KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

Teacher Candidate:

Abby Olsen

Cooperating Teacher:
Group Size:

24

Date: 4/7/16 4/8/16

Coop. Initials

Allotted Time: 90 mins

Subject or Topic: Punnett Squares

Grade Level: 4th

Section:

12pm

STANDARD:
NGSS Practice 3: Planning and carrying out investigations Plan and conduct an
investigation collaboratively to produce data to serve as the basis for evidence, using fair
tests in which variables are controlled and the number of trials considered
NGSS Practice 4: Analyzing and interpreting data Analyze and interpret data to make
sense of phenomena, using logical reasoning, mathematics, and/or computation.
3.1.4.B1. Describe features that are observable in both parents and their offspring.
S.4.B.2.2.1: Identify physical characteristics that appear in both parents and could be
passed on to offspring.
CC.2.1.4.C.1: Extend the understanding of fractions to show equivalence and ordering.
I. Performance Objectives (Learning Outcomes):
A. Students will be able to determine the probability that offspring will possess
certain traits by using Punnett Squares.
B. Students will simulate the inheritance of alleles for physical traits and use
those traits to create monster offspring.
C. Students will be able to construct multiple Punnett Squares and determine the
probability that offspring will possess certain traits by creating a monster
offspring.
D. Students will be able to interpret the results of Punnett Squares by creating a
monster family.
II. Instructional Materials:
A. SmartBoard timer
B. Heredity BrainPop video:
https://www.brainpop.com/science/cellularlifeandgenetics/heredity/

C.
D.
E.
F.
G.
H.
I.
J.
K.
L.

Computer to play the video

Exploring Genetics lab sheet 1 per student
Reference sheet for each station 1 per student
Construction paper
Scissors
Glue
Tape
Crayons
Monster Body Parts stations
Dice (12) - 2 per station

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. General familiarity with probability and ratios.
2. General understanding of content specific vocabulary learned in
previous lessons in this unit.
3. This lesson will follow the lesson on Dominant and Recessive traits.
B. Key Vocabulary:
1. Cross mating between two parents
2. Punnett Square tool used to predict the possible offspring from a
cross
3. Genotype The genetic makeup of an individual.
4. Phenotype The physical expression of a trait determined by the
individuals genotype.
5. Probability The possibility of an event occurring usually
expressed as a percentage or ratio
6. Dominant gene a gene that can hide the effect of a recessive gene.
Represented by a capital letter (T).
7. Recessive gene a gene whose expression can be hidden.
Represented by a lowercase letter (t).
C. Big Idea: Students can successfully complete a Punnett Square and create a
monster that shows the results of the crosses.
D. Content:
1. Students will participate in determining traits of a monster by
throwing a die. Students will explore how genetics plays a role in
determining the phenotype of an individual.
E. Advance Preparation:
1. Prepare labels to identify each station.
2. Place dice and crayons at appropriate station for fur and eye color.
3. Place glue, scissors and phenotype pieces (in envelopes labeled with
type of phenotype) at appropriate stations.
IV. Implementation

A. Introduction
1. Ask students to take out their offspring predictions that they
completed at the end of yesterdays lesson.
2. Have a few students share what they drew and why they predicted
each trait.
3. Guide the discussion to reiterate terms and key points from
yesterdays lesson. This would include some of the following:
dominant trait, recessive trait, every trait has different ways in which
it can be displayed.
4. Have the students think to themselves about the following question:
is there a way to predict what a child will look like based on the
parents traits?
B. Development
1. After giving students a moment to think about that question, play the
BrainPop video on Heredity. Link
https://www.brainpop.com/science/cellularlifeandgenetics/heredity/
2. Ask the class the following questions:
a. What is the term used for the passing of traits from parents to
offspring? Heredity
b. When Mendel crossed a short plant with a tall plant what
happened? The offspring plants were tall.
c. What does a Punnett Square do? Allows you to predict the
likelihood of traits in offspring.
3. Now, show the Punnett Squares PowerPoint. (Attached)
4. We will talk about the steps to successfully complete a Punnett
Square, while the teacher demonstrates them on a Punnett Square
written on the board. The steps include the following:
a. Determine the genotypes of the parents.
b. Write down your cross.
c. Draw a Punnett Square.
d. Split the letters of the genotype for each parent and put them
along the top and left side of the Punnett Square.
e. Fill in the Punnett Square to determine the possible genotypes
of the offspring.
f. Summarize results by explaining the genotypes and phenotypes
of offspring in the form of percentage/ratio.
5. Now its time for the students to practice completing a Punnett
Square on their own. Write the following scenario on the board:
a. Free earlobes = dominant trait = F
Attached earlobes = recessive trait = f
Cross a woman with the genotype FF, with a man with the
genotype Ff.
Complete a Punnett Square to determine if their children will
have attached or free earlobes.

