Unitplanoutline

Stephanie Roy and Stacy Benjamin EDUC 777 Spring 2017
10th Grade GENETICS UNIT PLAN
Abstract:
This Genetics Unit Plan comprises fifteen carefully crafted lessons that encompass the study of both
molecular and Mendelian genetics as appropriate for 10th grade Biology students (see Overview below).
The Unit Plan uses an inquiry approach and incorporates hands-on and minds-on activities, laboratories,
investigations, and design challenges to connect content to students lives with a goal of significant cognitive
growth in understanding of the role of DNA and genes in living organisms.
The Unit Plan begins by building upon prior lessons in biochemistry and cell biology by introducing the
basic structure of DNA, followed by studies of the processes of gene expression, mutations, different forms
of inheritance, and laws of genetics. The Unit concludes with a field trip to the Jackson Laboratory in
Farmington, Connecticut, where students will apply their new knowledge of genetics through exposure to
cutting-edge genetics research.The two final summative assessments include the presentation of student
Genetic Disorder Research Projects and the Springfield District Unit Exam for Genetics. Lessons are
designed for 45 minute class periods. This unit plan covers the entirety of the Massachusetts 2006
Framework standards for Genetics (3.1-3.6), included below.
MA 2006 Science Framework Genetics Standards

3. Genetics: Genes allow for the storage and transmission of genetic information. They are a set of
instructions encoded in the nucleotide sequence of each organism. Genes code for the specific
sequences of amino acids that comprise the proteins characteristic to that organism.
3.1. Describe the basic structure (double helix, sugar/phosphate backbone, linked by
complementary nucleotide pairs) of DNA, and describe its function in genetic inheritance.
3.2. Describe the basic process of DNA replication and how it relates to the transmission and
conservation of the genetic code. Explain the basic processes of transcription and translation, and how
they result in the expression of genes. Distinguish among the end products of replication,
transcription, and translation.
3.3. Explain how mutations in the DNA sequence of a gene may or may not result in phenotypic
change in an organism. Explain how mutations in gametes may result in phenotypic changes in
offspring.
3.4. Distinguish among observed inheritance patterns caused by several types of genetic traits
(dominant, recessive, codominant, sex-linked, polygenic, incomplete dominance, multiple alleles).
3.5. Describe how Mendels laws of segregation and independent assortment can be observed
through patterns of inheritance (e.g., dihybrid crosses).
3.6. Use a Punnett Square to determine the probabilities for genotype and phenotype
combinations in monohybrid crosses.
Rationale: Rarely a day goes by when some aspects of genetics is not mentioned in the news. Stories about
antibiotic-resistant killer bacteria, genetically modified food, DNA used in crime solving, and the birth or
separation of conjoined twins, fill the headlines. In addition, genetics is big business as we are bombarded
with advertisements telling us how important it is to know our ancestry, or our dogs pedigree, or whether
we have a certain gene tied to a disease. According to Rosemary Redfield, a professor and researcher at the
University of British Columbia, a series of Google hits on the word genetics represents the complexity of
current science on genes, and raises complex questions, both personal and societal, that our students will
need to answer.1 Redfields questions include:
Is genetic testing a wise thing to do? Is it a sound financial investment? Should I have
1 Redfield, R.J. Why Do We Have to Learn This Stuff?A New Genetics for 21st Century Students.
http://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.1001356
full access to my genetic information? Should my insurer and my employer? Should
athletes be tested for genetic modifications (gene doping)? Is it ethical to DNA-
fingerprint all convicted criminals? All suspects? Did my genes make me gay? Are
genetically modified foods safe? Are cloned animals ethical? How different are human
races, and how different are we all from chimpanzees and gorillas?
Comprehending DNAs role in creating the blueprint necessary for life is part of a basic understanding of
biology that all adults should possess as they face these questions, attempt to comprehend the headlines, or
make decisions about sharing their own DNA. Building such an understanding requires that students be able
to describe the structure and forms of DNA, how it passes from parents to offspring through the processes
of meiosis and fertilization in sexual reproduction, the Central Dogma and protein transcription and
translation, and how an individual organisms traits result, in part, from interactions among the various
proteins expressed by ones genes.
Global Objectives: 2
The goal of this unit plan is to engage students in lessons that are relevant to their lives, and help them
develop critical and analytical thinking skills through hands-on and minds-on activities, laboratories,
investigations, and design challenges. Students will be able to connect the content to their current lives, and
broaden their understanding of how scientific research is developed and conducted. To this end, the
following global objectives have been identified:
1. Students will engage systems thinking and modeling to explain DNA and genetics, and to
build a context for the ideas learned.
2. Students both individually and collaboratively will conduct investigations, solve problems,
and engage in discussions, with the teachers guidance.
3. Facts and terminology will be learned as needed while developing explanations for
observed phenomena and new discoveries.
4. Students will research and explore multiple sources, including science-related magazine
and journal articles and web-based resources to develop summaries of information and prepare
reports, posters, or media presentations that explain and argue a perspective on a genetics topic
(disorder research).
5. The teacher will ascertain prior knowledge, uncover student thinking, and check for
understanding using formative assessment strategies tailored to student needs and reflecting a
variety of student learning styles.
Curricular Objectives:
Students will develop a comprehensive understanding of genetics and be able to:
Describe the structure and function of DNA
Demonstrate understanding of the Central Dogma by describing the processes of DNA
transcription and translation, and successfully decoding sequences of DNA into amino acid
sequences
Predict heredity of offspring using Punnett squares to pair alleles from each parent and
translate those genotypes into phenotypes
Display an ability to collect and synthesize research and develop summaries of information
2 [Based in part on] National Research Council. (2015). Guide to Implementing the Next Generation Science Standards (pp. 8-9).
Washington, DC: National Academies Press. http://www.nap.edu/catalog/18802/guide-to-implementing-the-next-generation-
science-standards
in a poster or media presentation that explains and argues a perspective on a genetics topic (disorder
research).
Overview of Lesson Plans
Day Type of Lesson Title Standards Brief Description
Strawberry DNA MA 2006 Biology 1.2 Visualize DNA as a substance and

1 Laboratory
Extraction and 3.1 part of living organisms
2 Cognitive Change Introduction to DNA MA 2006 Biology 3.1 Notes and video(s)
Learn the structure of the DNA

3 Design KNex DNA MA 2006 Biology 3.1
molecule
Uses the metaphor of decoding a
Specific Cognitive Central Dogma -
4 MA 2006 Biology 3.2 secret message for the protein
Learning Approach Say It With DNA
synthesis process
DNA
5 Inquiry Mutations/Genetic MA 2006 Biology 3.3 Monster Genetics Activity
engineering
Integrating Excel for Graphing Using Excel to graph data needs
6 MA 2006 Biology 3.6
Technology Data work
Guest Speaker -
Medical Examiner Learn how genetic evidence is
7 Community MA 2006 Biology 3.4
on using DNA as used to solve crime
evidence
Genetic Disorders Learn about genetic disorders and

MA 2006 Biology 3.3
8 Social Context Research Project how they can affect individuals,
& 3.6
(use Excel graphing) families, and communities.
History and
Experience life before DNA was
9 Philosophy of Mendel and his laws MA 2006 Biology 3.5
known
Science
Use a Punnett Square to
determine the probabilities for
10 Cognitive Change Punnett squares MA 2006 Biology 3.4 genotype and phenotype
combinations in monohybrid
crosses.
Dihybrid incomplete
11 Cognitive Punnett squares
codominance polygenics
Distinguish among observed
inheritance patterns caused by
several types of genetic traits
12 Cognitive Change Inheritance patterns MA 2006 Biology 3.4
(dominant, recessive, codominant,
sex-linked, polygenic, incomplete
dominance, multiple alleles).
Field trip to Jackson
MA 2006 Biology 3.1- Visit a state-of-the-art genetics
13 Informal Lab in Farmington,
3.6 research lab
CT
Genetic Disorders MA 2006 Biology 3.3 Student presentations
14 Social Context
Research Project & 3.6 (summative)
15 Summative exam
1. Strawberry DNA Lab Activity
Topic: The Hidden Food Group A laboratory experiment that shows you are what you eat.
Reference to MA Science Framework and/or NSES:

2006 MA Biology Framework Standards 1.2 - Describe the basic molecular structures and primary
functions of the four major categories of organic molecules (carbohydrates, lipids, proteins, nucleic
acids); and 3.1 - Describe the basic structure (double helix, sugar/phosphate backbone, linked by
complementary nucleotide pairs) of DNA.
Reflective Introduction:
The intent of this lesson is to expose the hidden macromolecule in our food DNA by separating
the DNA of strawberries into a mass observable to the human eye. Students are familiar with
carbohydrates (sugar, bread, rice, pasta), fats (butter, oil), and protein (meat, eggs), but very few
know that much of the food they consume also has DNA in it, sometimes in significant quantities.
Because strawberries can have chromosome sets that are octaploid or even decaploid, precipitating
visible DNA from mashed strawberries is a simple process using everyday household items. Prior
to this laboratory experiment, students will have learned about the four macromolecules, cell
theory, the basic structure of DNA, and also haploid and diploid chromosome sets from learning
about mitosis and meiosis. The discussion can be extended by talking about the possible effects of
genetic engineering on strawberry DNA. This lesson is intended to be the starting point of the
genetics unit.
Global and Curricular Objectives for Students:

1. Students will be able to identify the names and describe the functions of the four
main organic molecules.
2. Students will be able to describe how DNA is part of every cell, and all the plant
and animal cells they eat.
3. Students will be able to describe that some living things have chromosomes that are
in multiples other than haploid, so the proportions of DNA in cells varies.
Brief Description of Lesson:

Materials will be visible on tray on a table in the front of the classroom. Students will be asked:
What is our food made of? Do you remember the four macromolecules we talked
about in biochemistry? (Carbohydrates, lipids, proteins, nucleic acids)
What is the strawberry made of? What does it taste like? Do you think it has sugar
in it? Is the sugar in the cells, or between the cells? What else do the cells have in them?
Introduce laboratory: Today we are going to mash up some berries and use some common
household items to see what we can extract from the berries. Specifically, we are looking for DNA.
Do you think we will be able to see the DNA? What might it look like?
Describe all the items on the table. [Note: Have all items ready on individual trays for each group,
including pre-made filtrate solution in a flask or beaker.] Divide students into lab groups and ask
one member to collect a tray for his or her group. Instruct students to begin laboratory by
reviewing the instruction sheet at their lab benches. Remind students of safety precautions. Once
students are mashing the berries, ask students (at the appropriate interval):
1. Why do we mash the berry? (Start breaking down the cells)
2. Why do we add the soap/salt solution? What do these compounds do to the cells?
(soap helps break down cell walls and membranes; salt helps break H bonds in strands of
DNA to open them up)
3. Why do we filter it? (Remove larger parts of cells and organic matter)
4. Why do we pour isopropyl alcohol on slowly into the solution? (avoid too much
mixing)
5. What does it look like? (gooey gel)
6. Why does the DNA appear in the isopropyl alcohol layer? (Soluble in H2O but not
isopropyl)
Describe that human cells (and most cells) are diploid (remember that term from previous lesson?)
with 46 PAIRS of chromosomes, but strawberry cells are polyploids and can be up decaploids
10 versions of each of 70 chromosomes! Most are octoploids with 8 versions of 56 chromosomes.
Ask students:
Why might this number of chromosomes make strawberry DNA easier to see?
Have students complete lab reports.
Timing (50 minutes):

Time Teacher activity Student activity
(minutes)
5 Ask initial questions. Extend as Volunteer answers.

possible/necessary.
5 Review materials and process. Divide Listen and take notes as needed.
into lab groups. Distribute materials. Divide into groups. Collect materials.
Take safety precaution measures
(gloves and goggles).
25 Ask questions at appropriate intervals. Actively participate in lab.

Ensure students are following
instructions. Retrieve cold isopropyl
from refrigerator upon group requests.
13 Direct clean up. Instruct students to Assist with clean up. Complete lab
complete lab reports. report.
2 Facilitate final discussion. Participate in discussion.

Homework:
Encourage students to watch Youtube videos of the same experiment and/or try the same
experiment with bananas.
Lesson evaluation:
Students will be attentive during demonstration and be active in
asking/answering questions, listening, and engaging in discussion
Students will successfully extract DNA from their strawberries
Students will be able to express their ideas about what they witness and
relate those ideas back to the current lesson topic (the study of DNA as a macromolecule
within a cell)
Student Assessment:
Active participation in questioning and discussion throughout demonstration
Successful completion of laboratory report (attached)
Adjustments for Special Needs Students:

Targeted assistance as needed
Accessible location at lab bench for visually impaired students
Assistance holding materials during lab processes
Materials, Equipment and Supplies:

Worksheet/Lab Activity Report (pages attached)
heavy duty zip-lock baggies
fresh strawberries (organic is best non-GMO)
cheesecloth
funnels
100 ml beakers
test tubes
wooden coffee stirrers
DNA Extraction Buffer (One liter: mix 100 ml of shampoo (without
conditioner), 15 g NaCl, 900 ml water OR 50 ml liquid dishwashing detergent, 15 g
NaCl and 950 ml water)
Ice-cold 95% ethanol or 95% isopropyl alcohol
Safety Concerns:
Baggies must be securely ziplocked to avoid spillage and any spillage immediately
cleaned up to avoid slipping hazards
Safety glasses should be worn to avoid getting soap solution or alcohol in eyes
Gloves may be worn to protect hands.
Activity Worksheet
Name: _____________________________ Date: _____________

Lab Group: ___________________________________________________________
Strawberry DNA Extraction Lab

Instructions:
1. Put strawberries into plastic baggie. Remove as much

air as possible and ziplock tightly.
2. Mash berries to a fine pulp.
3. Measure the solution and carefully open baggie. Pour
solution slowly into baggie with mashed berries.
4. Mash mixture thoroughly.
5. Place cheesecloth into funnel and place in beaker.
Carefully open baggie and slowly pour contents into cheesecloth.
6. Press mixture lightly with spoon.
7. Gather tops of cheesecloth and close to make a ball,
then gently squeeze out the remaining liquid into funnel/beaker.
Discard cheesecloth ball.
8. Pour filtrate into test tube (if using).
9. Ask teacher to retrieve alcohol from refrigerator/cooler.
10. SLOWLY pour alcohol down side of test tube or
beaker. DO NOT STIR!
11. Observe what happens at the interface between
the filtrate and the alcohol. Record your observations on the next
page.
12. Use wooden stirrer to retrieve DNA and pass it
around to examine it.
13. Mount a small amount of your DNA onto a slide
and view it under the microscope at your station. What can you
see? Record your observations on the next page.
Observations (10 points)

