5e Lesson Plan Genetics Review

5E Genetics Review Lesson Plan
Time: 50 minute class period
Teachers:
Subject:
Marissa Beaith
Janelle Ruiz
Genetics
Grade:
8th
Standard:
Strand 4: Life Science
Concept 2: Reproduction and Heredity
Understand the basic principles of heredity
PO3: Distinguish between the nature of dominant and recessive traits
Objective (Explicit):
SWBAT explain the basic principles of genetics (dominance, recessive, genotype, and phenotype, punnett
squares, probability) by using punnett squares to create and mate minions.
Evidence of Mastery (Measurable):
Collection of the worksheet will demonstrate students knowledge on how to set up and interpret punnett
squares.
Small group/ partner discussions will demonstrate students understanding of the basic principles of genetics
Sub-objectives, SWBAT (knowledge, skill, purpose):
SWBAT create a punnett square using desired traits

SWBAT find the probability that a given phenotype/genotype will be expressed by interpreting the punnett
square.
Materials:
Key vocabulary:
1. Worksheet (made by the teacher)
1. Heredity- Traits that get passed down from one
2. Pencil
generation to the next.
2. Dominant- A trait that is always expressed.
3. Recessive- A trait that is not always expressed.
4. Homozygous- Two of the same alleles.
5. Heterozygous- Two different alleles.
6. Genotype- The genetic apperance (not seen).
7. Phenotype- The physical appearance (seen).
8. Punnett Square- model used to determine
genotype and phenotype probabilities.
9. Probability- The cance that a trait will be
expressed.
Engage (10min)
The teacher will ask the students the essential question; why do living things look alike? Allow students to give
examples. If students do not have examples or are reluctant to share, give the example of dogs. A puppy tends to look
like its parents. Ask the students if they would like to have a pet minion (like their pet dog). Inform the students of that
days activity, which will allow them to create their own minion using genetics. Put up the list of vocabulary words
(stated above). Have the students get into groups of three with a whiteboard. Assign each group 1-2 vocabulary words.
Tell them that they need to write everything they know about that word, by drawing a picture or diagram, providing a
definition, giving a definition, ect. Have each group share their words with the class.
Teacher Will:
Ask essential question

Answer questions, keep students on task
Guide class discussion
Students Will:
Come up will possible answers to the essential

question through a class discussion
Write what they know about the assigned
vocabulary word on whiteboards
Share their vocabulary words with the class
Explore (15min)
The students will work on the worksheet. They will begin by making a minion, by choosing its traits from a designated
list. For example, do they want their minion to have two eyes (dominant trait- EE or Ee) or one eye (recessive traitee)? After they create their minion they will find a partner and mate their minions. To do this the students must set-up
and solve a punnett square, using the genotypes from their minion and their partners minion.
Teacher Will:
Give instructions for worksheet

Circulate/ keep students on task/ answer questions
Students Will:
Make a minion:
Listen to lab directions
Decide on the desired traits from the list of
given possibilities
Record the genotypes and phenotypes (given)
in data table on the worksheet
Mate minions:
Find a partner to work with
Set-up a punnett square with the two minions
genotypes
Solve punnett square
Co-Teaching Strategy
One teach- one assist- The lead teacher will pose the essential questions, give directions, and manage time. Both
teachers will circulate the class, answering questions, providing assistance when necessary, and keeping students
focused and on task.
Differentiation Strategy
Grouping allows students to learn form their peers.

Visual demonstrations introduce the content in an interesting manner.
Directions on the PowerPoint allow students the opportunity to go back if needed.
Class discussions at the end of each station allows students to communicate their understandings and learn
from their peers.
Explain (20min)
The students will use the punnett square results to pick the desired genotype and phenotype of the offspring. They will
intrepret the probability that the desired genotype and phenotype will be expressed. The students will record the final
genotype, phenotype, and probabilities in their worksheet.
Teacher Will:
Give instructions for worksheet

Circulate/ keep students on task/ answer questions
Students Will:
Interpret and explain punnett squares:
Use the punnett squares to determine the
desired genotypes and phenotypes
Record the desired genotypes and phenotypes
in the worksheet
Determine the probabilty that the desired
genotype will be expressed
Record probabilities in worksheet
Co-teach: Both teachers circulates the classroom offering help, answering students questions, making sure students
are staying on task, and managing classroom behaviors.
Grouping allows students to learn form their peers through collaborative skills.
Punnett square model allows for a visual and gives students the opportunity for multiple learning styles.
Elaborate (5min)
The teacher will pose new questions for a class discussion: What would happen if a mutation occurred that caused the
minions to have purple skin? How might something like this happen? What would happen if a mutant minion mated
with a normal minion (and the mutation was expressed/not expressed). Guide the students to use scientific
vocabulary to connect dominant and recessive mutations. Relate this mutation to everyday illnesses caused by
mutations, such as sickel cell anemia and hemophilia. Close by asking the students to think of their own examples.
Teacher Will:
Students Will:
Guide class discussion

Circulate/ manage time and behaviors/ keep
students on task
Participate in cass discussion

Answer questions
One teach-one assist: One teacher guides the class discussion, while the other circulates the classroom to manage
classroom behaviors.

Class discussions at the end of each station allows students to communicate their understandings and learn
from their peers.
Evaluate (done at same time as elaborate/ turn in worksheet at the end of class)
Collection of the worksheet will demonstrate students knowledge on how to set up and interpret punnett
squares.
Small group/ partner discussions will demonstrate students understanding of the basic principles of genetics
Teacher Will:
Circulate/ answer questions

Guide small group/partner discussions and keep
students on task
Collect and grade worksheet
Students Will:
Participate in small group/ partner discussion

Finish and turn in worksheet

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5E Genetics Review Lesson Plan

Time: 50 minute class period

PO3: Distinguish between the nature of dominant and recessive traits

Evidence of Mastery (Measurable):

Sub-objectives, SWBAT (knowledge, skill, purpose):

SWBAT create a punnett square using desired traits

Ask essential question

Come up will possible answers to the essential

Give instructions for worksheet

Grouping allows students to learn form their peers.

Give instructions for worksheet

Guide class discussion

Participate in cass discussion

Directions on the PowerPoint allow students the opportunity to go back if needed.

Circulate/ answer questions

Participate in small group/ partner discussion

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