F
FF

F
FF

Ff

Ff

f
Write what their children will look like (i.e. 25% blond hair
and 75% brown hair). 100% free earlobes
6. Introduce todays inquiry by saying to the class, Now, boys and
girls, you will become scientists who are creating a new kind of
monster. You will visit six different stations to complete your new
monster.
7. Handout the Exploring Genetics lab sheet to each student. (Attached)
8. Handout the Reference Sheet for each station to each student.
(Attached)
9. Go over the steps at the top of the lab sheet, while the class follows
along.
10. Model to students how to match the number rolled to each station
guide.
11. Assign students to their starting stations by counting off numbers 16.
12. Allow data collection to take about 15 minutes for each station. Set a
timer on the smartboard.
13. Circulate around the room to make sure that students are properly
recording their data.
14. Once group has been to all six stations, instruct the students to go
back to their seats and answer the questions on their lab sheets.
15. Give the students about 5-7 minutes to try answering the questions
on their own and then go over them as a class.
16. Instruct the students to correct their answers on their lab sheets if
they were wrong or add additional information as we go over the
questions.
17. Now, have the students get into pairs to complete the next part of the
lab.
18. Explain to students that they will be crossing their monster with their
partners monster.
19. Students will share their monsters genotype to complete the Punnett
Squares. Remind them to use the reference sheet at each station if
needed, to identify their genotypes.
20. Explain to students that they will now be using their data to complete
six Punnett Squares to determine what the probability of their
monster and their partners monsters offspring would look like.
21. Model the first Punnett Square for them, as a reminder of how to
complete it.

22. Once all six Punnett Squares are completed, have the students go
back to their own seats.
23. Students will now be creating their own monster offspring by
selecting one of the four possible outcomes from each Punnett
Square.
24. Handout the Baby Monster Rubric to every student, so they know
what is expected of their project. (Attached)
25. Allow students to collect the supplies that they need to create their
monster in the back of the classroom.
C. Closure
1. Once everyone is finished with their monster creation, have the
students form a circle and be seated on the ground.
2. Go around the circle and have each student explain why their
monster has different and unique features.
3. Once each student has shared, share the following joke to wrap up
todays lesson: What do you get when you cross a bridge with a
bicycle?
a. The other side
D. Accommodations/Differentiation:
1. Accommodations: A, who is identified with ADHD, will be given a
handout of the PowerPoint to help her follow along in class.
2. Differentiation: Students who would rather work individually on the
monster activity may do so. Instead of going around to each of the
six stations, they can work at their desk. They will be given the
necessary materials from each station.

E. Assessment/Evaluation Plan
1. Formative:
a. Students will be graded on their monster creation using the
rubric provided.
b. Students will hand in their lab sheets at the end of class to be
graded for accuracy and completion.
2. Summative:
a. There is no summative test for this lesson.
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan

B. Personal Reflection
1. How could this lesson be improved?
2. Were the students able to use their knowledge of heredity to create
their monsters?
3. Were my directions for the activities clear and easy to follow?
VI. Resources
C. BrainPOP - Heredity - Movie. (n.d.). Retrieved March 15, 2016, from
https://www.brainpop.com/science/cellularlifeandgenetics/heredity/
D. Inquiry idea: http://science4inquiry.com/LessonPlans/LifeScience/Genetics/
MonsterMashUpGenetics5ELessonFinal.pdf

Left Hand Claws

Monster Pieces Templates

Right Hand Claws

Left Foot Claws

Right Foot Claws

Left Arm Spikes

Right Arm Spikes

Fur (Head)

