Dakota State University

College of Education
Name: Jordan Maurice
Grade Level: 7th grade Science
School: Mickelson
Date: December 2nd
Time: 1:02-1:40
Reflection from prior lesson:
Children have been learning about phenotype and genotypes. Just last week they were
in a lab that focused on this subject.
Lesson Goal(s) / Standards:
MS-LS3-1. Develop and use a model to describe why structural changes to genes
(mutations) located on chromosomes may affect proteins and may result in harmful,
beneficial, or neutral effects to the structure and function of the organism. [Clarification
Statement: Emphasis is on conceptual understanding that changes in genetic material may
result in making different proteins.] [Assessment Boundary: Assessment does not include
specific changes at the molecular level, mechanisms for protein synthesis, or specific types of

MS-LS3-2. Develop and use a model to describe why asexual reproduction results in
offspring with identical genetic information and sexual reproduction results in offspring
with genetic variation. [Clarification Statement: Emphasis is on using models such as Punnett
squares, diagrams, and simulations to describe the cause and effect relationship of gene
transmission from parent(s) to offspring and resulting genetic variation.] The performance

Lesson Objectives:

Students will build models to further students understanding of inheritance through
making new genotype and phenotype from parent’s genotype and phenotype.
students will examine the traits of a population of offspring.

Materials Needed:

Allele Sacks
Gumdrops; green and black (feet)

Map pins (eyes)
Large Marshmallows (head and body segments)
Pipe cleaners (tails)
Pushpins; green and blue (noses)
Toothpicks; red and green (antennae)
Science book

Contextual Factors/ Learner Characteristics:

There is one student who has a learning disability that requires a one-on-one teacher.
13 girls – 11 boys
Works well with groups
Needs more instruction

A. The Lesson
1. Introduction (5 minutes)
1. Story
 Imagine that you are a designer for a toy designer that makes
toy alien bugs. The president of Bug builders…
- This is written in the book on page 134.
- Read out load
 Next this I’ll bring up a group generator through the Interactive
White Board
- 24 children = 12 groups
2. Content Delivery (25 minutes, lab)
1. Give the directions of what they need to do.
 Person who moves grabs allele sacks, and 2 worksheets
 Fill out the worksheet while looking at the book.
 Answer all questions
 Fill out the tables
 Come up and build your “baby”
2. Announce who is in each group
 Each group has 2 members
 12 groups

3. Once split up into the groups, students can start with the lab.
4. During this time students are filling out the worksheet. They are getting the
information from allele sacks, the book, the worksheet, and prior knowledge.
 During this time I will be walking around
 Answering questions
 Furthering the children’s thought process
5. After the group is done filling out the parts of the worksheet, they come up
and make their “baby” from the genotype and phenotype.
 Children: build their “baby”
 Both come up and pick-up supplies
 Teacher: help where needed

3. Closure (5 minutes)
Grab 2 groups “baby” and combine them. Class discussion on what the genotype and phenotype
of the new “baby”.
B. Assessments Used
Informative – through the worksheet, tables, and model
Formative – through the discussions
C. Differentiated Instruction
● Remediation: have one of the groups that are ahead help this group.
There will be 3 teachers in the classroom who can help this individual or group.
● Enrichment: Have 2 groups combine their “baby” bugs and find out the new “baby”
genotype and phenotype.
● Language Support: Have in the language that is dominate for a child who is not fluent
in English.

D. Resources
Holt Science and Technology: Life Science
Pg. 134- 135

Mom’s name ________

Dad’s name
Baby’s name ___________


Model A

Bug Family Traits
Model B
New model
“dad” allele

New model

Antennae color
Number of body
Tail shape
Number of leg
Nose color
Foot color
Number of eyes
Fill in the first two columns with the alleles that you selected from the sacks. Next, fill in the
third columns with the genotype of the new model “baby”
Use the information below to fill in the last column of the table
Genotypes and Phenotypes

RR or Rr – red antennae
SS or Ss – 3 body segments
CC or Cc curly tail
LL or Ll 3 pairs of legs
BB or Bb – blue nose
GG or Gg – green feet
EE or Ee – 2 eyes

rr – green antennae
ss – 2 body segments
cc – straight tail
ll – 2 pair of legs
bb – green nose
gg black feet
ee – 3 eyes

Now that you have filled out your table, you are ready to pick the parts you need to assemble
your bug. (Toothpicks can be used to hold the head and body segments together and as legs to
attach the feet to the body.)
On the back answer the 4 questions in the book.