Lab Report Questions
It is important that you understand the steps in the extraction procedure

and why each step was necessary to isolate the DNA from the other cellular
matter.
Match the procedure with its function (4 points):
PROCEDURE FUNCTION
1. Filter strawberry slurry ______ To precipitate the DNA from

through cheesecloth solution
2. Mash the strawberry ______ To separate components of the

cell
3. Add soap/salt solution ______ To break protein and nucleic

acid bonds and dissolve cell
membranes/walls
4. Add isopropyl alcohol ______ To start the cellular breakdown

process
1. What did the DNA look like? Relate what you know about the
chemical structure of DNA to what you observed today (4 points).
2. Were you surprised to learn you eat DNA when you eat
plants and animals? Yes No
3. What are the four main organic molecules and their
functions (4 points)?
4. Explain what happened when the alcohol was added to the

strawberry extract solution (2 points). (Hint: DNA is soluble in water but
not in alcohol)
5. A person cannot see a single cotton thread from 50 feet

away, but if you wind thousands of threads together, or had a long enough
piece of thread, it would be visible at 50 feet. Is this statement analogous
to the DNA extraction you just observed? Why or why not? (2 points)
6. Why is it important for scientists to be able to remove DNA

from an organism? List at least two reasons (4 points).
Participation Points (10 possible): _______________
Total Lab Points (40 possible): ____________________
2. Introduction to DNA
Topic: Discovering DNA

Reference to Massachusetts State Frameworks
3.1: Describe the basic structure (double helix, sugar/phosphate backbone, linked
by complementary nucleotide pairs) of DNA, and describe its function in genetic
inheritance
The goal of this lesson will have students look at the discovery of DNA by Watson and
Crick. These scientist collected and interpreted key evidence to determine that DNA
molecules form a double helix (twisted ladder) shape. The film Double Helix from the
Biointeractive website will work to engage students in thinking of the the challenges, false
starts, and eventual success of Watson and Crick putting together the first model of the true
structure of DNA. This lesson will further introduce students to the importance of DNA and
how these early discoveries created big changes in the field of science.
Instructional objectives for students:

Students will be able to describe the basic function and structure of DNA.
Students will be able to explain how DNA was discovered as well as how it played
a role in the development of new sciences.
Brief description of lesson
Start: Class will begin with an activator that will ask them to recall their knowledge from
previous lesson through answering the following questions:
1. Do we all have the same DNA?
2. Why is DNA so important?
3. How does your DNA look?
4. What is the structure and function of DNA?
5. What makes up a strand of DNA?
The class will then engage in a short class discussion based on these questions.
Middle: Mini Lesson/Video: Play video on Watson & Crick from the Biointeractive
website that discussed how the discovered the structure of DNA
(http://www.hhmi.org/biointeractive/double-helix). During the video, have students fill out
the film guide. Once the video is finished, give students time to revisit the questions and
finish answering the questions. Once everyone has been given time to complete the
questions. Review the questions in a class discussion. The teacher will use this time to clear
up misconceptions and answer questions.
End:Class will end with the teacher explaining the next day's activity and handing out the
homework for next class.
Timing:
Hand out paper to students. Activator Actively participate and work through
6 will be put on the board. Check in with questions.
students to ensure they are all working
on activator/
5 Ask students to answer, go over correct Respond to activator/teacher questions.

answer. Participate in discussion of activator
answer.
5 Introduce video. Hand out film guide. Ask clarifying questions as needed.
15 Play video: Engage in watching video.

http://www.hhmi.org/biointeractive/dou
ble-helix
7 Prompt students to go back and finish Review and finish answering questions
any missed questions and review their from the film guide.
answers to the film guide.
15 Engage students in discussion based on Students will engage and participate in

the questions from the film guide. class discussions.
5 Hand out homework and go over .Ask clarifying questions as needed.

directions and expectations.
Homework
Assign DNA KNEX reading and questions to prepare for the next class.
Lesson evaluation
Students will be attentive during the lesson, activity, and discussions and be active
in asking/answering questions, listening, and engaging in discussion
Students will successfully complete activity and analysis questions.
Student assessment
Formative Assessments:
The activator questions will ask students to call on previous
knowledge from the previous class.
Students will be asked to participate throughout the presentation and
use their outside knowledge and understanding to answer questions.
Students will be asked to participate in a class discussion and use
critical thinking to analyze and apply their new and previous knowledge.
Summative Assessment:
Unit test will include many multiple choice questions based on the
knowledge of the structure of DNA.
Students will be asked to complete the film guide associated with the
video, which will assess the knowledge and attention to the video.
Adjustments for special needs students:

If the students have difficulty learning by listening then provide lecture/lesson
outlines for them to follow along and provide students with visuals via use of a smartboard
or Elmo screening.
Closed Captioning on videos
Partnered approach for students with cognitive limitations.
Extra time when appropriate.
Materials, equipment and supplies

Elmo/overhead projector
Smartboard/whiteboard
Student notebooks
Class notebook
Extra paper
Copies of Film Guide (printed from: (http://www.hhmi.org/biointeractive/film-
guides-double-helix)
Safety concerns:
General Personal Safety
3. KNEX DNA Lab
Topic: Modeling the Structure of DNA

3.1: Describe the basic structure (double helix, sugar/phosphate backbone, linked by
complementary nucleotide pairs) of DNA, and describe its function in genetic inheritance.
The main goal of this lesson is to get students to see DNA in a different way by asking
them to engineer a segment of DNA using specially designed model components.
Understanding the structure of DNA is a crucial step in ultimately understanding the
complexities of genetics and inheritance. In the previous lesson, the students will have been
given information about the basic structure of DNA. The strategy of this lesson is to have
students illustrate their understanding by creating a model of the DNA structure. This will
challenge students to think critically and recall past knowledge to work through the design
and creation of their own unique models. The goal of this modeling exercise is to cement
students conceptions as well as their ability to explain the different parts of DNA and how
they come together to create the blueprints for all living things.
Instructional Objectives for Students:

Students will demonstrate their knowledge of the structure of DNA by creating an
accurate 3D model.
Students will be able to describe how differences in base pairings of DNA relate to
how proteins are made, and how this relates to gene expression and genetic traits.

Before:Prior to this class the information on the structure of DNA will be delivered through
short notes as well as a reading and pre-laboratory questions.
Start: The Do Now/Activator Question will ask students to recall information from the
previous lesson. This will be followed up by a short class discussion and going over the
instructions for building the DNA model.
Draw and label the basic structure of a nucleotide
What kind of bonds hold the nitrogen bases together?
How do the nitrogen bases pair up in DNA?
Middle: Students will work in pairs to construct an accurate model of DNA using a KNex
Kit. The teacher will check in with students to answer questions and correct possible
student errors.
End: Debrief activity through a class discuss. The teacher will start with leading questions
and students will respond thoughtfully as well as propose their own questions.
Timing: 50 Minutes
Before Complete pre-lab reading and

questions prior to class
5 min Project Do Now On the board. Answer questions in notebooks.

Check in with students.
Draw and label
the basic structure of a nucleotide
What kind of
bonds hold the nitrogen bases
together?
How do the
nitrogen bases pair up in DNA?
5 min Prompt student responses to Do Now Answer teacher prompted questions.

question. Engage in class discussion.
Review material from previous lesson. Ask clarifying questions.
Review pre-lab questions. Actively listen to instructions.

5 min Discuss instructions to building KNEX Ask clarifying questions.
model.
30 min Check in with students to ensure they Use lab procedures and guiding
are on track. questions to construct a unique model
Redirect when needed with guiding and of DNA.
leading questions. Answer questions in lab packet.
Answer student questions and Ask questions as needed.
concerns as needed.
5 min debrief lesson with students through engage in class debrief with thoughtful
prompting discussion questions. responses.
After class Finish lab questions and watch MITx

video The Structure of DNA for
homework
Homework:
Finish Lab packet if needed
Watch MITx video The Structure of DNA - https://www.youtube.com/watch?v=o_-
6JXLYS-k
Lesson Evaluation:
Success of the lesson will be evaluated using the following criteria:
Students demonstrated adequate recall during the Do Now
Checks for understanding during review portion elicited positive results, and
students actively participated with questions and responses
Students were able to follow instructions for the KNex components and
successfully create correct DNA double helix models
Students could use their models to explain the Central Dogma and identify
codons in their models and describe how those codons are used to make proteins
Student Assessment:
Students will be assessed in several ways. One way will be based on the accuracy of the
model DNA KNEX model that the students create. Full credit will be give to a successful
display of base pairs, hydrogen bonds, nucleotide structure, and the double helix. Students
will also be asked to identify codons represented by their model. Another way will be
through the short answer responses in the lab packet. The questions will be thought
provoking and seek to probe students to begin to think about how the differences in the
sequencing of DNA base pairs influences how proteins are made, and ultimately, genetic
traits.

Pair activity - peer support
Targeted assistance
Extra time as needed

Student notebooks
Elmo/smartboard
Lab packets
DNA KNEX Kits
Safety Concerns:
General personal safety
Watch for small pieces of KNEX on the floor to avoid possible slipping hazards
Worksheet/Lab Packet
Name:_____________________________________ Date: _____________
KNex Modeling of DNA Lab

Recall that the nucleus is a small spherical, dense body in a cell. It is often called the "control
center" because it controls all the activities of the cell including when a cell divides into two, and
heredity. Chromosomes are microscopic, threadlike strands composed of the chemical DNA
(short for deoxyribonucleic acid). In simple terms, DNA holds the instructions for making
proteins within a cell. In fact, the only things that DNA is capable of producing is proteins. These
proteins in turn, form the structural units of cells and control all chemical processes within the
cell. Think of proteins as the building blocks and work horses for an organism. How you look is
largely determined by the proteins that are made. The proteins that are made are determined by the
sequence of DNA in the nucleus. In short, DNA makes proteins, and proteins run all the processes
in your cells.
DNA is composed of genes, which are segments of DNA that codes for a particular protein which
in turn codes for a trait. Hence you hear it commonly referred to as the gene for baldness or the
gene for blue eyes. There are an estimated 20,000 to 25,000 genes in the human genome. Thats
only 20 to 250 more than our close relative the chimpanzee. Yet those 200 to 250 genes make a
big difference.
DNA is a polymer of a nucleic acid because it was first found in the nucleus. We now know that
DNA is also found in other organelles such as the mitochrondria and chloroplasts, though it is the
DNA in the nucleus that actually controls the cell's workings.
In 1953, James Watson and Francis Crick figured out the structure of DNA, with the help of
Rosalind Franklin, Maurice Wilkens and Erwin Chargraff. The shape of DNA is a double stranded
helix, which is like a twisted ladder. The
two strands run antiparallel to one
another, or in opposite directions. The
sides of the ladder are made of
alternating deoxyribose sugar and
phosphate molecules.
The rungs of the ladder are pairs of 4
types of nitrogen bases. The bases are
known by their coded letters A, C, G,
T. These bases always bond in a certain
way. Adenine will only bond to
thymine. Guanine will only bond with
cytosine. This is known as the "Base-
Pair Rule". The bases can occur in any
order along a strand of DNA. In fact,
the order of these bases will determine
the type of protein that is made. For instance, the gene ATGCACATA would code for a different
protein than the gene AATTACGGA. Our example is oversimplified. In reality, a strand of DNA
contains millions of bases.
Note: looking at the picture on the previous page you will see that the bases attach to the sugars
and not the phosphates.
DNA is actually made of smaller repeating monomers called nucleotides. Each nucleotide consists
of three molecules: a sugar (deoxyribose), a phosphate which links the sugars together, and then
one of the four bases. Two of the bases are classified as purines - adenine and guanine, and the
other two bases are classified as pyrimidines - thymine and cytosine. Note that the pyrimidines are
single ringed and the purines are double ringed.
The two sides of the DNA ladder are held together loosely by hydrogen bonds. The DNA can
actually "unzip" when it needs to replicate - or make a copy of itself. DNA needs to copy itself
when a cell divides, so that the new cells each contain a copy of the DNA. Without these
instructions, the new cells wouldn't have the correct information.
Every cell in your body has the same "blueprint", or the same DNA. Just as the blueprints of a
house tell the builders how to construct a house, the DNA "blueprint" tells the cell how to build the
organism. Yet, how can a heart be so different from a brain if all the cells contain the same
instructions? Although much work remains in genetics, it has become apparent that a cell has the
ability to turn off most genes and only work with the genes necessary to do a job. We also know
that a lot of DNA apparently is nonsense and codes for nothing. These regions of DNA that do not
code for proteins are called "introns", or sometimes "junk DNA". The sections of DNA that do
actually code from proteins are called "exons".
PRELAB QUESTIONS:
1. What is the function of DNA?
_______________________________________________________________________________
_____________________________________________________________________________
2. What does DNA code for in our cells?

________________________________________________________
3. What is a gene?
__________________________________________________________________________
4. Where in the cell are chromosomes located?

___________________________________________________
5. Besides the nucleus, name two other organelles that contain DNA? _______________ &
_______________.
6. What three scientists are credited for discovering the structure of DNA? ___________________,
________________ & ________________.
7. What shape is DNA compared to?

___________________________________________________________
8. How many sides does DNA have?

____________________________________________________________
9. What are the two sides of the DNA ladder made of?
_____________________________________________________________________________
10. What are the rungs of the DNA ladder made up of?
___________________________________________
11. The nitrogen base Adenine pairs with _______________ and Cytosine pairs with
_______________.
13. DNA is made up of repeating units called: _________________________________.
14. What are the three components of a nucleotide? ___________, ___________, ___________.
15. Draw the basic structure of a nucleotide:
16. The coding segments of DNA are called ___________________________.
17. The non-coding segments or junk DNA are referred to as _______________________.
18. What does antiparallel mean?

