Understanding by Design (UBD)

Unit Cover Page(Optional)

Unit Title: _Genes Made Simple!____ Grade Level: _9th or

10th grade_

Subject/Topic Areas: ___Biology -

Genetics__________________

Key Words: _Genetics, Punnett Square, Gregor Mendel,

dominance, probability, inheritance,
allele_________________________________

Designed By: _Susan Smith___ Length of Unit: __3

days_________

School District: _Independence__ School: _Star Spangled

High School__

Brief Summary of Unit:

Students discover the origin of genetics, Gregor Mendel's findings, and how they can
apply it not only to human genetics, but also animals and plants. They will learn how
to construct Punnett Squares and use the Laws of Probability to predict genetic
outcomes.

List and attach Print Materials/Resources

List and attach Internet Resources/Links

Picture of Gregor Mendel for timeline

Lilies or Tulips
Microscopes
Chart Paper
Transparencies
Envelopes
Coins
Quick Lab Activity Sheet
 The University of Mississippi School of Education
Unit Plan Elements

Stage 1 – Identify Desired Results

(Stage 1 completed once for the unit)
Goal: Identify overall goal (s) of the unit based on the
Mississippi Curriculum Frameworks.
Biology I: Life Science
5. Demonstrate an understanding of the molecular basis of heredity.
a. Analyze and explain the molecular basis of heredity and the
inheritance of traits to successive generations by using the Central Dogma
of Molecular Biology. (DOK 3)
b. Utilize Mendel’s laws to evaluate the results of monohybrid Punnett
squares involving complete dominance, incomplete dominance,
codominance, sex linked, and multiple alleles (including outcome
percentage of both genotypes and phenotypes.) (DOK 2)
c. Examine inheritance patterns using current technology (e.g.,
pedigrees, karyotypes, gel electrophoresis). (DOK 2)

What essential questions will What understandings are

be considered? desired?
Genetics is the basis of understanding the
makeup of life and outcomes can be
predicted through Punnett Squares.
Gregor Mendel began his studies with pea
plants and formed the foundation of
today's genetic studies.

Daily objectives: What key knowledge and skills will students

acquire as a result of this unit? What should learners be able
to do as a result of such knowledge? Include integrated
content areas from the Mississippi Curriculum Frameworks.
Label objectives with the DOK level of learning.

The students will:

 - Define vocabulary terms related to the study of genetics. DOK 1
- Create and explain the importance of Punnett squares. DOK 2
- Determine genetic probability statistics. DOK 3
- Describe the studies and importance of Gregor Mendel. DOK 2
- Describe how Mendel studied the inheritance of peas. DOK 1
- List characteristics of the garden pea that make it a good subject for genetics studies. DOK 3
- Explain the principle of dominance. DOK 2
- Describe what happens during segregation of alleles. DOK 1
- Summarize Mendel's conclusions about inheritance. DOK 1
- Determine the relationship between the laws of probability and inheritance. DOK 4
- Construct Punnett squares to predict outcomes of crosses. DOK 3

STAGE 2: PLANNING ASSESSMENT

(Stage 2 completed once for the unit.)
 Performance Task(s): Type(s) of performance tasks that will be used to demonstrate
the desired understandings

Mendel newspaper ad
Probability problems task

Test/Quiz Item(s):

Informal Check(s):

Class timeline
Labeled plant diagram
Ratio calculations
Letters to the National Association of Animal Breeders
Coin toss recordings
Quick Lab Activity
Punnett Square Race

Academic Prompt(s): Higher level thinking questions used throughout the unit

"Explain an inheritance vs. biological inheritance?"

"What are some desirable and undesirable traits that have been created or enhanced,
reduced or eliminated through selective breeding?"
"How do Punnett squares play an important role when predicting genetic makeup and
physical outcome of traits?"

STAGE 3: DAILY LEARNING PLANS

( Stage 3 attached lesson plans completed for each day of the unit.)

What learning experiences and instructional strategies will

enable learners to achieve the desired results?
Make a calendar to outline the objectives taught each day, the activities/strategies used
and the assessments used. Next, attach a separate lesson plan for each day of your
unit.
STAGE 3: Learning Plan
Monday Tuesday Wednesday Thursday Friday
Class Ratio Coin toss
inheritance calculations recordings
totals
Letters to the Probability
Plant diagram National problems task
Association of
Mendel Animal Quick Lab
newspaper ad Breeders Activity

Punnett square
Race
 Stage 3: Daily Lesson Plan

Objectives:
The students will…
- Describe how Mendel studied the inheritance of peas.
- List characteristics of the garden pea that make it a good subject for genetics studies.
- Explain the principle of dominance.

Materials:
- Picture of Gregor Mendel, lilies or tulips, microscope, chart paper, markers, book
transparency

Opening (Set): The teacher will pose the following question to the class: What is inheritance?
Students will contrast the meaning that is perhaps most popular to them (money or property left
by a relative who has died) with the inheritance of biology - your genes. Students will determine
whether or not they have the: ability to roll their tongue, widow's peak or straight hairline,
hitchhiker's thumb, hand clasping (left over right or right over left), free or attached earlobes, chin
cleft, or hair on the middle joints or fingers. They will then calculate the class totals. Students
will understand these traits are inherited from their parents.

