(1) Standards:

A. 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.
i. LS3.B: In sexully reproducing organisms, each parent contributes half of the
genes acquired (at random) y the offspring. Individuals have two of each chromosome and hence
two alleles of each gene, one acquired from each parent. These versions may be identical or may
differ from each other.
CCSS.ELA-Literacy.RST.6-8.2: Determine the central ideas or conclusions of a text;
provide an accurate summary of the text distinct from prior knowledge or opinions.
B. ISTE 6- Creative Communicator: Students communicate clearly and express
themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and
digital media appropriate to their goals.
i. 6C: Students communicate complex ideas clearly and effectively by creating or
using a variety of digital objects such as visualizations, models or simulations.

(2) Lesson Objectives:

A. Use appropriate scientific vocabulary to discuss genetics such as phenotype, genotype,
etc.
Understand the link between genotype and phenotype using an interactive computer
model and analyzing their own genetic traits
Draw punnett squares to diagram the genotype of a mystery creature and eventually
themselves
Use punnett squares to determine the probability of offspring phenotype
B. Interactive game building a mystery creature based on genotyped punnett squares
Interactive vocabulary review using a website to facilitate their learning
Use Microsoft PowerPoint or Google Slides to create a presentation on their own
genotypes and phenotypes for teacher determined traits

(3) Introduce the Learning Activity

A. For the beginning of the learning activity, students will review their genetic
vocabulary terms so they can properly use them for the classroom activities that follow. Put
students on the clock for five minutes and instruct them to do flashcards, gravity or matching,
and then test themselves.
B. For vocabulary practice, students will use a website called Quizlet. Quizlet is an
interactive study tool for vocabulary acquisition. The link to my Quizlet site can be found on my
website. Students should select the vocabulary set titled “Genetics Vocabulary”.

(4) Provide Information

 A. Day 1: Once students have completed their five minutes of vocabulary practice using
quizlet, students should be instructed to go back to my website and click on the link labeled
“Punnett Square Activity”. This is an interactive game which allows students to see the
relationship between genotype and phenotype by building a creature.
Once students complete this game, they can begin their “Genetics: Family Trait
Organizer” which asks them to assess their own phenotype and hypothesize what their genotypes
may be. This is a paper based activity, copy is attached to the bottom of the lesson plan. Students
should bring this home and assess their parents for the same traits to determine what their exact
genotype would be. For example, if they have brown eyes they should go home and examine the
eye color of both of their parents. If both parents have brown eyes the student can assume they
are homozygous dominant for their eye color genotype. If one parent has blue eyes and the other
brown, then the student would know they are heterozygous for their eye color genotype. This
activity provides them with practice creating punnett squares while also acting as a data
collection sheet for their final project.
As students finish their graphic organizer worksheet, they should be instructed to being a
google slides/PowerPoint presentation on the information. When students begin this assignment,
they should receive a copy of the presentation rubric. This can be seen at the bottom of this
lesson plan. Try to meet with at least half the class about their presentations and their findings on
their graphic organizer and give them verbal feedback.
Day 2: Have students begin with vocabulary review for the first five minutes of class.
After the review, students can begin working on their family trait presentations again using the
medium of their choice (PowerPoint/Slides). Students may use the entire period to work on their
presentations. This will be the final day students have class time to work on this assignment.
Whatever they do not complete in class should be finished outside of class for homework. Try to
meet with the second half of the class to give them verbal feedback on the presentations and
graphic organizer.
As students finish working on their presentation, they may find an article for a literacy
lab using the resources posted to my website. They will need to find an article under the category
of genetics so their article may be about topics like heredity, mutations, cloning, genetic
engineering, or genetically modified organisms. They are to read the article they have chosen and
answer some close reading questions about their article. There are question outline sheets
available for the students who would like to use them.
Day 3 & 4: Presentations will be given in class by the students using the projects they
created about themselves.
Day 5: Students will review for their exam using jeopardy run by the teacher. The test
will follow the the completion of the jeopardy game. Students can use this game to study after
class or at home, as well as the quizlet link. Both links can be found on my website.
B. Students will use a website called
http://www.glencoe.com/sites/common_assets/science/virtual_labs/E09/E09.html for their first
learning activity following quizlet. This brings students to the interactive game.
Students will eventually use Google Slides or Microsoft PowerPoint to create a final
project about genotype and phenotype of sexually produced offspring (themselves).
 If students finish their presentations in class and there is time left over, they can pick a
link from my website and find an article for a literacy lab. There are multiple links that are
appropriate for this assignment on my website. If students know of an article outside of my listed
resources on my website, they can ask permission to use the article. However the article has to
come from a reputable scientific resource.
Students will play a jeopardy game linked to my website as a class on day 5 of this unit
on genetics.
(5) Provide Practice
A. The practice for students is to examine the relationship between phenotype and
genotype while building a mystery creature on an interactive website. They will build the punnett
squares and then place the correct traits on their creature based on what the genetic code in their
punnett squares shows. Students also get practice examining the relationship between phenotype
and genotype with their genetic traits graphic organizer before they begin their project. The
lesson also provides time for students to practice their vocabulary words for the unit at the
beginning of the class period every day.
B. Students will have had practice creating a presentation in other classes on top of
previous experience creating a presentation in this class. They should be well versed on creating
a PowerPoint or Google Slides presentation by the mid-point of the school year.
(6) Provide Knowledge of Results
Students will receive feedback on their quizlet tests and scores for matching or gravity
right on the website itself.
Students will also receive feedback from the website of their interactive game on their
mistakes.
I will provide students verbal feedback on their presentations and graphic organizer while
they are going through the creative process of this assignment.
Students will receive written feedback on their final presentations after they turn them in
and present them to their classmates. This feedback will be present on their rubrics of the
assignment.
This unit will end with a unit exam. Students will receive written feedback of their results
on their individual tests.
(7) Review
A. I will review the expectations of a good presentation with students prior to
presentation day. Students will be able to make revisions to their presentations the night before,
will be encouraged to practice, and reminded of good presentation skills before the step up to the
front of the room the following day. I will go over the rubic one final time with students so they
know exactly what they need to have on their presentation and do while they are sharing their
presentation to get full credit.
In order to review content with students before the unit exam, I will play genetics
jeopardy with them. This game can be found on my website. This game will assess their
knowledge of important vocabulary and topic concepts that we have been practicing throughout
this lesson as well as the unit itself.
(8) Methods of Assessment
A. Students will be assessed multiple ways during this lesson. Formative observations
will be taken while students review their vocabulary, play the interactive game, and work on
their projects. Checking their graphic organizers will be a formative assessment of their
knowledge of the phenotype genotype connection for sexually reproduced offspring. Students
literacy labs will also be taken as a formative assessment of their reading and analysis skills as
noted in the objectives of this lesson.
Students presentations will be taken as a summative assessment of their knowledge of
genetics. Students exams will also be taken as a summative assessment of their knowledge of
genetics. Both of these final assessments give students who do not test well or present well an
additional opportunity to show what they have learned from the genetics unit.
B. Students will show their skills with technology through their presentations created
using PowerPoint or Google Slides. Their presentation should meet the standard set for this
lesson-- to creatively share their ideas with others using various modes within their presentation.