____________________________________________________________
______________________________________________________________________________
19. Write the complementary sequence to the following DNA sequence: The first three have
been written for you.
T A T T G C A G A T AA C T G
20. How many rings does a purine have? ______________
21. What two nitrogen bases are considered purines? ______________________,

_______________________
22. How many rings does pyrimidine? _______________
23. What two nitrogen bases are considered pyrimidine purines? ____________, _____________
24. What kind of bonds hold the two sides of DNA together? __________________________
25. How many of these bonds are found between Adenine & Thymine? ____________
26. How many of these bonds are found between Guanine & Cytosine? ____________
LAB PROCEDURE:
1. Using the instructions in the KNex manual build several nucleotides. (There is a
key on the back of the manual that shows you what each piece represents)
a. At this time make: 6 Adenine, 6 Guanine, 6 Cytosine, and 6
Thymine.
2. At RANDOM, attach the nucleotides to one another so that the end of the phosphate
group in one nucleotide connects to x/the deoxyribose sugar of the next one to make one
strand of nucleotides. Remember, make it using a RANDOM sequence of nucleotides.
DONT copy the manuals DNA sequence.
3. After youve made one random DNA sequence, follow the rules of DNA base-
pairing, and the instructions in the Manual (pages 3-5) in order to build the complementary
strand. MAKE SURE YOUR STRANDS RUN ANTIPARALLEL to one another.
4. Before you twist your strand into a helix, read post-lab question 5 below.
5. Use the manual to hydrogen bond the DNA strands together, add red rods, create
the base, and twist the double-stranded DNA into a helix (as shown on pages 6-7 of
manual). FOUR BASES MUST BE USED PER RED ROD. YOU ONLY NEED THREE
RED RODS IN THE CENTER.
*Once you have constructed your DNA model, write down the sequence of bases in one of the
strand.
*Compare your sequence to the other groups in the classroom. Are any of them the same? Why or
why not?
POST LAB QUESTIONS:
1. Which pieces represent the deoxyribose sugar? ________________________
2. Which pieces represent the phosphate group? _________________________
3. Which nitrogenous base does each of the following represent?
White: __________ Black: ___________ Silver: ___________ Green: ___________
4. Why are the adenine and thymine bases joined with an orange connector, while the
cytosine and guanine bases were joined together by a brown connector?
5. Compare the stability of the flat DNA model (before you twisted it) to the helical (spiral) DNA
model that you created. Which one is more stable? (Hint: if you cant figure it out, think about if
a sheet of paper is more stable than a sheet that is twisted into a cord).
6. Based on your answer to number 5, why do you think the DNA is shaped like a helix in our
cells (how is it helpful)?
7. Compare the sequence you made to the sequence of other groups DNA models in the room.
Are any of them the same? _________________ .
How does this relate to a comparison between your DNA, and others DNA in the room? Does
anyone in the room have the exact same DNA? Explain.
Grading Rubric:
1. DNA Model (10 pts)
A. Model contains 12 correctly paired complementary bases _____ / 2 pts
B. Deoxyribose and phosphate group connected correctly _____ /2 pts
C. Helix is shown accurately (four bases per red rod) _____ /2 pts
D. DNA strands were assembled in ANTIPARALLEL fashion _____/2pts

E. Stand was created correctly, and DNA molecule sits properly ___ /2 pts
2. Pre-Lab (8 pts)
A. all questions answered accurately _________ /8 pts
3. Post Lab Questions ( 8 pts)
A. all questions answered accurately _________ / 8 pts
Lab worth A TOTAL of 26 points _________ /26 pts
4. Cognitive Change Lesson Plan
Topic: Central Dogma

2006 MA Biology Framework Standard 3.2. Describe the basic process of DNA replication and
how it relates to the transmission and conservation of the genetic code. Explain the basic processes
of transcription and translation, and how they result in the expression of genes. Distinguish among
the end products of replication, transcription, and translation.
Reflective Introduction*:
The purpose of this lesson is to introduce students to protein synthesis: DNA makes mRNA, which
is read by ribosomes to position tRNA carrying amino acids into a particular sequence forming a
particular protein, which in turn (at least as an enzyme) enables (or inhibits) a particular
biochemical reaction.
This activity uses the metaphor of decoding a secret message for the protein synthesis process.
Students teach themselves the sequence of DNA transcription and translation (DNA-mRNA-
tRNA-protein), and practice with DNA codes by translating codons into amino acid sequences
spelling out meaningful sentences in English. This activity provides practice in base-pair matching
and following the sequence as performed by cells. Further practice is provided by requesting
students to create new DNA messages which can be "decoded biologically" by others. Associated
concepts are:
1. DNA bases match (pair) in specific ways: A with T, C with G, (A with U in RNA)
2. DNA is the central repository of information (in molecular code form) which controls life
via protein synthesis.
3. DNA makes RNA makes Protein ("The Central Dogma" of Protein Synthesis, as detailed
above)
*Source: http://www.indiana.edu/~ensiweb/connections/genetics/dna.les.html
1. Students will be able to explain DNA as a central repository of information (in code form)
which controls life via protein synthesis.
2. Students will be able to describe the "Central Dogma": How DNA makes RNA makes
Protein, in detail.
3. Students will be able to appropriately and consistently match DNA bases (A & T, C & G;
and A & U, C & G in RNA) in order to decode DNA sequences and identify the order of
amino acids in a DNA series of codons.

1. Activator: Pair students and ask them to share their notes and questions about the
video they watched for homework. Have students try to answer their partners questions. Ask
pairs to share their remaining unanswered questions and record on the whiteboard.
2. Mini-lesson: Answer student questions, using peer to peer teaching as possible.
Provide a summary overview and clear up any misconceptions about the Central Dogma, the
structure of DNA, transcription, and translations.
3. Student Engagement: Introduce Say It with DNA activity and have students practice
decoding DNA.
4. Wrap Up/Assessment: Students will complete Quick Check worksheet and turn in
Practice Sheet.
5. Follow up this lesson with a Message Maker Activity and contest to see who can
create the most original, funny, lengthy, or ironic message.
Timing (50 minutes):

(minutes)
5 Pair students and monitor sharing Discuss video notes with partner.
Write questions.
5 Record student questions on Share remaining unanswered

whiteboard. questions.
10 Facilitate peer to peer teaching to Actively participate in discussion.

answer remaining questions. Provide Ask questions for clarity.
an overview to clear up any remaining
misconceptions.
10 Introduce activity. Work through first Listen for directions and attempt
part of sample with students. practice decoding.
15 Hand out practice and message sheets Decode message on practice sheet
with each student assigned one
message
5 Distribute quick check Complete quick check turn in

practice sheet and quick check as exit
tickets
Homework:
The night prior to lesson, have students watch the video below and take notes and write down at
least one question they have after watching the video.
What is DNA and How Does It Work? https://www.youtube.com/watch?v=zwibgNGe4aY
The night following lesson, assign message maker and announce contest.
Lesson evaluation:
Did students complete homework assignment?
Were students able to help each other answer questions?
Were students able to decode sequences?
Ultimately, were students about to create individual, unique messages using
message maker, and translate segments of DNA codons into amino acid sequences?
Student Assessment:
Active participation in questioning and discussion throughout activator
Successful completion of practice sheet
Successful completion of quick check
Extra time as needed per IEPs
White board and markers
Printed worksheets
Safety Concerns:
None
WORKSHEETS TO BE ADDED IN WORD AT END

5. DNA Mutations
Topic: Monstrous Mutations

3.3 Explain how mutations in the DNA sequence of a gene may or may not result
in phenotypic change in an organism. Explain how mutations in gametes may result in
phenotypic changes in offspring.
Reflective Introduction
The main goal of this lesson is to introduce students to what exactly DNA mutations are,
how they occur, they different types that can occur, as well as what their effects can be on
the physical traits of an organism. Students will first engage in critical thinking and express
their thoughts on what changes in DNA may mean for an organism. The teacher will then
lead the class in a discussion on that topic which will then lead into descriptions of
DNA/gene mutations and the different types that can and may occur in an organism. Once
that has been discussed, the class will engage in the Monstrous Mutations activity. The
goal of this activity is for students to see how mutations can directly affect the physical
characteristics of an organism. At the end of the lesson students will discuss; how DNA
mutations can alter the DNA sequence, how they can alter the amino acid sequence, how
DNA mutations can lead to diversity, and how DNA mutations can both be harmful or
have no effect on on organism.
Instructional objectives for students

Students will be able to identify and explain how changes in DNA sequences affect
protein synthesis and thus result in phenotypic changes.
Students will be able to describe the different types of mutations, how they occur,
and what their effects maybe.
Students will be able to discuss positives and negatives of DNA mutations on an
organism's phenotype.
Brief description of lesson

Start: Begin with activator that ask students to think critically and respond to the following
questions:
What do you think would happen if there was a change in one of the
basepairs of a sequence of DNA? (Think about mRNA, codons, proteins, traits, and
the like)
The teacher will then prompt students to respond and a provide leading questions for a
class discussion on their initial thoughts. After a short class discussion, the teacher will
introduce the idea of DNA and gene mutations to the class. Students will take notes in their
class notebooks on what DNA mutations are as well as the different types (Missense,
nonsense, silent, substitution,)
Middle:The teacher will give students the Monstrous Mutations worksheet. Students will
work in groups of three to complete the activity. The teacher will work to time each portion
of the activity, as well as direct students as needed to complete all portions.
End:When students have completed the activity, the class will come together to discuss the
activity as well as what they learned about the effects of mutations on the phenotype of an
organism. If time does not permit for a full discussion, or students finish the activity early,
prompt students to answer the following question:
Do DNA mutations always alter the DNA sequence? Do they always
alter the amino acid sequence?
What difference between DNA and RNA base pairs do you need to
know in order to transcribe the sequence correctly?
Do DNA mutations lead to diversity?
Are DNA mutations harmful?
Timing:
5 Hand out paper to students. Activator Actively participate and work through
will be put on the board. Check in with questions.
on activator.
5 Prompt student responses. Respond to activator/teacher

questions. Participate in discussion of
activator answer.
10 Give notes on DNA/gene mutations Participate in class discussion and ask

and the different types that can occur. clarifying questions as needed. Take
Prompt student participation. notes.
5 Introduce Monstrous Mutations Ask clarifying questions as needed.

activity to class. Describe activity, go
over directions and expectations.
20 Check in with students. Answer Participate in class activity and ask
questions as needed. Prompt/redirect clarifying questions as needed. Ask
students with leading questions. questions as needed.
5 Engage students in wrap up discussion Students will engage and participate in

based on the analysis questions/ class discussions/ answer discussion
prompt students to respond to questions on paper to be turned in.
questions on paper
Homework:
No formal homework
Lesson evaluation:
Student assessment
Students will complete the activity worksheet and be assessed on
their participation and their thoughtful responses to discussion questions.
Unit test will include many multiple choice questions based on how
DNA/gene mutations influence trait expression
Adjustments for special needs students:

or Elmo screening.
Materials, equipment, and supplies

Student notebooks
Class notebook
Extra paper
Copies of Activity Packet
Nine dry peanuts in shell (per group of three students)
Blanket for the peanuts
Table or desk
One cup (per group of three students)
15 plastic knives
Six pairs of goggles
Cotton
Stop watch
Large roll of duct tape or masking tape
String
Paper bag containing the letters A through H on slips of paper
Safety concerns:
Care with
Activity Worksheet
Monstrous Mutations
Introduction:
Mutations are caused by changes in DNA. Knowing a few basic types of
mutations can help you understand why some mutations have major
effects and some may have no effect at all. The following are some of
the types of mutations that can occur.
Substitution
A substitution is a mutation that exchanges one base for another (i.e., a
change in a single chemical letter such as switching an A to a G). Such
a substitution could:
1. Change a codon to one that encodes a different amino acid

and cause a small change in the protein produced. For example,
sickle cell anemia is caused by a substitution in the beta-
hemoglobin gene, which alters a single amino acid in the protein
produced.
2. Change a codon to one that encodes the same amino acid and
causes no change in the protein produced. These are called silent
mutations.
3. Change an amino-acid-coding codon to a single stop codon
and cause an incomplete protein. This can have serious effects
since the incomplete protein probably wont function.
Insertion
Insertions are mutations in which extra base pairs
are inserted into a new place in the DNA.
Deletion
Deletions are mutations in which a section of DNA is lost, or deleted.
Frameshift
Since protein-coding DNA is divided into codons three bases long,
insertions and deletions can alter a gene so that its message is no longer
correctly parsed. These changes are called frameshifts.
For example, consider the sentence, The fat cat sat. Each word
represents a codon. If we delete the first letter and parse the
sentence in the same way, it doesnt make sense.
In frameshifts, a similar error occurs at the DNA level, causing the
codons to be parsed incorrectly. This usually generates proteins that
are as useless as hef atc ats at is uninformative.
Objective(s):
To understand and observe mutations.

To recognize and adapt to mutations
To observe how mutations effect survival skills
Materials Needed:
Nine dry peanuts in shell (per group of three students)
Blanket for the peanuts
Table or desk
One cup (per group of three students)
15 plastic knives
Six pairs of goggles
Cotton
Stop watch
Large roll of duct tape or masking tape
String
Paper bag containing the letters A through H on slips of paper
Procedure:
1. Students should form groups of threes. Each student will

simulate an animal that can only digest peanuts as its food source.
2. Unfortunately, random mutations have produced some unusual
characteristics in recent offspring. Each group will find out what
mutation they represent by selecting a letter from the paper bag
the teacher has provided.
3. The letter drawn will correspond to the characteristics listed
in Chart 1. This letter will also represent the letter of each
groups home location and storage cup.
Chart 1
Letter Characteristic produced by mutation
drawn by
groups
A Long fingernails (produced by plastic knives
taped to fingers with tape)
B No fingers (produced by taping each hand
closed)
C Lack of peripheral vision (produced by putting
on goggles and stuffing cotton in the sides to
prevent viewing from the side)
D Hands fused together in front of body
(produced by placing hands together in front
of body and taping them together)
E Feet and ankles fused together (produced by
taping the ankles tightly together with tape)
F No arms (produced y taping the arms down to
the side of the body with tape)
G Arms fused together behind the back at the
wrists (produced by placing arms behind the
back and taping tightly at the wrists)
H Blind (produced by using goggles taped over
securely with tape)
Each group should attain the proper materials and prepare itself to
represent the characteristic produced by the letter of the mutation
selected from the paper bag.
5. Each group should begin the activity at the specified location in
Figure A. The goals of each group are to:
A. Gather the food (nine peanuts per group)
B. Store the food for later use (place the nine peanuts in your
letter-designated container).
C. Retrieve the food at a later time (remove the nine peanuts from
the container and return with the peanuts to the home location).
D. Process and consume the food (remove the peanuts from the
nine shells and consume these peanuts).
6. To begin the activity, each group should position itself at its specified
home location. The teacher will start the stopwatch and each group will
begin with food gathering. Group members should proceed to the
blanket containing the peanuts and gather nine peanuts per group.
These nine peanuts should then be transported to a container. The
three group members should return to their home location. At this
point, the group will proceed back to the plastic container to retrieve its
food. Once the group has removed all nine peanuts, it will return to the
home location. The group will open the peanut shells and remove the
contents. Each group member will consume the contents of three of the
peanut shells at the completion of this process, the amount of time
required to achieve this will be recorded.
7. Each group will continue until the peanuts have been consumed and
time has been recorded.
8. The teacher will write the times required for each group to complete
the process on the chalkboard (a bar graph can be made).
6. Classroom CSI - How Do Genetics Help Solve Crimes?
Topic: Special Guest Speaker Medical Examiner/Forensic Scientist Overview on using DNA as
evidence in crime solving
Reference to MA 2006 Science Framework:

Standard 3.2. Distinguish among observed inheritance patterns caused by several types of genetic traits
(dominant, recessive, codominant, sex-linked, polygenic, incomplete dominance, multiple
alleles).
The goal of this lesson is to reinforce concepts learned in previous lessons through application to real life
experience. Students have learned that all living organisms have unique DNA, and though organisms that
result from sexual reproduction can be closely related, no two have exactly the same genetic material
(except identical twins). The intent of this lesson is to introduce students to how differences in DNA are
used within the human community to help solve crime by linking perpetrators to crime scenes. A local
medical examiner/forensic scientist will be invited to provide students with an overview of DNA evidence
and the technology used for crime-solving. Students learn the different types of DNA evidence and analysis
used by scientists, and will hear real life examples of cases where DNA evidence was used to help solve a
crime.
Students will be able to:

1. Explain the different types of DNA evidence and analysis that is used in solving crime;
2. Describe the job of a medical examiner/forensic scientist; and
3. Demonstrate the ability to listen respectfully and pay attention during a talk by a public official.

