Larynn

Mitchell
6th Grade Science Lesson

Lesson Cycle (5E Model)

Lesson Title/Topic: Geneticist or Animal Scientist Career
Target Concept: Career Capsule for Animals (Animal Geneticists)
Standards/Rationale: Texas College and Career Readiness Standards: Science VI. D. f
Lesson Objectives:
The student will learn basic knowledge for a career
in animal genetics by completing a series of
Punnett Squares and identifying the probability
outcomes of inherited traits with 85% accuracy.

Assessment:
The student will illustrate results of
completed Punnett Squares by drawing a
picture of the canine offspring based on the
results of the Punnett Squares.

Materials: Labeled dice, Colored Pencils, Dry erase markers, Notebook with worksheets and
clear protectors, Focus cards, Worksheets: definitions, example, My Punnett Square Puppy,
MPSP Key, MPSP Drawing, Punnett Squares WS (original and modified), Exit tickets,
Enrichment, and reteach practice.
Lesson Cycle: (Direct Instruction)
The teacher will:
Focus (Engagement):
Greet and welcome students.
The teacher will hand the students a binder with the materials
for class and a trait written on it.
Point out that each student has a set of unique traits they
inherited. These physical traits are what a person looks like,
which is referred to as a phenotype.

Teacher Input (Explanation and Elaboration):

Introduction to career.
The teacher will facilitate a discussion for students to contribute
jobs that work with animals. Teacher will write down careers as
students say them and tie in jobs that work with any form of
genetics - vets, conservationists, animal scientists.
Geneticists are responsible for selective genetics, mapping
genetics (Punnett Squares), researching, and animal population
studies. A geneticist must hold a Bachelors degree for entry
level positions, but jobs are more readily available for those

The student will:

The students will divide
themselves into partners or
groups based on the trait from
the notebook. Amongst their
group, students will discuss
why they are divided into that
group. The spokesperson of
the group will then advise the
class why they believe they
were separated.
Introduction to career:
Students will discuss careers
that involve working with
animals. Students will think
about some jobs and then
discuss them as a group.
As teacher goes over
definitions, students will write
down an example of each
beside the definition for
reference during the activity.

who pursue higher education. Other certifications exist for the

career but are not always required, and Masters degrees indicate
a specialty within the field. The average salary is just under
$73,000.
Teacher will go over definitions of trait, dominant gene,
recessive gene, gene, allele, homozygous and heterozygous with
the students.
Definitions:
Trait - A distinguishing quality or characteristic.
Dominant Gene - A gene that dictates the physical appearance
in heterozygous or homozygous individuals.
Recessive Gene - A gene that is expressed in the homozygous
state but has its expression masked in the presence of a
dominant gene.
Homozygous - A pair of genes where they are both the same.
They can both be dominant or they can both be recessive.
Heterozygous - A pair of genes where one is
dominant and one is recessive they're different.
The class will watch a short introductory video on Punnett
Squares. https://www.youtube.com/watch?v=_ksIajiPUAU.
The teacher will discuss examples and explain that parents pass
traits down to their offspring through genes. When the dominant
or recessive genes from each parent combine, this is the
genotype. The genotype determines the phenotype, which we
earlier said was what the animal looks like. Animal careerists
can use Punnett Squares to predict and obtain certain traits in
animals.
Using the smartboard, the teacher will draw a Punnett Square.
Fill in alleles and show students how to combine them to
complete the square. The teacher will explain dominant and
recessive genes, and that homozygous traits pass down the trait
that is listed because homozygous dominant or recessive passes
that trait along. Heterozygous pass down the dominant trait.
Examples: BB (brown) or bb (blue) for eye color will pass
down that color because it is homozygous. Bb will pass down
brown because the dominant trait is B or brown.
Give examples for horses, such as speed and agility. Give
examples in cows, such as color, horns, and bucking ability.
Teacher will introduce the probability ratio. Gregor Mendel is
known as the father of genetics, and his experiments resulted in

the probability ratios. He achieved this ratio by counting how

many dominant (homozygous or heterozygous) and how many
recessive he had in a Punnett Square.
Using their Macbooks or Ipads (if available), students will
complete this quiz on the computer as a formative assessment of
their learning. http://study.com/academy/practice/quizworksheet-applying-mendel-s-first-law.html.
Guided Practice (Exploration):
The teacher will ask the students what a trait is. They can refer
to notes.
The teacher will help the students fill in the first Punnett Square
as the students roll the die for the alleles. After the square is
complete, the teacher will describe the probability ratio by
determining homozygous and heterozygous combinations.
The teacher will facilitate the second Punnett Square
completion, asking the students to determine the placement of
the alleles and genotypes. The teacher will ask the students to
figure out the probability ratio.

