1. What phase of meiosis were the cells going through when you had the homologous chromosomes
lined up along the middle of your desk? ________________________________________________
2. What phase of meiosis were the cells going through when the sister chromatids were pulled apart?
_____________________________________________________________________________
3. How did this process show the law of independent assortment?_____________________________
_________________________________________________________________________________
4. Knowing your parents were heterozygous for each trait and that having a curly tail (T) is dominant fill
in the Punnett square below.
What is the probability of having a curly tail? __________
What is the probability of having a straight tail? __________
What is the probability of getting a heterozygote? ___________
Part II
1. Now choose one gamete from the mother (egg) and one gamete from the father (sperm) to unite.
Put all of the unused chromatids back into their appropriate bags.
2. Flip over the DNA to discover the genotypes of your offspring.
3. Use the table below to figure out what phenotype your rebop baby has based on its genotype.
4. Fill the genotypes and phenotypes of your baby in the chart below.
Your Offspring:
Chromosome Genotype Phenotype
Red
Orange
Brown
Blue
White
Green
Yellow

Genotypes and Phenotypes for Rebops

Genotype Phenotype
AA 2 antennae
Aa 1 antennae
aa No antennae
MM 3 green humps
Mm 2 orange humps
mm 1 pink hump
QQ Pink nose
Qq Orange nose
qq Yellow nose
TT or Tt Curly tail
tt Straight tail
EE or Ee 2 eyes
ee 3 eyes
LL White legs
Ll Green and White legs
ll Green legs
DD or Dd 3 body segments
dd 2 body segments
XX girl
XY boy
Part III
Assembling your rebop:
Use the large marsh mallows as body Use the pipe cleaner for the tail
segments (male=black)(female=white)
Use the push pins for the legs Use the colored tooth picks for the antennae
Use the gold thumb tacks for the eyes Use the plain tooth picks to attach body
Use the small colored marsh mallows for the segments, nose, and humps
nose and humps
When your offspring is completely assembled, place it into the nursery with the rest of the rebop babies.
Compare all the offspring in the nursery with each other and the parents.

Class Genotypes
Name Red Orange Brown Blue White Green Yellow Sex
Mother Aa Mm Qq Tt Ee Ll Dd XX
Father Aa Mm Qq Tt Ee Ll Dd XY
Conclusions:
1. What did you notice about the appearance of the two parents? ___________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. Do all of the offspring look the same? _______________________________________________________
3. All of the offspring came from the same parents, so why do they look different?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4. Are any of the offspring identical?__________________________________________________________
5. Which 2 offspring are the most similar?______________________________________________________
6. Which 2 offspring are the most different? ____________________________________________________
7. What types of dominance did you see in the rebops? List three and explain using examples.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
8. What was the probability of getting a rebop baby with a straight tail and three body segments? __________

9. We know it is possible to have multiple genes that affect one trait, for example skin color, but is it possible to
have one gene that affects multiple traits? Can you give an example? _____________________________
____________________________________________________________________________________
____________________________________________________________________________________
10. If a section of the DNA on one of your chromosomes was altered, what would happen? Give an example
using your rebop babies._________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
11. One trait we did not discuss was pink body segments. This is a recessive sex-linked trait in rebops, but
luckily neither of the rebop parent we used was a carrier. Fill out the Punnett square below for a mother with
pink body segments and a normal father.
What is the probability of having a male child with normal white
body segments? ______________________________________
What is the probability of having a female child with pink body
segments? __________________________________________
What is the probability of having any child with pink body
segments? __________________________________________
Is it possible to have a normal white body segmented male child? Explain. ________________________
_________________________________________________________________________________
_________________________________________________________________________________

*Bonus* What is the probability of getting two offspring that are identical? (Remember: both parents were
heterozygous for each gene.)