This lesson covers one (1) 50-minute class period.
questions:
Have you watched CSI? Can you think of ways DNA evidence is used to solve crimes? Do you
know how DNA is analyzed? (Can use Think/Pair/Share for this activator)
Student Engagement - Introduce speaker.
Wrap Up Q&A session with speaker, and class thank you.
Timing:
Time (50
minutes) Teacher activity Student activity
5 Ask initial questions. Extend as Volunteer answers.

possible/necessary.
35 Introduce speaker and monitor Listen and take notes as needed. Be

students during presentation. respectful.
10 Facilitate Q & A. Capture questions on Ask questions of speaker. Thank

white board. Thank speaker publicly. speaker for coming.
Homework:
Ask students to bring in one news article the next day that mentions the use of DNA to solve a crime.
Lesson evaluation:
Were students active in offering ideas and thoughts during the activator?
Did students listen respectfully to the speakers entire presentation?
Did the students ask thoughtful and relevant questions during the Q & A?
Student Assessment:
Number and quality of student questions
Next day for the activator ask students to write a short essay on how DNA is used to solve
crime

Accessible location at lab bench for visually impaired students
Assistance holding materials during lab processes
Projector/computer if needed
Safety Concerns:
Make sure speaker is approved through the proper channels

7. Technology Lesson Using Excel to Graph Data
Time: Two (2) 50-minute blocks
Reference to 2006 MA Science Framework:

SIS3. Analyze and interpret results of scientific investigations.
Present relationships between and among variables in appropriate forms.
o Represent data and relationships between and among variables in charts and graphs.
o Use appropriate technology (e.g., graphing software) and other tools.
Use mathematical operations to analyze and interpret data results.
Assess the reliability of data and identify reasons for inconsistent results,
such as sources of error or uncontrolled conditions.
Use results of an experiment to develop a conclusion to an investigation that
addresses the initial questions and supports or refutes the stated hypothesis.
The ability to accurately and meaningfully represent data is a critical skill for scientists of any
discipline. Technology tools available today make it much easier to graphically represent data, and
it is important that students learn early in their academic careers how to take advantage of these
tools. Excel is a program that students will use throughout their academic careers and often later in
their professional careers and personal lives. Spending a lesson on using Excel for graphing data
sets to introduce them to the concept of computer graphing and having them apply it for their
Cancer Risk Survey analysis and also their Genetics Disorder Research Projects will provide a
foundation for a skill that can be developed over time and transferred to other science disciplines.

1. Transfer raw data into well-designed data tables in Excel or other spreadsheet
software;
2. Sort data effectively to prepare it for graphing;
3. Create multiple types of graphs for a data set, and evaluate which graph most
meaningfully represents the data;
4. Ensure that graphs are well designed and appropriately labeled;
5. Manipulate created graphs in terms of data and design;
6. Describe the data presented in multiple types of graphs; and
7. Analyze graphs to evaluate their efficacy and accuracy.

1. Introduce the lesson by giving students examples of graphed data, both good and
bad, and asked them to analyze the graphs in groups and then briefly share with the class
what the graphs represent.
2. Pass out various raw data sets and instruct the students to enter the data into the
spreadsheet.
3. Provide step by step instructions for creating graphs, starting with illustrating the
options for graphs included in Excel.
4. Have students work in pairs to create graphs of their data.
5. Each group presents their graphs in a museum walk format and receives feedback
from peers and teacher.
6. Individual students then edit graphs and submit a final graph for grading.
Timing:
Day 1 Time Teacher activity Student activity
15 min Pass out graphs and question prompts; Review graphs and answer questions;
Facilitate sharing Discuss with group; Groups share
analyses of graphs
15 min Pair students; Pass out raw data With partner, enter data into
spreadsheet
15 min Provide step by step instructions for Follow along with teacher and attempt
creating graphs using Excel; Explain each step; Ask for clarification if
different types of graphs for different needed
types of data; Check for
understanding
5 min Ask students to save graphs and Save graphs and record questions
record questions/problems/challenges
to be picked up next class
Day 2 Time Teacher activity Student activity
5 min Instruct students to get with partner, Follow instructions

retrieve laptops, open saved files, and
review questions
5 min Ask students to share questions and Share questions and participate in
use peer to peer assistance as discussion/helping
appropriate
15 min Instruct students to continue working Get with partner and work on graphing
and select the best graph for their data
5 min Instruct students to print their best Print and place paper for museum walk
graphs and set up museum walk viewing
15 min Facilitate museum walk provide Museum walk and provide peer
sticky notes feedback
5 min Instruct students to collect feedback Collect feedback and agree to plan for
and make any final changes to graphs finalizing graphs.
as homework.
Homework:
Students collect sticky-note feedback and individually edit graphs to as
needed. Students submit completed graphs the following day (or after a
weekend) for a final grade (recommend +, , - approach to grading as this
is a formative lesson).
Lesson Evaluation:
Using Excel to create graphs requires students to understand the basic concept of graphing before
the lesson starts. Comfort level with graphs can be ascertained with the initial exercise. If it is clear
that students do not understand the structure and function of graphs, additional time may be needed
to add a more remedial segment on graph creation.
The effectiveness of the lesson will be demonstrated throughout the year as students are asked to
incorporate Excel graphs into future assignments.
Student Assessment (Knowledge, skills, and understanding):

Prior knowledge is assessed with analyses of initial graphs
Checks for understanding occur at each step
Review of questions with peer to peer assistance as appropriate
Feedback from museum walk (depth of understanding ascertained from student
comments on peer graphs)
Summative assessment at end of lesson when final graph is reviewed and graded
Questions on subsequent unit exams requiring students to use Excel to graph small
data sets, select the appropriate type of graph, and evaluate the efficacy and accuracy of
graphed data

Additional time or one-on-one assistance at each stage of the lesson
Voice recognition software for students with motor skill challenges
Adjust backgrounds or zoom levels for visually impaired students
Laptop or desktop computers for each student with Excel software

Ability to print from laptops
Samples of graphs (both good examples and poor examples)
Raw data sets for each student (can be relevant to current unit of study and varied
among students, and with minimum data needed to create meaningful graph)
Safety Concerns:
None
8. Genetic Disorder Research Project
Topic: Genetic Disorders - Social Context Lesson Plan

Reference to 2006 MA Biology Framework Standards:
3.3 Explain how mutations in the DNA sequence of a gene may or may not result in phenotypic
change in an organism. Explain how mutations in gametes may result in phenotypic changes in
offspring.
3.4 Distinguish among observed inheritance patterns caused by several types of genetic traits
(dominant, recessive, codominant, sex-linked, polygenic, incomplete dominance, multiple
alleles).
The intent of this lesson is to create awareness and understanding of how problems with our genes
can result in disorders that have a wide range of effects on human anatomy and physiology, and
introduce students to the field of human genetics research. Nearly all students are aware of some
form of genetic disorder and many have first-hand knowledge through a family member or friend
that lives with or passed away from a gene-related illness. The social context aspect of this lesson
plan connects students life knowledge and experience with the scientific explanations behind the
genetic disorders they are aware of but might not understand. It broadens their knowledge base
about genetic disorders, and introduces them to the scientists and processes of research required to
better understand a disorder, identify treatments, and ultimately, find a cure.

1. Demonstrate a capability to use available resources to research a scientific topic
using reliable sources to collect information on a particular subject (genetic disorder);
2. Summarize, synthesize, and communicate their research effectively to their peers;
3. Describe how certain conditions or diseases are linked to genes and DNA; and
4. Explain the cause, symptoms, affected populations, and current treatments for at
least one genetic disorder.

Activator - Ask students if they can name or describe any genetic disorders, and if so, extend by
asking if the student knows the cause of the disorder. If students are unable to identify any genetic
disorders, ask if they have thoughts about what might cause a genetic disorder, based on what they
have learned so far about the Central Dogma, transcription, translation, and mutations.
Assignment - For this project, students will:

1. Research a genetic disorder from a list of possible topics (or identify another
genetic disorder);
2. Produce a minimum 5-slide PowerPoint or Google Slides presentation with the
information collected; or make a poster with the information;
3. Give a presentation 5-7 minutes long in front of the class covering all the points of
information; and
4. Fill out the rubric to self-grade (and grade collaboration effort if applicable).
Students may do this assignment alone or in a group of two students. Students will have one full
class period to be introduced to the assignment and begin their research. Additional class time
should be provided on subsequent days. Homework will be required to complete assignment.
Timing: One 50-minute class period to introduce and begin assignment (Additional portions
of other class days to work on assignment)
Engage: Ask students if they can name or Participate in discussion

describe any genetic disorders, and if so, extend
5-10 by asking if the student knows the cause of the
disorder. If students are unable to identify any
genetic disorders, ask if they have thoughts
about what might cause a genetic disorder,
based on what they have learned so far about the
Central Dogma, transcription, translation, and
mutations. Compile information on a
whiteboard or SmartBoard.
5-10 Explore: Introduce lesson assignment. Pair Listen to assignment and ask
students and distribute assignment packet. Ask clarifying questions. Move to
for areas of confusion. Give students a few partner (if working with one),
minutes to review list and select a disorder. Use review list, and select disorder.
a random selection tool (pick a number, letter, Participate in random selection
etc.) to have pairs/students select disorder. Ask process per teacher instruction.
students to retrieve laptops and begin research. Decide if preparing slides or
Provide materials available for posters. poster.
25-30 Monitor student progress on research. Answer Actively research and take notes
questions as they arise. Suggest students on assigned disorder. Begin
develop a work distribution plan and schedule outlining slides or poster. Agree to
for completion. work distribution plan and
schedule for completion.
5 Ask students to save work to date, log off Follow teacher instructions.
laptops, return materials, store posters, etc. Ask Report on progress. Ask any
for progress reports and last questions. questions you have.
Homework:
Students should work on completing assignment at home as needed.
Lesson Evaluation:
Did students share prior knowledge of genetic disorders, or thoughts about
what might cause them?
Did students get their choice for disorder, or accept their second choice
without complaint?
Did students ask questions to clarify any points of confusion about the
project assignment or when doing initial research?
Did students successfully complete the assignment?
Did peers show respect and interest during student presentations, and ask
questions?
Students will be assessed on a formative basis through teacher observation
of discussions and participation during assigned class time for project preparation, as well
as through interim project status briefs to report group progress toward completion.
Final projects will be assessed based rubric included with assignment -
summative, 50 pts.
If the students have difficulty learning by listening then provide

lecture/lesson outlines for them to follow along and provide students with visuals via use of
a smartboard/Elmo
Pair activity - peer support
For ELL students - an appropriate bilingual dictionary
Targeted assistance
Extra time if appropriate

Elmo/Smartboard/Whiteboard
Computers/Laptops (for students)
Pens/Pencils
Poster board
Markers/colored pencils
Scissors
Glue
Appropriate worksheets and rubric
Safety Concerns:
None
Activity Worksheet
Name(s) ___________________________ Block ________ Date__________

Genetic Disorder Research Project (20 points)
Introduction
Some illnesses come from the environment. For example, diseases like the flu or AIDS are caused by
viruses infect people. Bacteria, one-celled protists, or fungi can also make people sick.
Other disorders are due to mistakes in the genes. A person can be born with a genetic disorder, usually
inherited from the parents. Or cells can start dividing uncontrollably, like in cancer.
Assignment Guidelines
For this project, you will:
1. Research a genetic disorder from the list of possible topics below (or identify another disorder as
approved by the teacher);
2. Research the disorder and answer the questions below at a minimum;
3. Prepare a list of references for your source material using APA format (see Guidesheet);
3. When you have researched your disorder type, you will share the information you collected with the
class. To do this sharing, you may select one of the options below:
a. Produce a 5-slide minimum PowerPoint or Google Slide presentation with the information you
have collected; OR
b. Make a poster with the information; AND
c. Give a 5-7 minute lecture covering all of the points of information.
4. Fill out the rubric to give yourself (and your partner if applicable) a score for your work.
You may do this assignment alone or in a group of two students. If you work in pairs, complete and sign the
Pairs Work Distribution Sheet. BOTH PARTNERS MUST PARTICIPATE IN THE PRESENTATION.
Possible Topics
Albinism
Amyotrophic Lateral Sclerosis (ALS or Lou Gehrigs Disease)
Cystic Fibrosis
Down Syndrome
Muscular Dystrophy
Hemophilia
Fragile X Syndrome
These questions are to be researched for your genetic disorder. If you absolutely cannot find answers to
these questions, ask your teacher for substitute questions.
1. What is the name of your genetic disorder?
2. What are the specific symptoms of our genetic disorder? Include all the major
symptoms.
3. What is the treatment for this disorder? Can this disorder be cured?
4. If no treatment is available, what can be done for a person with this disorder?
5. What specifically is the disorder and how is it inherited? Is it a dominant trait, a
recessive trait, a problem with the number of chromosomes, a genetic mutation, or something else?
Explain fully.
6. How common is the disorder? How many people have it? How many are born with
or develop it each year?
7. Is the disorder limited to a particular population or are certain demographic groups
more likely to get it?
8. How long is the average lifespan of a person with this disorder?
9. How is the family of a person with this disorder affected?
10. What have you learned personally from researching this disorder? For example, do
you know anyone with this disorder? How would you feel if you had this disorder? (Both
members must provide response if working in pairs)
Note: If you prepare slides, each answer should be clearly displayed on one of the slides. You will have
more than one answer on a slide, so consider using bullet points.
Scoring Rubric (50 points possible):
Your Teacher
Task Novice Apprentice Master Score Score
1-4 questions 5-7 questions 8-10 questions

answered completely; answered completely; completely answered;
Research Few or no references Some references in Comprehensive
provided in APA APA format (11-20 references in APA
format (0-10 pts) pts) format (21-30 pts)
Facing screen or back Sometimes facing Facing audience;

wall; Little or no eye audience; Some eye Good eye contact;
Presentation contact; Difficult to contact; Volume ok Everyone can hear (9-
hear (2-4 pts) (5-8 pts) 10 pts)
Slides hard to read Slides easy to read Slides look

