Posted Wed Apr 29 13:22:11 PDT 2009 by K. Muscat (
Content
• Define:
• alleles,
• dominant
• genotype,
• heterozygous
• homozygous
• phenotype
• Recessive
• Punnett Square
• How is the Punnett Square used in genetics?
Benchmarks
• Michigan Content Standard B4.1e Determine the genotype and phenotype of monohybrid crosses using a Punnett Square.
Learning Resources and Materials
• http://www.glencoe.com/sec/math/msmath/mac04/course3/webquest/unit4.php/
Development of LessonIntroduction
• Students start with a homework assignment (Gene Challenge 1 from Webquest)
• Day 1 in class – review homework and definitions. Spend most of hour on Punnett Square examples.
Day 2 – Work as a class to collect data on traits listed in Gene Challenge 2. Students begin working on creating graphs. Finish graphs at home if necessary.
• Day 3 – Students to work in pairs to complete worksheet 1
• Day 4 – Students to work in pairs to complete worksheet 2
• Day 5 – Have students present their Punnett Squares for questions 1-8 on Worksheet 2. Assign each pair one of the 8 questions to present. There will be 2-3 pairs assigned for each question, depending on the size of class. Have them present at the same time and compare their Punnett Squares.
Methods/Procedures
• Utilize Webquest so students look up and learn the definitions on their own.
• Then in class fill in the blanks & provide examples
Accommodations/Adaptations
• Two students have dyslexia and are slow readers:
o Provide electronic format of assignment so students can use word-processing software to assist with spelling and grammar.
o Provide a video (mp4 or similar) of teacher demonstrating how to do Punnett squares so that students can re-watch as many times as they would like while completing the assignment. Break it into short, small segments that can be easily replicated.
• One student has ADHD:
o Assignment can be partially graded on the work that is turned in. Any attempt is better than none.
o Provide a video (mp4 or similar) of teacher demonstrating how to do Punnett squares so that students can re-watch as many times as they would like while completing the assignment. Break it into short, small segments that can be easily replicated.
• One student stutters when speaking in front of groups or strangers:
o Written work will be accepted in place of classroom presentation if student so desires.
Assessment/Evaluation
• Were all questions on Worksheets 1 & 2 completed & correct?
• Were graphs created representative of data and labeled properly?
• Were Punnett Squares presented in class correct?
Closure
• How is genetics changing the world we live in today? Pull current events topics.
• X-linked recessive gene disorders:
• Hemophilia A, Muscular Dystrophy, red-green color blindness,
Teacher Reflection
• To be completed after the lesson.