Left Arm Fur

Right Arm Fur

Eyeballs

Big and Small Noses

Horns

Mouths

Monster Body

Student Name: _______________________________

Monster Mash Up: Exploring Genetics

Instructions: You are a scientist who is creating a monsterthe first of its kind. Each of the 6 stations
must be visited in order to have a completed monster.
Step 1: To determine the probability of a monster receiving a specific combination of genotypes
or phenotypes, you begin at one station, roll the dice and record the physical trait and the
genetic letter code that you rolled.
Step 2: Select the pre-cut phenotype that matches the number you rolled and attach it to your
monster. Continue on to the next station, until all 6 stations have been visited and you have the
entire data table filled in and your monster has all 6 traits and is complete.
Data Table for Monster Traits

Genotype:
genetic representation (letters)

Phenotype:
physical characteristic (appearance)

Eyes: red or yellow

Nose: large or small
Mouth: 1 or 2
Hands: claws or no claws
Body Type: spikes or fur
Head: horns or no horns
Monster Analysis: thinking about your results.
1. Why do you think there are 2 letters for each trait?

2. Why are some letters capitalized and some are lower case?

3. What are some similar and different phenotypes between your monster and your lab partners
monster?

4. Explain why you think that your monster and your lab partners monster are different?

Directions: After your monster falls in love with your lab partners monster they have a little monster
baby. Complete the following six Punnett squares to determine what the probability of the offspring
would look like.
Punnett Square 1: EYES (yellow/red)

Offspring with red eyes:

Offspring with yellow eyes:

Punnett Square 2: NOSE (large/small)

_______%
_______%

Punnett Square 3: MOUTH (1 or 2)

Offspring with a large nose:

Offspring with a small nose:

Punnett Square 4: HANDS (claws or no claws)

Offspring with one mouth: _______%

Offspring with two mouths: _______%
Punnett Square 5: BODY TYPE (spikes/fur)

Offspring with spikes: _______%

Offspring with fur: _______%

_______%
_______%

Offspring with claws: _______%

Offspring with no claws: _______%
Punnett Square 6: HEAD (horns or no horns)

Offspring with horns: _______%

Offspring with no horns: _______%

SAMPLE ANSWER KEY: (answers will vary)

Monster Mash Up: Exploring Genetics

Instructions: You are a scientist who is creating a monsterthe first of its kind. Each of the 6 stations must be
visited in order to have a completed monster.

Step 1: To determine the probability of a monster receiving a specific combination of genotypes or phenotypes, you
begin at one station, roll the dice and record the physical trait and the genetic letter code that you rolled.
Step 2: Select the pre-cut phenotype that matches the number you rolled and attach it to your monster. Continue
on to the next station, until all 6 stations have been visited and you have the entire data table filled in and your
monster has all 6 traits and is complete.

Data Table for Monster Traits

Eyes: red or yellow
Nose: large or small
Mouth: one or two
Hands: claws or no claws
Body Type: spikes or fur
Head: horns or no horns

Genotype:
genetic representation (letters)
EE
Nn
TT
Aa
Ff
Hh

Phenotype:
physical characteristic (appearance)
Red
Small
One
Claws
Fur
Horns

Monster Analysis: thinking about your results.

5. Why do you think there are 2 letters for each trait?
Each parent gives one letter to their baby. For example, the eyes had a genotype of EE; the mom gave an E and the
dad gave an E. Parents pass traits on, you are a combination of your mom and dads genes.
6. Why are some letters capitalized and some are lower case?
Some letters are capitalized because they are dominant and will always be expressed. The lower case letters
represent recessive traits which could be expressed if there are 2 of them or could be masked by a dominant trait.
7. What are some similar and different phenotypes between your monster and your lab partners monster?
Example answer: My monster had a small nose while my lab partners monster had a large nose. Also, my monster
had fur but my monster had spikes. Our monsters both had the same: eyes, mouth, hands, and no horns.

8. Explain why you think that your monster and your lab partners monster are different?
My monster was different from my lab partners monster because we rolled different dice. If this were real, the
monsters maybe had different parents.