(font size, color, (font size, color, professional (font
PowerPoint graphics, graphics, size, color, graphics,
organization) (2-4 organization) (5-8 organization) (9-10
pts) pts) pts)
Poster is hard to read Poster is easy to read Poster looks

(font size, color, (font size, color, professional (font
graphics, graphics (can be size, color, graphics
Poster organization) (2-4 hand- drawn or (can be hand-drawn
pts) printed), or printed),
organization) (5-8 organization) (9-10
pts) pts)
Total:
Genetic Disorder Research Project

Pairs Work Distribution Sheet (to be completed only if worked with a partner)
TASK STUDENT(S) RESPONSIBLE

Symptoms research
Treatment research
Inheritance research
Occurrence research
Research on who gets it most often
Life span research
PowerPoint presentation/Poster
Presentation to Class
Signatures: __________________________________________________
9. Mendel and His Laws
Topic: Introduction to Mendelian Genetics
Reference to Massachusetts State Frameworks:

3.5:Describe how Mendels laws of segregation and independent assortment can be
observed through patterns of inheritance (e.g., dihybrid crosses).
This lesson aims to introduce students to the field of genetics and the basic terminology
through discussing the Father of Genetics, Gregor Mendel, and his pioneering work with pea
plants. In classes prior to the lesson, students have discussed the structure of DNA and how its
structure is used to code for traits (transcription to translation to amino acids to expression). Within
this lesson, the goal is to have students connect the previous information to the new topic of genes,
inheritance, and genetics as a whole. Class discussion and videos will allow students to talk about
what they already know, what they are still trying to grasp, and make connections to new ideas. By
the end of class students will be able to define the basic terminology of genetics as well as explain
the impact that Mendel had on the study of genetics. The class discussions along with the videos
and notes will help to build up the foundational knowledge needed to cover the rest of the
standards in this unit. In the following lesson, students will be introduced to the Mendelian Laws
of genetics as well as the basics of using a Punnett square to explain monohybrid inheritance.

Students will be able to discuss the influence of Gregor Mendel on the study of
genetics.
Students will be able to explain the basic terminology of genetics (phenotype,
genotype, heterozygous, homozygous) through Gregor Mendel's experiments with pea
plants.

Start
Class will begin with an activator that will ask them to recall their knowledge from
previous lesson topics as well as practice of MCAS style questions.
1. The stored information in DNA codes for which of
the following?
A. Proteins
B. Simple sugars
C. Mitochondria when energy is needed
D. large vacuoles when nutrients are abundant
2. Which of the following statements describes a DNA molecule?
A. It contains the base uracil.
B. It has a double helix shape.
C. It contains five phosphate groups per nucleotide.
D. It has a backbone of twenty different nucleotides.
3. A single nucleotide of DNA is composed of which of the following substances?
A. adenine, guanine, and cytosine
B. hydrogen, a phosphate group, and adenine
C.ribose sugar, deoxyribose sugar, and thymine
D. deoxyribose sugar, a phosphate group, and a nitrogenous base
Middle: Mini Lesson/Video

Begin with discussion questions for the entire class.
What holds an organism's genetic information?
How does that genetic information get translated into
traits
What makes our genetic information different from
other people? From other organisms?
After a quick review, ask students to create a KWL (Know, want to know, and
learned) on a blank piece of paper. Prompt students to fill in the Know sections in
regards to genes, genetics, and heredity. Play video on genes
(https://www.youtube.com/watch?v=5MQdXjRPHmQ). Once the video is finished
have them fill out the W and L portion of the chart.
Next open up discussion about what a gene is, give formal definition and introduce
the idea/definition of an allele. From there, play students a video to show how the
study of genetics began and the important role that Gregor Mendel played in
discovering some rules of genetics (https://www.youtube.com/watch?
v=Mehz7tCxjSE&t=1s). When the video is over ask students to identify keywords
that they heard in the video and then define each word as a class. The goal is to
define heterozygous, homozygous, genotype, and phenotype.
End:
Class will end with students handing in their KWL from earlier in class on the
topics discussed in the lesson.
Timing:
Hand out paper to students. Activator Actively participate and work through
5-10 will be put on the board. Check in with questions.
on activator.
5-10 Ask students to answer, go over correct Respond to activator/teacher questions.

answer. Participate in discussion of activator
answer.
5 Prompt students with review Participate in class discussion and ask

discussion questions. clarifying questions as needed.
(What holds an organism's genetic
information? How does that genetic
information get translated into traits?
What makes our genetic information
different from other people? From
other organisms?)
5 Ask students to create a KWL chart on Students will create KWL chart on
the same paper as activator questions. paper and respond to the K and W
Prompt students to answer the K portion with what they know/think they
(know) and W(want to know) portions know about genes, genetics and
of the chart in regards to genes, heredity.
genetics, and heredity.
8 Play video. Engage in watching video.

https://www.youtube.com/watch?
v=5MQdXjRPHmQ
https://www.youtube.com/watch?
v=cWt1RFnWNzk&t=23s
10-12 Give formal definitions for gene, Take notes in notebook. Engage in
genetics, heredity. questioning.
Prompt students to respond with Respond with words/ideas that were

words/ideas they thought were important from the video. Discuss the
important from the video. Work meanings of the words/ideas with the
through forming definitions with class. class and teacher and engage in
Notes should include: phenotype, questioning. Take notes in notebook.
genotype, heterozygous, homozygous,
and the laws of Mendelian Genetics.
5 Prompt students to finish L (learned) Respond to L portion of KWL and

portion of KWL chart as well as write write any questions or points of
down any questions or areas of confusion that are still lingering.
confusion they still have.
Homework:
No formal homework
Lesson Evaluation:
During class discussions, observe conversations to determine student knowledge and clear
up any points of confusion. Incorporate guiding questions in order to help extend their
thinking.
Student Assessment:
knowledge from the previous class as well as the previous unit. That will lead into a
short discussion which will lead into the discussion of that lessons topic.
Students will be asked to make observations and describe those
observations to the class and answer questions related to this on an activity sheet.
basics of Mendelian genetics.

or Elmo screening.

Student notebooks
Class notebook
Extra paper
Safety Concerns:
10. Punnett Squares 1 - Monohybrid Crosses
Topic: Monohybrid Crosses and Predicting Traits

3.6 -Use a Punnett Square to determine the probabilities for genotype and phenotype
The purpose of this lesson is to introduce students to determining probability of genotypes
and phenotypes of monohybrid crosses. The concept of Punnett Squares will also be introduced and
their use in determining probability will be explored through a class activity and various class
examples. The activity in this lesson will work to have students recall previous information as well
as further explore the idea of monohybrid cross and genetic probability. The activity will aid in
students practicing how to create and analyze Punnett squares as well as how both genotypes and
phenotypes can be inferred from the given information.

Students will be able to show basic inheritance of a single trait (monohybrid) cross
using a Punnett Square.
Students will be able to interpret a Punnett square to determine the probabilities of
genotypic and phenotypic ratios.

Before: The teacher will need to create 1 set of allele Popsicle sticks per student or pair. A
set is composed of 4 Popsicle sticks, each one labeled as shown on Activity 1's worksheet.
It is suggested that Popsicle stick sets be color-coded, so that if students are working at
tables in close proximity to peers, they do not get their sticks mixed up.
Start: Begin with activator that ask students to recall the basic vocabulary from the
previous class by defining:
gene dominant
allele recessive
heredity heterozygous
phenotype homozygous
genotype
Middle: Distribute the "Genetics can be a Monster" activity. The teacher will guide students
to complete parts 1-3b. Once the teacher is confident that students understand how the
Popsicle sticks model the parents' alleles, he or she will guide the students through the first
two rounds of part 3d. Students will complete part 3c on their own, but teacher may discuss
outcome as a class or in small group. Students will also complete 3d's data table on their
own for Rounds 3 - 8. Once the data table is complete, a class discussion may take place.
This can also be done between pairs of students and/or in small groups. Students will
complete the Analysis questions on their own.
End: The class will engage in a wrap up discussion of the activity. Heredity and the passing
of traits can be related to the cellular processes of mitosis and meiosis. The Punnett square
and probabilities are a small piece of the heredity unit.
Timing:
Time Teacher Activity Student Activity
5 Hand out paper to students. Activator will be Actively participate and work
put on the board. Check in with students to through questions.
ensure they are all working on activator.
5 Prompt student responses, review Mendel's Respond to activator/teacher

laws from previous class. questions. Participate in discussion of
activator answer.
10 Give notes on monohybrid crosses and Participate in class discussion and

Punnett squares. Prompt student participation. ask clarifying questions as needed.
Take notes.
5 Introduce activity, go over directions and Ask clarifying questions as needed.

expectations.
20 Check in with students. Answer questions as Participate in class activity and ask
needed. Prompt/redirect students with leading clarifying questions as needed. Ask
questions. questions as needed.
5 Engage students in wrap up discussion based Students will engage and participate
on the analysis questions. in class discussions.
Homework:
Finish activity packet if needed
Punnett square practice worksheet
Lesson Evaluation:
Students will successfully complete activity and analysis questions
Student Assessment:
The activator questions will ask students to call on previous knowledge from
the previous class as well as the previous unit. That will lead into a short discussion
which will lead into the discussion of that lessons topic.
Students will be asked to participate throughout the presentation and use
their outside knowledge and understanding to answer questions.
Students will be asked to participate in a class discussion and use critical
thinking to analyze and apply their new and previous knowledge.
Students will be asked to make observations and describe those observations
to the class and answer questions related to this on an activity sheet.
Unit test will include many multiple choice questions based on the using the
Punnett square to interoperate data.
Punnett Square Practice worksheet (homework)

If the students have difficulty learning by listening, then provide lecture/lesson
or Elmo screening.

Student notebooks
Class notebook
Extra paper
Activity packet
Popsicle sticks
Safety Concerns:
Activity Worksheet
NAME:_________________________________________
GENETICS CAN BE A MONSTER!

1. Write the Guiding Questions:
How can children of the same two parents have different expressions of their
traits?
How can the chance of possessing certain traits change as new generations
are born?
2. Read the Background Information; write 1 -2 sentences to summarize the

information.
Heredity is the passing of traits from parents to their offspring. In order to determine the
probability, or chance, that an offspring will inherit a certain trait from one or both parents, a
geneticist uses a Punnett Square. A Punnett square is a diagram that shows a prediction of the
possible outcomes of offspring genotypes.
There are three possible genotypic outcomes in a Punnett Square. Homozygous dominant
means that both inherited alleles are dominant, and represented by a capital letter, for example,
(EE). Homozygous recessive means that both inherited alleles are recessive, and represented
by a lower case letter, for example, (ee). The third possibility, heterozygous, means that one
inherited allele is dominant, and the other inherited allele is recessive, so the genotype would
be written with both a capital and a lower case of each letter, for example, (Ee). While the
genotype is expressed as a letter combination, the phenotype is the physical form or
appearance of a trait. If the allele being studied was number of eyes, and possessing two eyes
were dominant, genotypes (EE) and (Ee) would have a phenotype of having two eyes, whereas
the genotype (ee) would have the phenotype of having one eye. Remember, both homozygous
dominant and heterozygous genotypes show the dominant allele in their phenotypes because
they each have at least one dominant allele. In a heterozygous individual, the recessive allele
(e) is hidden. Only homozygous recessive individuals are able to show the recessive trait,
because they do not possess a dominant version.
3. Complete the investigation by following the procedure below. You will construct
multiple Punnett Squares and determine the probability that offspring with possess certain
traits.
a. The images below show a male and female Monsiterus furious. The allele
for two eyes is dominant over the allele for one eye.
Male Female
According to the pictures above, which Monsiterus furious shows the dominant allele?
____________
b. Obtain four Popsicle sticks. These represent chromosomes for each parent.
The males set is represented by the markings M1 and M2, and the females set is
represented by the markings F1 and F2. Make sure you have one of each. The allele for
number of eyes a monster has is represented by the letter E or e.
Which letter (upper or lower case) represents the dominant trait of

having two eyes? _____________
Which letter (upper or lower case) represents the recessive

trait of having one eye? _____________
According to the set of Popsicle stick alleles youve

received, what are the genotypes and phenotypes of
parents?
Male genotype: _________________________
Male phenotype: ________________________
Female genotype: _______________________
Female phenotype: ______________________
c. Create a Punnett square to show the cross of the parents chromosome

Popsicle sticks.
Out of eight offspring, how many will have one eye? __________
Out of eight offspring, how many will have two eyes? __________
d. Arrange your sticks so that the males alleles are on one side and the
females alleles are on the other side. Flip them over so you cannot see their labels. Choose
one chromosome (stick) from the male pile and another from the female pile. These two
selected sticks represent the chromosomes from each parent. Write each parents alleles in
the data table below. Next, combine the alleles to form the new offsprings genotype.
Last, write the offsprings phenotype. Repeat this process until all eight rows of the data
table are complete.
Male Female Offsprings genotype Offsprings phenotype

allele allele
Round
1
Round
2
Round
3
Round
4
Round
5
Round
6
Round
7
Round
8
e. Determine the fraction and percentage of offspring with each phenotype

from your data table. Show your work.
Two eyes: Fraction: _______/8 Percentage: _____________
One eye: Fraction: _______/8 Percentage: _____________

4. Analysis. Compare the numbers. Do the Punnett square predictions from part C
match the results you got in part E? Discuss this with a partner, then as a group or whole class.
1. Did your classmates have the same results?