Students will take turns

rolling the teachers die to fill
in the alleles on the first
Punnett Square as a class.
Students will provide the
necessary information for the
second Punnett Square with
less direction from the
teacher, but still as a class
with the teacher writing down
the alleles and genotypes.
Students will attempt the
probability ratio determined
by genotypes to tell the
teacher what the trait will
look like.
The partners will complete the
remaining Punnett Squares
using the provided pink and
blue die, with one student
rolling the pink dice for one
parent and the other student
rolling the blue dice the other.
The students will fill in the
alleles and genotypes just like
the class did on the first two.
The students will determine
the probability ratio.
Once all the Punnett Squares
have been completed and the
students have determined
their traits, they will combine
all of them to draw a dog with
the characteristics. The

characteristics will include

eye color, hair color, nose
length, tail length, and leg
length. The students can refer
to their reference pictures for
guidance. After the pictures
are colored, the students will
begin the independent
practice.
Independent Practice (Evaluation):
Observe.

Closure:
Take up exit tickets.

Students will choose 5

animals and write down as
many hereditary traits for
each as they can think of,
making sure to find at least 7
for each. Students will then
choose two traits from three
different animals to circle.
Students will make the
corresponding six Punnett
Squares, complete with
alleles, genotypes, the
probability ratio.
With a few minutes left in
class, students will stop to
complete exit tickets:
1. 3 facts learned today,
2. 2 topics mentioned you
want to learn more about, and
3. A career working with
animals you are interested in
doing.
Turn in exit tickets in tray
before leaving.

Options:
Enrichment:
Provide Punnett Squares for students to
complete that cross more than a single trait
(dihybrid crosses two traits and trihybrid
crosses three traits). Punnett Squares
completed by geneticists can be for a

Reteach:
Go over the definitions and examples of traits,
dominant, recessive, gene, allele, homozygous,
and heterozygous. Teacher draws a blank square
and labels all parts from the definitions. For the
lesson, teacher will provide the traits for students:
eyes (brown or blue) and hair color (black or

multitude of traits. Provide squares that are

4x4 for students to complete with two traits
and 8x8 for three traits when they have
mastered the dihybrid traits. The students
will be able to look at an example for
reference as they complete their larger
squares.

brown). Work through filling out a Punnett

Square together, having the students say what
should go in the square as you write. When the
students understand how to fill one in, allow
them to tell you a trait and choose which color or
type is dominant or recessive. After setting the
square up, have the students individually fill in
the alleles as the teacher walks around to check
them. Once the Punnett Square completion
concept is understood, teach the probability ratio
by explaining that recessive has to be
homozygous to be the trait passed along. Have
the students go back and write the ratio by the
complete Punnett Squares. By the ratios, have
them write the trait that will be passed along
based on the ratio.

Modifications/Correctives:
The students will work in partners with
helpful classmates. They will have their
own worksheet that labels the blanks where
they write the results of a roll. The students
will complete the Punnett Square with their
partner and draw their canines according to
the results of the traits in their squares. For
independent practice, the teacher will
provide the dominant and recessive genes
for Punnett Squares instead of students
choosing. The teacher will also provide an
example of a completed Punnett Square for
the students to reference while working.
References:
http://animalcareers.about.com/od/Production/a/Animal-Geneticist.htm
http://learn.genetics.utah.edu/content/inheritance/
http://www.most.org/curriculum_project/life_sciences/middle/post/pardon_the_punnett.pdf
http://www.rhnet.org/webpages/burgerscience7/inheritance-1.cfm?subpage=47521
http://sciencespot.net/
http://study.com/directory/category/Biological_and_Biomedical_Sciences/Genetics/Animal_Gen
etics.html