Rubric for PowerPoint/Google Slides and Oral Presentation

Awesome Admirable Acceptable Unacceptable Self- Teacher
4 3 2 1 Assessment Assessment
Critical Thoughtfully and Identifies relevant Usually justifies Misinterprets data,
Thinking accurately arguments, results and offers gives unjustified
interprets results, justifies results, reasons arguments
shows in-depth offers reasons
understanding of
major ideas

Quality of Covers topic Includes essential Includes most Lacks essential

Information thoroughly, information, essential information
includes details includes some information, details
that support the supporting details are somewhat
topic sketchy

Organization Well organized Organized, some Some organization, Not organized,

and coherent, topics are out of topics jump around, topics make no
topics are in logical order, conclusions are sense
logical sequence, conclusions are unclear
includes clear generally clear
introduction and
conclusions

Grammar and All grammar and Only one or two More than two Very frequent
Spelling spelling are errors errors grammar and/or
correct spelling errors

Visual design Visually Visually Text is sometimes Text is very

appealing, clean attractive, text is hard to read, difficult to read,
simple layout, easy to read, sometimes graphics layout is cluttered
text is easy to colors enhance or special effects and confusing
read, graphics readability, distract from
enhance graphics and understanding
understanding of special effects do
ideas not distract from
understanding
ideas

Oral Well prepared, Engages Clear and Not clear, not

presentation speaks clearly, audience, fluid understandable, understandable
makes eye delivery, uses uses limited
contact with different delivery technique
audience, delivers approach other like reading the
with ease, invites than simply screen, does not
questions reading screen, invite questions
invites questions

Total

Genetics: Family Trait Organizer

Name:____________________________ Date:_____________

Directions: Complete this worksheet as a template for your google slides/powerpoint

presentation.
Your Phenotype Your Possible
Genotype(s)
1. Bent or Straight Phalanx

Hold your hands in front of you with your palms

facing toward you. Place your two little fingers side
by side and press them together. Do they run
parallel all the way or do your fingertips flare out
away from each other?

B= dominant (bent phalanx)

b= recessive (straight phalanx)

2. Dimples

There may be dimples in one cheek and not the

other. They likely appear when you smile.

D= dominant (has dimples)

d= recessive (no dimples)

3. Freckles

Do you have polka-dots on your face?

F= dominant (has freckles)

f= recessive (no freckles)

4. Earlobes

Yes you have them, but what shape are they?

E= dominant (free earlobes)

e= recessive (attached earlobes)

5. Hairline

Examine the hairline on your forehead. Does it

come to a point? If it does, you have a Widow’s
Peak.

H= dominant (Widow’s Peak)

h= recessive (straight or curved hairline)

6. Favored Hand
What hand do you write with?

L= dominant (right handed)

l= recessive (left handed)

7. Tongue Rolling

Can you roll your tongue? It’s okay if you can’t.

T= dominant (can roll your tongue)

t= recessive (can’t roll your tongue)

8. Hair Color (Brown or Blonde)

Think about your natural hair color-- not the color

you might have it dyed right now!

N= dominant (brown/dark)
n= recessive (blonde/light)

9. Hair Color (Red)

Having any kind of reddish highlight to your hair

counts as you carrying this gene!

R= dominant (non-red hair)

r= recessive (red hair)

10. Eye Color

You have eyes, so what color are they? If they are

green, use a dominant genotype for this activity.

Q= dominant (Brown/Hazel)
q= recessive (Blue/Grey)