2. How can you explain your results?
3. How can the results of your classmates be explained?
Homework
Punnett Square Practice Worksheet Name:

Advisory 3:
1) For each of the genotypes (AA, Aa or aa) below determine what the phenotype would be.
Purple flowers are dominant to white flowers.
PP_____________ Pp____________ pp_______________
Hairy knuckles are dominant to non-hairy knuckles in humans.

HH_____________ Hh ___________ hh _________________
Bobtails in cats are recessive. Normal tails are dominant.

TT _____________ Tt _________ tt _____________
Round seeds are dominant to wrinkled seeds in pea plants.

RR______________ Rr _____________ rr ____________
No-cleft chin is dominant. Cleft chin is recessive.

CC ___________ Cc __________ cc _____________
2) For each of the following write whether it is homozygous dominant, heterozygous or homozygous
recessive.
AA Ff Aa gg
GG Pp Ii tt
TT Tt aa Oo
Use the following information for questions 3-5:

In dogs, the gene for fur color has two alleles. The dominant allele (F) codes for grey fur and the
recessive allele (f) codes for black fur.
3) The female dog is heterozygous. The male dog is homozygous recessive. Figure out the phenotypes and
genotypes of their possible puppies by using a Punnett Square.
Genotypes: Phenotypes:
FF: Ff: ff: Black fur: Grey fur:
4) The female dog has black fur. The male dog has black fur. Figure out the phenotypes and genotypes of
their possible puppies by using a Punnett Square.
FF: Black fur:
Ff: Grey fur:
ff:
5) The female dog is heterozygous. The male dog is heterozygous. Figure out the phenotypes and genotypes
of their possible puppies by using a Punnett Square.
FF: Black fur:
Ff: Grey fur:
ff:
Use the following information for questions 6-8:

In fruit flies, red eyes are dominant (E). White eyes are recessive (e).
6) If the female fly has white eyes and the male fly has homozygous dominant red eyes, what are the
possible phenotypes and genotypes of their offspring?
EE: Red Eyes:
Ee:
ee: White Eyes:
7) If the female fly has EE and the male fly has EE, what are the possible phenotypes and genotypes of their
offspring?
EE: Red Eyes:
Ee:
ee: White Eyes:
8) If both flies are heterozygous, then what are the possible phenotypes and genotypes of their offspring?
EE: Red Eyes:
Ee:
ee: White Eyes:
11. Punnett Squares 2 - Dihybrid Crosses and Polygenetics
Topic: Dihybrid Crosses

3.5 -Describe how Mendels laws of segregation and independent assortment can be
observed through patterns of inheritance (e.g., dihybrid crosses).
3.6 -Use a Punnett Square to determine the probabilities for genotype and phenotype
The purpose of this lesson is to have students take their knowledge of determining probability of
genotypes and phenotypes of monohybrid crosses and apply it to dihybrid crosses. The concept of
monohybrid crosses and Punnett Squares will be reviewed to set students up for the lessons activity.
The activity in this lesson will work to have students recall their previous knowledge as well as
further explore the idea of mono and dihybrid crosses as well as genetic probability as a whole. The
activity will continue to aid in students practicing how to create and analyze Punnett squares as well
as how both genotypes and phenotypes can be inferred from the given information.

Students will be able to demonstrate Mendels law of segregation and independent
assortment by applying them to Punnett squares.
Students will be able to predict and calculate inheritance probabilities by using
Punnett squares and apply them to dihybrid crosses.

questions:
What explains the resemblance between related individuals i.e. siblings?
What explains variations between related individuals i.e. siblings?
What explains the variations between individuals within the same species?
What explains the similarities between individuals within the same species?
After a short class discussion, the class will review monohybrid crosses with several word
problems. The teacher will project each on the board, the students will independently create
a punnett square to answer the question. The class will then review the answers together.
1. In dogs, curly hair is dominant to straight hair. What is the
probability of an offspring having straight hair is the parents are HH x hh.
2. In cats, short fur is recessive to long fur. What is the probability of
an offspring having long fur is the parents are Ff x Ff.
3. In fish, blue scales (g) are recessive to green (G). If half the fish are
blue and half are green, what are the genotypes of the parents?
4. In rabbits, black tails (w) are recessive to white tails (W). If one
parent is heterozygous and the other is homozygous recessive. What percent will
have the phenotype for white tails?
Middle:The teacher will give students the "Pea-cing together Mendel's Peas" worksheet.
The students will be introduced to the concept of a dihybrid cross. Initially, the students
will read the introduction, look at the data presented, and answer two questions.The teacher
will present the class with a problem that requires a dihybrid cross to solve. The teacher
will demonstrate how the alleles are separated, and then recombined to complete the
dihybrid Punnett square. Lastly, the teacher will demonstrate how to count the boxes to
obtain genotype and phenotype ratios. There are four unique dihybrid questions on the
worksheet. Students will be prompted to answer one of the four questions as deemed
appropriate by the teacher. The objective is to have nearby students working on different
questions to reduce the possibility of copying. Students will be attempting to solve their
assigned problem as the teacher circulates to monitor and assist as needed.
End:When students have completed their questions, students who were assigned the same
question can pair up (no more than three to a group) to compare their results and prepare an
artifact, either on the board or on chart paper to share their result with the class. Lastly,
students will be given one more problem to solve in the form of an exit slip.
Timing:
Time Teacher Activity Student Activity
5 Hand out paper to students. Activator will Actively participate and work through
be put on the board. Check in with questions.
students to ensure they are all working on
activator.
5 Prompt student responses. Respond to activator/teacher

questions. Participate in discussion of
activator answer.
10 Review monohybrid crosses by having Participate in answering questions by

students practice with 3-4 word problems. creating punnett squares based on the
Aid students when necessary. Prompt word problems. Ask.answer questions
student responses with guiding questions. as needed.
5 Introduce dihybrid crosses to class. Ask clarifying questions as needed.

Describe activity, go over directions and
expectations.
20 Check in with students. Answer questions Participate in class activity and ask
as needed. Prompt/redirect students with clarifying questions as needed. Ask
leading questions. questions as needed.
5 Engage students in wrap up discussion Students will engage and participate in

based on the analysis questions. class discussions.
Homework:
Complete Dihybrid Practice Worksheet
EXTENSION: Work through online practice of dihybrid crosses at - http://www.k-
state.edu/biology/pob/genetics/dihy.htm
Lesson Evaluation:
Student Assessment:
After students have finished working on their individual problems
and finished comparing results. The class will be presented with a summative
question. The question will be the same and presented to all students. Students will
be required to work through the problem and submit their response in the form of an
exit slip.
Students will be provided with individual examples that they will
have to work on. This will allow the teacher to circulate and monitor. The teacher
can observe students' thought processes as they work through the problem
presented. Errors in reasoning can be identified and corrected. The teacher can
assist as needed.

or Elmo screening.

Student notebooks
Class notebook
Extra paper
Safety Concerns:
Activity Packet
Pea-cing together Mendels Peas
Gregor Mendel was an Austrian monk who is sometimes referred to as the

Father of Genetics. He is honored with such a title due to his work with pea
plants. He planted pea plants for many generations and observed various
characteristics known as traits. Some of the traits he studied were plant
height, seed shape and color, pod shape and color, and flower shape and
color. He observed certain trends that led him to use the words dominant and
recessive when referring to certain traits. If one trait was being observed then
a monohybrid cross was performed. If two traits are being observed then a
dihybrid cross is performed.
Below is a summary of the breeding results with differing traits:
Trait Characteristics Characteristics

Dominant Recessive
Stem length Tall Short
Pod shape Inflated Constricted
Seed shape Round Wrinkled
Seed color Yellow Green
Flower position Axial Terminal
Flower color Purple White
Pod color Green Yellow
1) Using the data presented above, generate a hypothesis as to why

certain traits are referred to as dominant while others are referred to as
recessive. What is the evidence that supports your claim?
2) A scientist wishes to study color pigmentation and height in a
species of plant. Will he perform a monohybrid cross or a dihybrid cross?
Why?
Scenario 1: A tall yellow plant was crossed with a short green plant. All of the
offspring were yellow and tall.
Traits:
1) ____________________
2) _____________________
3) _____________________
4) _____________________
Which traits are dominant?
Which traits are recessive?

Can you predict the parents genotype? Use Y/y for color. Use T/t for height.
Parent 1:
Parent 2:
Construct a pedigree to show this scenario.
Genotype
Scenario 2: A tall yellow plant was crossed with another tall yellow plant.
Nine of the offspring were yellow and tall. Three were yellow and short and
three were green and tall. There was one that was short and green.
Traits:
1) ____________________
2) _____________________
3) _____________________
4) _____________________
Can you predict the parents genotype? Use Y/y for color. Use T/t for height.
Parent 1:
Parent 2:

Genotype
Scenario 3: A wrinkled yellow plant was crossed with a smooth green plant.
All of the offspring were wrinkled and yellow.
Traits:
1) ____________________
2) _____________________
3) _____________________
4) _____________________
Can you predict the parents genotype? Use Y/y for color. Use W/w for texture.
Parent 1:
Parent 2:
Genotype
Scenario 4: A wrinkled yellow plant was crossed with another wrinkled yellow
plant. Nine of the offspring were yellow and wrinkled. Three were yellow and
smooth and three were green and wrinkled. There was one that was smooth
and green.
Traits:
1) ____________________
2) _____________________
3) _____________________
4) _____________________
Can you predict the parents genotype? Use Y/y for color. Use W/w for texture.
Parent 1:
Parent 2:
Genotype
Homework Practice Worksheet
Dihybrid cross worksheet Name________________________
Ex) A tall green pea plant (TTGG) is crossed with a short white pea plant (ttgg).
TT or Tt = tall tt = short GG or Gg = green gg = white
TG TG TG TG
TtGg TtGg TtGg TtGg
TtGg TtGg TtGg TtGg
TtGg TtGg TtGg TtGg
TtGg TtGg TtGg TtGg
tg
tg
tg
tg
16 Tall/Green : 0 Tall/White : 0 Short/Green : 0 Short/ White
1) A tall green pea plant (TTGg) is crossed with a tall green pea plant (TtGg)
___________ X ___________
____ Tall/Green : ____ Tall/White : ____ Short/Green : ____ Short/ White
2) A tall green pea plant (TtGg) is crossed with a Short yellow pea plant (ttgg).
___________ X ___________
3) A Heterozygous tall red flowered plant is crossed with a

Homozygous short white flowered plant.
___________ X ___________
____ Tall/Red : ____Tall/White : ____ Short/Red : ____ Short/White
4) Two Heterozygous Tall, Green pea plants are crossed.
___________ X ___________

12. Inheritance Patterns
Topic: Using Punnett Squares to Calculate Genotypes of Offspring in a Monohybrid Cross

3.4: Distinguish among observed inheritance patterns caused by several types of
genetic traits (dominant, recessive, codominant, sex-linked, polygenic, incomplete
dominance, multiple alleles).
Monohybrid crosses are essential to understanding Mendelian genetics, and this lesson reviews
Mendel's laws as well as discussed new types of and the use of a Punnett Square to predict the
possible genotype of offspring if the genotypes of both parents are known for a particular trait
coded for on a particular allele. The following terms will be reviewed:
Gregor s Genotype
Mendel Homozygous Phenotype
Allele Hybrid Co-
Gene Purebred dominance
Dominant Offspring Incomplete
Recessive Inheritance dominance
Heterozygou Traits
Students will simulate crosses between two fictional creatures called Reebops and utilize
Punnett squares to predict the genotypes and phenotypes of the offspring, considering six traits.
Students will learn and apply knowledge of key terms of inheritance during this exercise.
Global and Curricular objectives for students:

1. Students are able to use the terminology associated with Mendelian genetics to
describe patterns of inheritance.
2. Students will be able to successfully complete Punnett Squares for monohybrid
crosses and use them to predict the phenotypic and genotypic ratios for the various types of
monohybrid crosses (codominance, incomplete dominance, dominant/recessive).
Brief description of lesson (include start, middle, and end):

Start: As an activator, students are given a Punnett square pre-quiz. Once completed, two
short videos introducing and reviewing the different types of inheritance will be shown.
The students will be asked to take notes on key terms and concepts within the videos.
Middle: Students then will be introduced to the activity and given a color print out of
possible Reebop traits, including genotypes and phenotypes. Students will also be giving an
activity packet that includes instructions for working in pairs to create baby Reebops
using randomly selected alleles. Packets also include the creation of three Punnett squares
to predict offspring of given Reebop crosses, among other questions and activities.
Students will work in pairs to complete the activity packet, with targeted assistance from
the teacher/support staff as needed.
End: Class will end with a short post quiz based on the vocabulary discussed in the lesson.
Students will submit the test at the end of the class period.
Timing (this is a 90-minute lesson plan):

(minutes)
10 Distribute pre-quiz. Complete pre-quiz.
15 Ask students to take out notebooks. Watch, listen, and take notes as
Show first video needed.
http://learn.genetics.utah.edu/content/ba
sics/inheritance/) , stopping for notes
and comments as needed. Repeat for
second video
(https://www.youtube.com/watch?
v=YJHGfbW55l0) Frequently check
for understanding.
5 Introduce Reebop activity. Check for Listen and ask questions as needed.
understanding. Pair students.
50 Monitor student progress on activity Actively participate in completing

and assist as needed. In the final 10 Reebop crosses and packet. Participate
minutes, ask students to share the in sharing. Volunteer to write answers
genotypes and phenotypes of their on board.
Reebop offspring and assign three
students to write their Punnett square
answers on the board.
10 Distribute post-quiz. Complete post-quiz.
Homework:
Ask students to inventory certain traits of family members, such as eye color, hair
type (curly or straight), hair color, freckles, etc.).
Lesson evaluation:
Students try to complete pre-quiz (expect expressions of
frustration since students have not been exposed to the concepts yet or for some time if
learned in middle school)
Students will be attentive during video and actively take
notes, asking clarifying questions as needed
Students actively participate in Reebop activities and
contribute to completion of activity packets
Students successfully complete Punnett squares and answer
questions
Students are able to successfully complete post-quiz
There is sufficient time for students to complete all their
work in class
Students will be attentive during the lesson, activity, and
discussions and be active in asking/answering questions, listening, and engaging in discussion
Students will successfully complete activity and analysis
questions.
Student Assessment:
After students have finished working on their individual problems
and finished comparing results. The class will be presented with a summative
question. The question will be the same and presented to all students. Students will
be required to work through the problem and submit their response in the form of an
exit slip.
Students will be provided with individual examples that they will
have to work on. This will allow the teacher to circulate and monitor. The teacher
can observe students' thought processes as they work through the problem
presented. Errors in reasoning can be identified and corrected. The teacher can
assist as needed.

or Elmo screening.