SAMPLE ANSWER KEY: (answers will vary)

Directions: After your monster falls in love with your lab partners monster they have a little monster baby.
Complete the following six Punnett squares to determine what the probability of the offspring would look like.
Punnett Square 1: EYES (yellow/red)

Punnett Square 2: NOSE (large/small)

EE

EE

NN

Nn

EE

EE

NN

Nn

Offspring with red eyes:

__100__%
Offspring with yellow eyes: ___0___%

Offspring with a large nose: __100__%

Offspring with a small nose: ___0___%

Punnett Square 3: MOUTH (one/two)

Punnett Square 4: HANDS (claws or no claws)

TT

TT

AA

Aa

TT

TT

Aa

aa

Offspring with one mouth: __100___%

Offspring with two mouths: __0____%

Offspring with claws: __75___%

Offspring with no claws: 25___%

Punnett Square 5: BODY TYPE (spikes/fur)

Punnett Square 6: HEAD (horns or no horns)

FF

ff

HH

Hh

Ff

ff

Hh

hh

Offspring with spikes: __50___%

Offspring with fur: ___50___%

Offspring with horns: 75___%

Offspring with no horns: 25___%

Reference Sheet for Each Station

Baby Monster Rubric

Advanced (4)

Proficient (3)

Basic (2)

Below (1)

No attempt (0)

Punnett Squares

Accurately
completes 6
Punnett Squares
1 for each trait

Accurately
completes 4
Punnett Squares.

Accurately
completes 2
Punnett Squares.

Did not use the

correct genotypes
for each Punnett
Square.

Punnett
Squares are
not completed

Offspring (baby
monster)

Baby monster is
drawn according
to outcomes of
Punnett Squares
(all 6 traits are
included).

Baby monster is
drawn according
to the outcomes
of the Punnett
Squares, but only
includes 4 out of
the 6 traits.

Baby monster is
drawn according
to the outcomes
of the Punnett
Squares, but only
includes 2 out of
the 6 traits.

Baby monster is
drawn, but did not
follow the Punnett
Squares.

No offspring is
drawn

Offspring Key

Lists all 6
genotypes on the
back of the baby
monster.

Lists 4 genotypes
on the back of the
baby monster.

Lists 2 genotypes
on the back of
the baby
monster.

Does not correctly

list all 6 of the
genotypes.

None included

PUNNETT SQUARES & PROBABILITY

REVIEW

What is heredity?

The passing down of

genes from parent to
offspring

REVIEW IMPORTANT VOCABULARY

Gene: A set of instructions in DNA that tell your
body to make something (a gene for hair color)
Allele: A unique version of a gene (the different
types of hair color)
Dominant: A trait that is expressed with only
one allele
Recessive: A trait that is only expressed with
two alleles

PUNNET SQUARES AND TRACING HEREDITY

Punnet squares are used to calculate the

probability of offspring getting a certain trait.
For example:

In pea plants, purple flowers are dominant over

white flowers. If a plant that has the dominant color
mates with a plant that has the recessive color, what
percent of the offspring will be purple?

STEP 1: IDENTIFY DOMINANT / RECESSIVE.

In pea plants purple flowers are dominant over white

flowers.
o
o

Dominant: purple (F)

Recessive: white (f)

STEP 2: IDENTIFY GENOTYPE *ALLELES*

OF PARENTS.

If a plant that has the dominant color mates with a

plant that has the recessive color, what percent of the
offspring will be purple?

Homozygous Dominant: FF (purple)

Homozygous recessive: ff (white)

STEP 3 CREATE PUNNETT SQUARE.

PLACE ONE PARENTS ALLELES ON THE SIDE
AND ONE ON THE TOP

STEP 4 COMPLETE THE PUNNETT SQUARE BY

MOVING THE ALLELES INTO THE ALIGNED BOXES.

STEP 5 IDENTIFY THE OFFSPRING PROBABILITY

FOR EACH POSSIBLE GENOTYPE.
There is only one possible
genotype for the offspring:
Ff.
Each square represents
of the possible offspring.
Count how many boxes
have Ff.
In this problem, there are
4. That is how many s
you have (4 boxes of Ff =
+ + + = 4/4).

STEP 6: FIND OUT WHAT THE QUESTION IS

ASKING AND WRITE YOUR ANSWER:

what percent of the

offspring will be
purple?
(4/4 or 100% of the
offspring are Ff)
Ff is purple.

100% of the offspring

is purple.

P (parental)
generation

Crossfertilize

F3 generation

F2 generation:
(3:1) ratio flower color

F1 generation

True-breeding
dominant

Self-fertilize

Not-true-breeding
dominant

True-breeding
recessive

NOW ITS TIME TO PRACTICE!