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Teacher Candidate:

Abby Olsen

Cooperating Teacher:
Group Size:


Date: 4/11/16
Coop. Initials

Allotted Time: 45 minutes

Subject or Topic: Review for Unit Test

Grade Level: 4th



3.1.3.B1. Heredity Understand that plants and animals closely resemble their parents.
3.1.4.B1 Describe features that are observable in both parents and their offspring.
3.1.4.B5. PATTERNS Identify observable patterns in the physical characteristics of
plants or groups of animals.
S.4.B.2.2.1: Identify physical characteristics that appear in both parents and could be
passed on to offspring.
I. Performance Objectives (Learning Outcomes):
A. Students will display knowledge of why offspring often resemble their parents
by completing the student booklet.
B. Students will be able to distinguish between inherited and acquired traits by
sorting traits based on whether it is learned or inherited.
C. Students will explore how dominant and recessive traits are expressed by
observing the physical characteristics of themselves and classmates.
D. Students will be able to determine the probability that offspring will possess
certain traits by using Punnett Squares.
E. Students will simulate the inheritance of alleles for physical traits and use
those traits to create monster offspring.
F. Students will be able to construct multiple Punnett Squares and determine the
probability that offspring will possess certain traits by creating a monster
G. Students will be able to interpret the results of Punnett Squares by creating a
monster family.
H. Students will review for the unit test by creating questions and playing a
jeopardy review game.
II. Instructional Materials:
A. Jeopardy music:

B. Index cards
C. Timer
D. Whiteboard/chalkboard
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills:
1. General understanding of content specific vocabulary learned in
previous lessons in this unit.
2. This lesson will conclude the unit on heredity and genetics.
B. Key Vocabulary:
1. Heredity the passing of physical characteristics from parents to
2. Trait distinguishing characteristics or qualities that are part of an
organisms physical appearance
3. Genetics the scientific study of heredity; explains why we look the
way we do
4. Gene the factors that control each trait
5. Allele the different forms of a gene; the gene that controls height has
one tall allele and one short allele
6. Inherited traits: the observable characteristics that pass from parents to
7. Acquired traits: the observable characteristics that result from ones
behavior or environment.
8. Dominant gene: a gene that can hide the effect of a recessive gene.
9. Recessive gene: a gene whose expression can be hidden.
10. Cross mating between two parents
11. Punnett Square tool used to predict the possible offspring from a
12. Genotype The genetic makeup of an individual.
13. Phenotype The physical expression of a trait determined by the
individuals genotype.
14. Probability The possibility of an event occurring usually expressed
as a percentage or ratio
C. Big Idea: Use this lesson to help students review for a summative assessment
of key concepts from the heredity unit. The summative test will be given
D. Content:
1. History of heredity
2. Gregor Mendel
3. Gregor Mendels pea plant experiment
4. Gregor Mendels 3 laws of genetics


Identify the difference between an inherited and acquired trait.

Every trait has different ways in which it can be displayed.
Identify dominant and recessive genes.
Students will explore how genetics plays a role in determining the
phenotype of an individual.

IV. Implementation
A. Introduction:
1. As the students come into the classroom, jeopardy music will be
playing. The following link plays the jeopardy music:
2. Tell the students that today they will be reviewing for their unit test
tomorrow by playing jeopardy.
B. Development:
1. Break the class up into four different groups.
2. Assign student teams to write questions of varying difficulty for four
different categories on index cards. The following four categories are:
Gregor Mendel, inherited vs. acquired traits, dominant and recessive
genes, and Punnett Squares. Each group will be assigned one category.
3. Allow students ten minutes to write the questions together as a group.
Each group will write five questions for their category.
4. Have students write the answer to each question on the back of each
card. When all of the questions and answers have been written, assign
a $ amount depending on the difficulty of the questions.
a. For example:
$100very easy questions
$300somewhat difficult
$500very difficult
5. Draw the following grid on the board.
Gregor Mendel

Inherited vs.
acquired traits

Dominant and
recessive genes

Punnett Squares

6. Attach the index cards to the board in the correct categories and
sequence with the answer side showing.
7. Divide the class into three teams.
8. Have students draw numbers to determine the order of the teams.
9. Have the first team pick a category and a dollar amount.