Student notebooks
Class notebook
Extra paper
scissors
colored pencils
Activity Worksheet
REEBOP GENETICS
BODY SEGMENTS:
3 body segments = BB or Bb 2 body segments = bb
TAIL:
Curly tail = TT or Tt Straight tail = tt
EYES:
2 eyes = EE or Ee No eyes = ee
ANTENNAE:
2 Round antennae = AA 2 round and 2 flowered = Aa 2 Flowered

antennae = aa
HOVER WINGS:
2 hoverwings = HH or Hh No hoverwings = hh
LEGS:
BLUE legs = LL GREEN legs = Ll YELLOW legs = ll
NAME ___________________________ DATE _____________ PERIOD _____________
The GENOTYPE for your parent Reebop is:
Bb Tt Ll Aa Hh Ee
This parent is _____________________ for all of its alleles.
Homozygous heterozygous
What is its PHENOTYPE (what does it look like in words)?
_________________________________________________________________
Draw and color a picture of what your parent Reebop looks like:
CHROMOSOMES:
Body B B b b
Segments
Tail T T t t
Eyes E E e e
Antenna A A a a
Hoverwings H H h h
Legs L L l l
CUT your chromosomes apart and then make a pile of your Reebop
parents chromosomes. LAY your parent chromosomes FACE DOWN
on your desk.
1. Separate each trait into a separate pile --- legs, antenna,
wings, body, eyes, and tail.
2. Scramble the Chromosomes (letters) in each pile.
3. Choose one chromosome (letter) from each pile to make a
gamete.
4. WORK WITH A PARTNER to combine your GAMETE (letters)
and Their GAMETE to form a BABY Reebop.
What is Baby Reebops PHENOTYPE (what does it look like in

words)?
______________________________________________________________________________
What is Baby Reebops GENOTYPE? ________________________________________
Use the code to DRAW AND COLOR A PICTURE OF WHAT THIS BABY
WILL LOOK LIKE below:
Does this baby have the same GENOTYPE as its parents? YES NO
Does this baby have the same PHENOTYPE as its parents? YES NO
USE THE CHROMOSOMES YOU DIDNT USE THE FIRST TIME TO MAKE A BABY
BROTHER.
What is Baby Brothers PHENOTYPE (what does it look like in words)?
What is Baby Brothers GENOTYPE? __________________________________________
DRAW A PICTURE BELOW OF WHAT THE 2nd BABY LOOKS LIKE:
Does the new baby have the same genotype as the parents? YES NO
Does the new baby look exactly like the 1st baby? YES NO
* * * * * * * * * * * * * *
*
Name Mendels TWO LAWS that explain why brothers and sisters are not
identical even though they come from the same parents?
LAW OF _______________________________________________
LAW OF ______________________________________________
When 2 alleles BLEND to show an INTERMEDIATE PHENOTYPE (like crossing red

and white flowered plants and producing PINK flowered offspring) the gene is
said to be INCOMPLETELY DOMINANT.
If a trait shows INCOMPLETE DOMINANCE which genotype must an organism

have to show the blended phenotype?
A. PURE DOMINANT
B. PURE RECESSIVE
C. HETEROZYGOUS
D. HOMOZYGOUS RECESSIVE
Which trait in REEBOPS appears to blend and show INCOMPLETE DOMINANCE?

___________________ How do you know?_______________________________
If pea plants showed INCOMPLETE DOMINANCE for HEIGHT, what would a plant
look like that had BOTH a tall allele and a short allele?
__________________________________________________________________
* * * * * * * * * * * * * *
*
When neither of two alleles is dominant over the other, they BOTH APPEAR
TOGETHER AT THE SAME TIME (like A and B blood type alleles). The gene is
said to be CODOMINANT.
Which trait in REEBOPS appears to be CODOMINANT? _______________________
Why do you think so? ______________________________________________
If pea plants showed CODOMINANCE for flower color, what would a plant look
like that had BOTH a red flowered allele and a white flowered allele?
________________________________________________________________
A Reebop with the genotype Tt is __________________ for tail genes.

Homozygous -or- heterozygous
A Reebop with the genotype LL is __________________ for leg genes.
Homozygous -or- heterozygous
A Reebop with the genotype ee is __________________ for eye genes.
Pure -or- hybrid
A Reebop with the genotype Aa is __________________ for antenna genes.
Pure -or- hybrid
What has to be true about the Reebop parents that show a DOMINANT allele
for a trait, but have a baby that shows the RECESSIVE trait?
A. both parents are HOMOZYGOUS for the trait
B. both parents are HETEROZYGOUS for the trait
C. both parents are PURE for the trait
D. IMPOSSIBLE; Dominant looking parents cant have a
recessive looking offspring
* * * * * * * * * * * * * *
*
MAKE SOME REEBOP CROSSES:
Curly tails (T) is dominant over straight tails (t)

Cross a HOMOZYGOUS CURLY TAILED MOM with a STRAIGHT TAILED DAD
GENOTYPE of offspring = ___________
PHENOTYPE of offspring = _________________
Could these parents ever have a straight tailed baby?

YES NO
Explain why or why not?

________________________________________
Cross a PURE STRAIGHT TAILED MOM with a HYBRID CURLY TAILED DAD
What is the probability the offspring will?
Have Curly tails: _____ out of 4 OR _____%
Have Straight tails: ______ out of 4 OR _____%
Be hybrids: _____ out of 4

OR _____%
Be homozygous: _____ out of 4 OR _____%
Make a cross between TWO REEBOPS that are HETEROZYGOUS for EYE GENES.
PROBABILITY GENOTYPE
PHENOTYPE
____ out of 4 OR _____ % will be ___________ ________________
____ out of 4 OR _____ % will be ___________ ________________
____ out of 4 OR _____ % will be ___________

_______________
What is the probability that the offspring from this cross will
be able to see? _______ %
You are given a Reebop WITH EYES that can see. You would like to start a Reebop
ranch and breed this Reebop to populate your ranch, however having blind Reebops
is an added expense because they cant find food on their own and you will need to
hire more Reebop wranglers to watch them.
What could you do to find out whether this Reebop is EE or Ee?
_________________________________________________________________
What kind of Reebop would you breed this one with to find out its genotype?
_________________________________________________________________
Modified from: http://brookings.k12.sd.us/biology
13. Genetics in Practice
Topic: Field Trip to The Jackson Laboratory, Farmington, CT Informal Lesson Plan
Reference to 2006 MA Biology Framework:

Genetics Standards 3.1-3.6 - Genes allow for the storage and transmission of genetic information.
They are a set of instructions encoded in the nucleotide sequence of each organism. Genes code for
the specific sequences of amino acids that comprise the proteins characteristic to that organism.
This lesson plan provides a context framework and itinerary for a visit to The Jackson Laboratory
in Farmington, Connecticut. After learning about the structure and function of DNA and the basics
of heredity and Mendelian genetics, students will visit a state-of-the-art research facility focused
specifically on genomic research. According to The Jackson Laboratory website: The Farmington
faculty is expert in human cancer genomics; genome biology; quantitative cell biology; and
computational biology and analytics, all centered on developing approaches to precision
medicine.[1] During the tour, students will be exposed to complex research projects with the hope
that their new knowledge of basic genetics will help them comprehend at a level that makes sense,
while illuminating the vastness of information on the topic of genetics not yet learned. Visiting the
research facility will expose the students to the real world of scientific research, and introduce
them to ideas they had not even previously conceptualized.

1. Students will demonstrate an ability to summarize, synthesize, and
communicate their comprehensive knowledge of genetics concepts covered during unit
lessons by asking the tour guides relevant, pertinent, and thoughtful questions related to
genetics research or what it is like to work in the field of science.
2. Students will conduct themselves responsibly and with decorum during the
outing.
3. Students will reflect on their experience in a meaningful way following the
visit.
Brief Description of Lesson: Students will be given a brief overview tour of the different research
centers. Prior to the field trip, groups of students will be assigned to review The Jackson
Laboratory website (with prompts from the teacher based on specific tour information) to learn
about current research projects and develop three questions to ask faculty during the tour of their
assigned research center.
[1] The Jackson Laboratory. Retrieved from: https://www.jax.org/research-and-faculty/tools/the-jackson-

laboratory-cancer-center
Timing: Whole School Day
30 Corral students in preparation for Show up on time and in the

minutes boarding the buses. Use checklists for designated location for departure.
attendance and monitor behavior during Bring materials requested by teacher,
the wait time. and three questions developed from
homework assignment
1. 0 hour Monitor student behavior on bus. Remind Behave appropriately and listen when
students about expectations for their the teacher is talking.
conduct during tours (no photos inside,
quiet working environment, no horsing
around, stay with the group). Review the
itinerary with the students.
1.5 hours Monitor student behavior during the tour Participate in the tour and behave
of The Jackson Laboratory facility. appropriately. Ask questions when
appropriate.
30 Lead students to designated location for

minutes lunch. Monitor lunch activities.
1.0 hour Monitor student behavior on bus. Behave appropriately and listen when
the teacher is talking.
Next Day Assign a short, written reflection of the Write a reflection on your field trip
experience as a Do Now/Activator. Use experience, per teacher instructions.
prompts if appropriate
Homework:
Three (3) days ahead of field trip, assign groups of students to collaborate on developing three
questions to ask researchers in a designated research center of the facility that is included in the
tour. Try to group students by type of genetic disorder being researched for their class project and
link them to relevant researchers at JAX if possible. Have students submit questions to you the day
before the field trip and provide feedback prior to the end of the school day to allow time for
revision as homework.
Lesson Evaluation:
Did students adequately prepare by reviewing the JAX website and

developing thoughtful and relevant questions for the researchers?
Did the students conduct themselves appropriately during the field trip?
Did the students interact in a meaningful way with the researchers that is,
did they engage in any dialogue or at least successfully ask their questions?
Did the written reflections indicate that students had a meaningful learning
experience during and after the field trip? What do they know now that they did not know
prior to their visit?
Student Assessment:
The depth of student comprehension, analysis, and synthesis will be

reflected in the questions prepared by groups in advance of the field trip.
Students will be asked to reflect on visit experience by writing a short essay.
Prompts for the essay may be provided, such as:
- What do you know now that you did not know before your visit?
- What surprised you the most? Why?
- What interested you the most? Why?
Make sure transportation and facility are wheelchair accessible if needed to

accommodate a student
Make sure hearing or vision impaired students are accommodated
For ELL students bring an appropriate bilingual dictionary
All necessary paperwork and permissions

Necessary coordination with JAX representatives
Scheduling of transportation and chaperones
Arrangements for lunch boxed lunch provided by cafeteria and location to
consume it at the premises trash disposal
Safety Concerns:
Students must be instructed to stay with group. Use REMIND app to be in

contact with students
Have a plan in place if there is an emergency
Bring a first aid kit on the bus
Instruct students not to touch anything unless invited to by JAX staff
14. Genetic Disorder Research Project Presentations

Name: Stephanie Roy and Stacy Benjamin Date: Spring 2017
Topic: Genetic Disorders Research Project Presentations
Reference to 2006 MA Biology Framework Standards:

3.3 Explain how mutations in the DNA sequence of a gene may or may not result in phenotypic change
in an organism. Explain how mutations in gametes may result in phenotypic changes in offspring.
3.4 Distinguish among observed inheritance patterns caused by several types of genetic traits
(dominant, recessive, codominant, sex-linked, polygenic, incomplete dominance, multiple alleles).
This lesson plan provides a framework for student presentations associated with the Genetic Disorder
Research Project described previously in this Unit Plan. Each student or pair of students will present a
summary of research on a genetic disorder. Students will gain confidence in both research and presentation
skills/public speaking through practice in the safe environment of the classroom. Students will also learn
attention, note-taking, and social skills by completing peer evaluations in a responsible, thoughtful, and
respectful manner.
1. Students will demonstrate ability to summarize, synthesize, and

communicate scientific information through presentation of their project;
2. Students will objectively self-evaluate project performance; and
3. Students will evaluate the proficiency of peers by closely observing
presentations, taking notes, and completing the peer evaluation sheets.
Activator Provide students with 5-10 minutes to prepare for presentations.

Assignment - For this project, students will:
1. Present research on a genetic disorder via a poster or slide presentation;
2. Observe peer presentations, take notes, and complete the Peer Presentation Evaluation
forms; and
3. Fill out project rubric to self-grade (and complete Pairs Work Distribution Form if
applicable).
Students will have 10 minutes to present their projects. If two students collaborated, both students should
participate in the presentation.
Timing: As many 45-minute class periods as required to allow all students an opportunity to present
research projects.
5-10 Provide opportunity for students to prepare for Prepare for presentations.
presentations.
30-35 Monitor student presentations. Ensure peers Present project or listen attentively
are attentive and respectful. and take notes. Complete peer
evaluation forms.
2-5 Remind students presenting next day to be Finalize peer evaluation and self-
prepared. Collect peer evaluation forms and assessment rubrics as applicable.
self-assessment rubrics for daily presentations. Turn in all to teacher.
Homework:
Extra credit for follow-up research on disorder covered in a presentation.
Lesson Evaluation:
Did students presenting successfully complete the assignment and demonstrate mastery of
research and presentation skills?
Did peers show respect and interest during student presentations, and ask questions?
Students will complete peer evaluation forms to demonstrate attentiveness and comprehension
during peer presentations.
Final projects will be assessed based on the following rubric:
Scoring Rubric (50 points possible):

Task Novice Apprentice Master Your Teacher
Score Score
Research 1-4 questions 5-7 questions 8-10 questions
answered answered completely
completely; Few completely; Some answered;
or no references references in APA Comprehensive
provided in APA format (11-20 pts) references in APA
format (0-10 pts) format (21-30 pts)
Presentation Facing screen or Sometimes facing Facing audience;

back wall; Little audience; Some eye Good eye contact;
or no eye contact; contact; Volume ok Everyone can hear
Difficult to hear (5-8 pts) (9-10 pts)
(2-4 pts)
PowerPoint Slides hard to Slides easy to read Slides look

read (font size, (font size, color, professional (font
color, graphics, graphics, size, color, graphics,
organization) (2-4 organization) (5-8 organization) (9-10
pts) pts) pts)
Poster Poster is hard to Poster is easy to Poster looks

read (font size, read (font size, professional (font
color, graphics, color, graphics (can size, color, graphics
organization) (2-4 be hand- drawn or (can be hand-drawn
pts) printed), or printed),
organization) (5-8 organization) (9-10
pts) pts)
Total:
Allow students to adjust location in classroom if visual or hearing limitations
For ELL students appropriate bilingual dictionary on hand
Elmo/Smartboard/Whiteboard
Computers/Laptops (for students)

Presentation screen
Appropriate peer evaluation sheets and copies of rubric
Safety Concerns:
None
Genetic Disorder Research Project
PEER EVALUATION FORM
Student(s) Presenting: ______________________________________________________
Topic: ___________________________________________________________________
Symptoms: _______________________________________________________________
Treatment: _______________________________________________________________
Cause: ___________________________________________________________________
Who Gets It? ______________________________________________________________
Implications and Issues: ______________________________________________________
__________________________________________________________________________
Presentation Evaluation:
Eye contact: Volume: Understandable:

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Comments: Comments: Comments:
Complete information: Acceptable sources: Design:

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Comments: Comments: Comments:
15. Final Exam
Name: Stephanie Roy and Stacy Benjamin Date: Spring 2017
Topic: Genetics Unit Exam
Reference to 2006 MA Biology Framework:

Genetics Standards 3.1-3.6 - Genes allow for the storage and transmission of genetic information. They are
a set of instructions encoded in the nucleotide sequence of each organism. Genes code for the specific
sequences of amino acids that comprise the proteins characteristic to that organism.
This lesson plan provides a framework for the summative Unit Exam covering concepts presented
throughout this Unit Plan. The Unit Exam is comprised of twelve (12) multiple choice questions and two
(2) open response questions. Students will have an entire class period to complete the exam.