Learning Tasks (Procedures): The teacher will tell the class the story of Gregor Mendel and
discuss the garden pea that he studied (Pisum sativum). They will contrast self-pollination with
cross-pollination and how Mendel prevented self-pollination. Post Mendel's picture in the
appropriate place on the class timeline. Identify genus and species name for the pea plant and
relate to previous knowledge about scientific naming. Reenact Mendel's cross-pollination. Cut
and observe the stamens and pistils of lilies or tulips under the microscope and draw labeled
diagrams. Discuss why pea plants were best for his study instead of other organisms. Design
newspaper ads that would attract someone like Mendel to purchase peas for genetic research.
The teacher will introduce the first part of his experiment through a book transparency and
discuss vocabulary terms. Students will predict the experimental outcomes and represent alleles
with letters.

Differentiated Instruction:
Enrichment: Students can do additional research on Gregor Mendel or another scientist
of their choice to discover what else they contributed to the field of biology and present their
findings with the class.
Intervention: Students will be able to work with a partner to help identify through the
microscope and label the correct parts of the flower.
Summary (Closure): The teacher will ask students to reiterate three new things they
learned in class today. She will encourage students to finish writing the newspaper ad for
homework to be turned in tomorrow. Tomorrow we will finish learning about Mendel's
experiment with plants and learn how his discoveries benefitted not only the study of plants,
but also animals and humans.
 Stage 3: Daily Lesson Plan

Objectives:
The students will…
- Describe what happens during segregation of alleles.
- Summarize Mendel's conclusions about inheritance.

Materials:
- Book transparency, calculations worksheet, paper, envelopes, concept map

Opening (Set): The teacher will call have a T-chart on the board stating "What we know" on one
side and "What we want to know" on the other. She will call on students to fill in the "What we
know" side from information studied yesterday. They will fill in the other side with any questions
or predictions about what they will learn today.

Learning Tasks (Procedures): The teacher will describe the second part of Mendel's experiment
using the book transparency and explain the segregation of alleles. For an in class activity,
students will count the number of students in the class and how many of them own a dog. They
will then set up a ratio of students who own a dog compared to those who do not. They will state
the ratio in words, fractions, and with a colon. Students will then work in pairs and calculate
Mendel's ratios in the F2 generation for each contrasting trait. They will then compare results and
discuss the correct ratios as a class. Students will then write letters to the National Association of
Animal Breeders to find out some desirable traits that have been created or enhanced through
selective breeding and some undesirable traits that have been reduced or eliminated.

Differentiated Instruction:
Enrichment: Students will use the animal breeding example and think of other modern
examples in which traits have been altered or changed through generations and share examples
with the class. (i.e. engineering produce, natural selection, etc.)

Intervention: Students may find out personal family traits (i.e. family members with blue
eyes vs. brown eyes) and create ratios comparing the found numbers for extra ratio practice and
bring in to go over with teacher.
Summary (Closure): Students will refer to the T-chart made before class and recount what
they have learned and which questions have been answered. They will then compose a
concept map for Gregor Mendel and related topics.
 Stage 3: Daily Lesson Plan

Objectives:
The students will…
- Determine the relationship between the laws of probability and inheritance.
- Construct Punnett squares to predict outcomes of crosses.

Materials:
- Book transparency, coins, paper, genetic crosses worksheet, Quick lab activity sheet

Opening (Set): Students will work in pairs and toss a coin ten times each. Students will make
predictions about how many heads and tails there will be. One student will be the tosser and the
other student will be the recorder, then they will switch roles. The class will tabulate the results
on a table. The teacher will explain the relevance of probability to genetics studies.

Learning Tasks (Procedures): The teacher will ask the class several probability questions
related to coins, dice, and cards that involve the Law of Multiplication. Emphasize that the
principles of probability can be used to predict the outcomes of genetic crosses. Give pairs of
students a paper bag with 4 identical items except for color. The students will formulate related
probability problems, share with the class, then have the class solve the problems using the
manipulatives. They will record answers on the table provided. The teacher will then define
homozygous, heterozygous, genotype, and phenotype and demonstrate them through the
introduction of Punnett squares. The teacher will provide a list of genetic crosses between
parents and students will then construct Punnett squares both individually and in groups for the
crosses. They will then complete the Quick Lab Activity on page 268.

Differentiated Instruction:
Enrichment: Students will create Punnett squares using Dihybrid crosses and evaluate
the results and discuss potential outcomes with a partner.

Intervention: Students will continue to practice probability problems and making tables
buy flipping coins, rolling dice, and picking cards out of a deck.
Summary (Closure): Students will review how to make Punnett squares by competing in a
Punnett square race. The class will be divided into four teams. Each team will have one
member come to the board to compete against other teams. The first person to correctly
write and complete the Punnett square will receive a point for his/her team.