10. Give students the answer and ask them to come up with the correct
11. They will have 20-30 seconds to discuss and come up with the correct
question. Set a timer to ensure fairness.
12. At the end of the time, the spokesperson will give the team answer.
13. If the team answers correctly, add the dollar amount of the question to
their score. Post the scores visibly.
14. If the team answers incorrectly, subtract the dollar amount from their
15. Then, give the other two teams (in order) an opportunity to correctly
answer and earn the dollar amount.
16. Now give the 2nd team a chance to choose a category and question.
Repeat steps 8-14 with this team.
C. Closure:
1. When all the questions have been given, calculate their final score
depending on whether they were correct (adding) or incorrect
2. The team with the highest score wins.
3. Allow the students to write down any of the questions they may have
had trouble answering. This will help them to study for tomorrows
D. Accommodations/Differentiation:
1. Accommodations: A, who is identified with ADHD will not need any
accommodations for this lesson. However, she will be given extra time
to complete the unit test tomorrow.
2. Differentiation: Instead of having the students come up with the
questions for the jeopardy game, the teacher could have the questions
written prior to the students coming into the classroom.
E. Assessment/Evaluation Plan
1. Formative: there will be no formative assessment for this lesson.
2. Summative: the unit test will be given tomorrow. (Attached)
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. Was it beneficial, to the students, to write the questions for the game?
2. How was my time management during this lesson?
3. How could this lesson be improved?

VI. Resources (in APA format):

A. Jeopardy music:
B. Jeopardy idea:

Name: ___________________
Unit Test: Heredity

Vocabulary Matching: match the vocab word with its definition. Write the
matching letter next to the vocabulary word, on the line provided.

Vocab Words:
1. _____ Heredity
2. _____ Trait
3. _____ Genes
4. _____ Alleles
5. _____ Inherited traits
6. _____ Acquired traits
7. _____ Cross
8. _____ Punnett Square
9. _____ Genotype
10. _____ Phenotype


a. The different forms of a gene
b. The observable characteristics that result from ones
behavior or environment
c. The passing of physical characteristics from parents to
d. Mating between two parents
e. The genetic makeup of an individual
f. Instructions for our body that determine the traits
you will display
g. Distinguishing characteristics or qualities that are part
of an organisms physical appearance
h. Tool used to predict the possible offspring from a cross
i. The observable characteristics that pass from parents to
j. The physical expression of a trait

Multiple Choice: Circle your answer

11. What did Gregor Mendel experiment with?
A. Corn
B. Apple Trees
C. Pea Plants
D. Orange Trees
12. Which of the following is an acquired trait?
A. Dimples
B. Riding a bike
C. Height
D. Eye color

13. When Mendel crossed a short plant with a tall plant what happened?
A. The offspring plants were tall.
B. The offspring plants were short.
C. The offspring plants were medium height.
D. There were no offspring plants.
14. A trait whose expression can be hidden
A. Dominant
B. Recessive
C. Phenotype
D. Genotype

True or False: Circle the word True or False for each statement
15. True/False: We all have inherited and acquired traits.
16. True/False: You are not born with inherited traits because inherited traits
develop during life.
17. True/False: Gregor Mendel was considered the Father of Genetics.
18. True/False: A capital letter represents the dominant form of a trait.
19. True/False: Someone with the genotype, Ff, will express the recessive form of
the trait.
20. True/False: Having the dominant form of a trait is better than having the
recessive form.


Answer the following question by writing in your response.

21. Brians mother has the dominant gene for the widows peak hairline trait. Her
genotype is (Ww). His father displays the recessive gene for a straight
hairline. His genotype is (ww). Complete the Punnett Square below to
determine the probability that Brian has the widows peak trait.