Lesson Plan: GENOTYPE AND PHENOTYPE, Schemes and Mind Maps of Science education

Download Lesson Plan: GENOTYPE AND PHENOTYPE and more Schemes and Mind Maps Science education in PDF only on Docsity! Trina Allen Tienne Myers Cheryl Spencer July 25, 2006 Biology 501 Lesson Plan: GENOTYPE AND PHENOTYPE _____________________________________________________________ Pacing Two 45- minute class periods RATIONALE: According to the National Science Education Standards, (NSES, pg. 155-156), “ In the middle-school years, students should progress from studying life science from the point of view of individual organisms, to recognizing patterns in ecosystems and developing understandings about the cellular dimensions of living systems.” Some aspects of middle-school student understanding should be noted. This period of development in youth lends itself to human biology. Now is the time to begin the study of genetic traits (i.e. what offspring get from parents). The topic of the lesson is: Genotype and Phenotype. This topic can be addressed as a natural part of the study of human reproduction. Concerning heredity, younger middle-school students tend to focus on observable traits, and older students have some understanding that genetic material carries information. “By the end of the eighth grade, students should know that … in organisms that have sexes, typically half of the genes come from each parent.” (Benchmarks for Science Literacy- Project 2061 pg. 108) PURPOSE The purpose of this activity is to further student understanding of how genotype translates into phenotype as they build and then examine the traits of a new population of offspring. This will be achieved by simulating genetic inheritance through modeling. Research has shown that meaningful hands on inquiry-based lessons are a more effective method of achieving scientific literacy. Students often hold onto misconceptions about inheritance, even after instruction. Some of the misconceptions addressed by this activity include: • Many students believe that traits are inherited from only one parent. • Many students believe that recessive traits are rare and dominant traits are more common. AUDIENCE This lesson is designed for middle school students in grades 6-8. It should be used with groups of 3-4 students. The specific lesson described will be done as a whole group, interactive lesson. In small group activities that will be part of this unit, special strategies will be used to address the needs of English language learners, learning disabled, attention deficit disorder, developmentally delayed, as well as students at the advance level. Trina Allen Tienne Myers Cheryl Spencer July 25, 2006 Biology 501 CONTEXT In the course of this unit, the following topics will be addressed: 1. We have two alleles for each gene that codes for a trait. An allele is one version of a gene that determines a specific trait. Traits are inherited characteristics of an organism. 2. The relationship between traits and heredity- Heredity is the passing of traits from one generation to another. 3. The process of meiosis - Genetics is the study of how traits are passed from parent to offspring. 4. How genes and alleles are related to genotypes in offspring – o Genotype is the genetic makeup of an organism. o Phenotype is the result of genotype and environment o Phenotype is the physical appearance of an organism. 5. Constructing and interpreting a Punnett square. 6. How probability can be used to predict possible genotypes in offspring. 7. How chromosomes determine sex. 8. Why sex-linked disorders occur in one sex more often than in the other. 9. Interpret a pedigree Extension lesson – The experimentation of Gregor Mendel ENDURING UNDERSTANDING: • Students understand that every organism has a set of genetic instruction that determines its inherited traits. • We can understand biological phenomena by analyzing them at multiple levels from the molecular to the population level. Standards Addressed NATIONAL STANDARDS Unifying Concepts and Processes (UCP) UCP 1. Systems, order, and organization. UCP 2. Evidence, models, and explanation Science As Inquiry (SAI) SAI 1. Abilities necessary to do scientific inquiry Trina Allen Tienne Myers Cheryl Spencer July 25, 2006 Biology 501 • Introduce the bug parents. o “We are going to practice our understanding of dominant and recessive alleles by looking at some bugs.” o Distribute the chart of the genotypes and phenotypes (See attached), and display a large copy. o Have genotypes for the mom and dad displayed. The students will tell you what phenotypes are expressed. You will build the parents according to their instructions. o Follow-up questions:  “What were the alleles that the mom had for antennae?” “How did she end up with red antennae?” Pose the same question for body segments, curl of tail and number of eyes.  “If we had a bug with (insert genotype) what would it look like?”  Albinism is the result of a recessive gene “a”. Write the phenotype for the following genotypes: • AA, Aa, aA, aa • Tomorrow you will use your knowledge of genotypes and phenotypes to make bug babies. Trina Allen Tienne Myers Cheryl Spencer July 25, 2006 Biology 501 Possible Genotypes and Phenotype of Candy Bugs DOMINANT Genotypes and Phenotype recessive Genotype and Phenotype RR or Rr – red antennae rr – green antennae SS or Ss – three body segments ss – two body segments CC or Cc – curly tail cc- straight tale LL or Ll – three pairs of legs ll – two pairs of legs BB or Bb – blue nose bb – green nose GG or Gg – green feet gg – black feet EE or Ee – two eyes ee - three eyes Mom’s genotype: Rr, Ss, Cc, ll, bb, gg, ee Dad’s genotype: rr, ss, cc, Ll, Bb, Gg, Ee Which parent has more dominant genes? ________________ Describe how each parent will look. (Write the phenotypes.) Mom Dad ___________________ _________________ ___________________ _________________ ___________________ _________________ ___________________ _________________ ___________________ _________________ ___________________ _________________ ___________________ _________________ Trina Allen Tienne Myers Cheryl Spencer July 25, 2006 Biology 501 Model-making lab –please refer to lab activity sheets Students will complete steps 1-5 (refer to lab activity sheet) Day 2 Model-making lab – (refer to lab activity sheets) Students will continue at step 6 to construct offspring and complete analyze section of the activity sheet. EXTENSION LESSON (Several days so students have time to complete their surveys). Design Your Own, "Tracing Traits," Students trace an inherited trait through their own family or another family and determine how the trait passed from generation to generation. Students gather data from family members and construct a pedigree to show that data. • Both inquiry labs and their corresponding data sheets can be used as an assessment tools for grading. Resources: National Science Education Standards Benchmarks For Science Literacy Project 2061 Cells, Heredity and Classification- Holt Science and Technology Teaching Science in Elementary and Middle School Classrooms, A Project- Based Approach Krajcik, Joseph S. , Czerniak, Charlene, and Berger, Carl