1. Students will demonstrate ability to summarize, synthesize, and communicate their
comprehensive knowledge of genetics concepts covered during unit lessons by correctly answering
exam questions.
2. Students will use writing skills practiced in class to respond in full to open
response questions.

Activator Provide students with 5-10 minutes to review study guides and notes.
Assignment - Students will have 35-40 minutes to complete the exam.
Timing:
5-10 Provide opportunity for students to Review study guide and notes.
prepare for exam.
30-35 Monitor student completion of exam. Answer questions and double-check

answers. Self-assess open response
answers.
2-5 Inform students that time is ending. Finalize answers and turn in exam.
Check for rates of completion. If
students have not had time to complete
the exam, make arrangements with them
to complete it ASAP.
Homework:
Complete study guide night before exam.
Lesson Evaluation:
Did students have adequate time to complete the exam and self-assess responses?
Do student scores reflect mastery of the genetics concepts covered? If not, what
reteaching needs to occur?
Student Assessment:
The exam is a summative assessment that reflects the depth of student
comprehension of concepts covered in unit lessons.

Reading of questions aloud for LD and ELL students
For ELL students appropriate bilingual dictionary on hand

Computers/Laptops for students if using BrightSpace
Copies of paper exam if using paper
Safety Concerns:
None
15. Genetics Unit Exam
Genetics Unit Exam
Name: ____________________________ Date: _________________
Question 1 (1 point)
The stored information in DNA codes for which of the following?
A) Proteins
B) Simple sugars
C) Mitochondria when energy is needed
D) Large vacuoles when nutrients are abundant
Which of the following statements explains the importance of enzymes that check and repair mistakes
during DNA replication?
A) The enzymes replace the DNA with RNA.
B) The enzymes speed up the rate of RNA synthesis.
C) The enzymes remove many recessive gene copies from the nucleus.
D) The enzymes prevent many genetic mutations from being expressed.
Which molecule typically has a double helix shape?
A) Cellulose
B) DNA
C) Glucose
D) tRNA
A DNA sequence is: TAGGAGGCAT
What is produced when the sequence is transcribed? (Transcription)
A) a chain of three amino acids
B) a set of three tRNA molecules
C) a section of DNA with the base sequence ATCCTCGTA
D) a section of mRNA with the base sequence AUCCUCGUA
In a sample of double-stranded DNA, 30% of the nitrogenous bases are thymine. What percentage of the
nitrogenous bases in the sample are adenine?
A) 20%
B) 30%
C) 60%
D) 70 %
What is the genetic material in the chromosomes of an animals cells?
A) DNA
B) Glucosamine
C) Carbohydrate
D) Transcriptase
Question 7 (4 points)
DNA replication and transcription are important processes in cells.
a. Identify the end products of both DNA replication AND transcription. Be specific in your
answer.
b. Explain the importance of EACH process in eukaryotic cells.
Question 8. (1 point)
A type of golden brown coat color in horses is called palomino. Several pairs of palomino horses are
mated. The results of the crosses are shown in the table below.
Percent of
Coat Color Offspring
Palomino 50%
Reddish-brown 25%
Creamy white 25%
Which of the following is the most likely inheritance pattern of coat color in horses?
A. Complete dominance
B. Incomplete dominance
C. Polygenic inheritance
D. Sex-linked inheritance
Suppose a trait is controlled by a gene that has one dominant allele (G) and one recessive allele (g).
Which of the following crosses would be expected to produce the greatest variety of genotypes among
the offspring? (1 point)
A) GG x GG
B) GG x gg
C) Gg x Gg
D) Gg x gg

Fruit flies have hair-like bristles on the back side of their bodies. The bristles can be long or short. Flies
with short bristle have two recessive alleles (ss) for the trait.
A fruit fly that is heterozygous for the bristle trait is crossed with a fruit fly that has short bristles. The
cross produces 220 offspring. How many of the offspring are expected to have short bristles?
A. 0
B. 55
C. 110
D. 220
In dogs, the allele for curly hair (H) is dominant to the allele for straight hair (h). A curly-haired male
dog is crossed with a curly-haired female dog. Four of their six puppies have curly hair.
Which of the following Punnett squares represents this cross?
A)
H h
h Hh hh
h Hh hh
B)
H h
H HH Hh
h Hh hh
C)
H H
H HH HH
H HH HH
D)
H H
H HH HH
h Hh Hh
In pea plants, smooth pods are dominant to wrinkled pods, and green pods are dominant to yellow pods.
Two pea plants with smooth green pods are crossed. Both plants are heterozygous for pod texture and
pod color.
Which phenotype ratio in the offspring would best support the conclusion that the genes for pod texture
and pod color are on different chromosomes?
A) 6 smooth green : 6 smooth yellow : 2 wrinkled green : 2 wrinkled yellow

B) 8 smooth green : 0 smooth yellow : 0 wrinkled green : 8 wrinkled yellow
C) 9 smooth green : 3 smooth yellow : 3 wrinkled green : 1 wrinkled yellow
D) 16 smooth green : 0 smooth yellow : 0 wrinkled green : 0 wrinkled yellow

A single gene with two alleles codes for the fruit color (red or yellow) of tomato plants. Two tomato
plants that are heterozygous for fruit color are crossed. The table below shows the results of the cross.
Fruit Color Number of Offspring Plants
Red 157
Yellow 52
Based on the results of the cross, what is the most likely inheritance pattern of the alleles for fruit color?
A) The alleles for red color and for yellow color are polygenic.
B) The alleles for red color and for yellow color are codominant.
C) The allele for red color is recessive to the allele for yellow color.
D) The allele for red color is dominant to the allele for yellow color.
Question 14. (4 points)
In a particular plant species, the position of the flowers on the stem is controlled by a gene with two
alleles. The allele for coding for flowers growing in the middle of the stem (G) is dominant to the allele
for flowers growing only at the end of the stem (g). (4 points)
a. Using the allele symbols, identify the genotype of a plant that is heterozygous for this trait.
_________________
b. Draw a Punnett square to show the cross of two heterozygous plants.
c. Using the cross in part (b), explain how heterozygous crosses demonstrate that alleles segregate.
Be sure to describe the law of segregation in your answer.
d. Identify the process that accomplishes the segregation of alleles into sex cells.
Rubric Reflection Sheet for Assessment of Unit Plan

This Unit Plan specifically addresses NSTA Standard 3
Names: Stephanie Roy & Stacy Benjamin
Unit Plan Title/Topic: Genetics

Level
Section (Met/Par Evidence and examples of how you met that level
tial/Not
Met)
MET Explicitly states a goal of ...significant cognitive

growth in student understanding of the role of DNA and genes
Abstract in living organisms.
Concepts are presented in a logical progression that
mirrors the lesson plans
Approaches to teaching are identified, including
...hands-on and minds-on activities, laboratories,
investigations, and design challenges
Summative assessments are described and will
appropriately reflect cognition of unit concepts
MET
The rationale:
Rationale Addresses the unifying concepts of science through

identification of the complexity of issues related to modern genetics
(e.g., ...a series of Google hits on the word genetics represents
the complexity of current science on genes)
Expresses understanding of historical and cultural
development of science and evolution of knowledge in genetics by
quoting a prominent genetics researcher on the importance of
understanding basic genetics
Focuses on the topic and presents a strong argument
regarding the importance of understanding genetics in the modern
world and the challenges students will face as they make
decisions about sharing their own DNA
Relates the unit plan to Frameworks and Standards,
including outcome goals for content knowledge and process skills
(e.g., Comprehending DNAs role in creating the blueprint
necessary for life is part of a basic understanding of biology that all
adults should possessBuilding such an understanding requires that
students be able to describe the structure and forms of DNA, the
Central Dogma and protein transcription and translation, and how
an individual organisms traits result, in part, from interactions
among the various proteins expressed by ones genes)
MET Proposed objectives:
Include four (4) curricular objectives that focus on the

Objectives content of the unit and relate to the identified standards (MA 2006
Biology Framework)
Include five (5) global objectives focused on universal
teaching and learning goals, such as Students both individually and
collaboratively will conduct investigations, solve problems, and
engage in discussions, with the teachers guidance.
Acknowledge the importance of systems thinking and the
use of modeling to provide context for concepts covered in lessons
Are assessable and measurable but quantitatively and
qualitatively
Reflect current standards for science education
Recognize that students have diverse learning styles and
require the use of a variety of formative assessments ...tailored to
student needs...
MET
Lessons plans ar cohesive and build upon one another and
work to have students use prior knowledge throughout.
Day-to-Day
There are formative assessment built in throughout each
Activities
lesson
Each lesson plan is directly related to the state standards,
unit objectives, the individual learning objectives, as well as
incorporates the diverse learning needs/styles of students.
Each lesson plan has a clear objective, rational, learning
objective, and procedure to make it easy to read as well as accessible
for any teacher to use
All of the following lesson types are included (Cognitive,
Inquiry, Nature/History of Science, Informal, Lab, Community,Social
Context, Design, Technology )
Each lesson works to engage students in critical thinking
through various forms of lesson styles
Meets all of the required state standards for Genetics
Use multiple forms of assessment to test multiple forms of

intelligence in having students present information in several
different ways
Final
Summative: Cumulative Unit Test
Assessmen Formative: Genetic Disorder
MET
t Presentations
Students are provided with a choice of assessment within
the Genetic Disorder Presentation
Both assessments are formed based on the unit objectives
and give students an opportunity to discuss and apply their
knowledge from the unit
The assessments are similar to those given throughout the
lessons in the unit
The formative unit assessment is built up throughout the
entirety of the unit and provides students the opportunity to apply
their knowledge throughout the unit, use critical thinking, and
continue the learning process.
All Sections MET

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Stephanie Roy and Stacy Benjamin EDUC 777 Spring 2017

10th Grade GENETICS UNIT PLAN

MA 2006 Science Framework Genetics Standards

Strawberry DNA MA 2006 Biology 1.2 Visualize DNA as a substance and

Learn the structure of the DNA

Genetic Disorders Learn about genetic disorders and

Reference to MA Science Framework and/or NSES:

Global and Curricular Objectives for Students:

Brief Description of Lesson:

Timing (50 minutes):

5 Ask initial questions. Extend as Volunteer answers.

25 Ask questions at appropriate intervals. Actively participate in lab.

2 Facilitate final discussion. Participate in discussion.

Adjustments for Special Needs Students:

Materials, Equipment and Supplies:

Name: _____________________________ Date: _____________

Strawberry DNA Extraction Lab

1. Put strawberries into plastic baggie. Remove as much

Observations (10 points)

It is important that you understand the steps in the extraction procedure

Match the procedure with its function (4 points):

1. Filter strawberry slurry ______ To precipitate the DNA from

2. Mash the strawberry ______ To separate components of the

3. Add soap/salt solution ______ To break protein and nucleic

4. Add isopropyl alcohol ______ To start the cellular breakdown

4. Explain what happened when the alcohol was added to the

5. A person cannot see a single cotton thread from 50 feet

6. Why is it important for scientists to be able to remove DNA

Participation Points (10 possible): _______________

Total Lab Points (40 possible): ____________________

Topic: Discovering DNA

Instructional objectives for students:

5 Ask students to answer, go over correct Respond to activator/teacher questions.

15 Play video: Engage in watching video.

15 Engage students in discussion based on Students will engage and participate in

5 Hand out homework and go over .Ask clarifying questions as needed.

Adjustments for special needs students:

Materials, equipment and supplies

3. KNEX DNA Lab

Topic: Modeling the Structure of DNA

Reference to Massachusetts State Frameworks

Instructional Objectives for Students:

Brief Description of Lesson:

Before Complete pre-lab reading and

5 min Project Do Now On the board. Answer questions in notebooks.

5 min Prompt student responses to Do Now Answer teacher prompted questions.

Review pre-lab questions. Actively listen to instructions.

After class Finish lab questions and watch MITx

Adjustments for Special Needs Students:

Materials, Equipment and Supplies:

Name:_____________________________________ Date: _____________

KNex Modeling of DNA Lab

2. What does DNA code for in our cells?

4. Where in the cell are chromosomes located?

7. What shape is DNA compared to?

8. How many sides does DNA have?

13. DNA is made up of repeating units called: _________________________________.

15. Draw the basic structure of a nucleotide:

16. The coding segments of DNA are called ___________________________.

17. The non-coding segments or junk DNA are referred to as _______________________.

18. What does antiparallel mean?

20. How many rings does a purine have? ______________

21. What two nitrogen bases are considered purines? ______________________,

Name: _________________ Date: _

Name:_________________________ Date: _

White: ____ Black: _ Silver: _ Green: _____

Name(s) _________________ Block Date