Goals Students will understand predictable patterns of dominant/recessive gene alleles

through three generations and be able to represent them in punnet squares.

Students will understand Mendel's first law: that organisms inherit two copies of each
gene, one from each parent and that organisms donate only one copy of each gene in
their gametes- two copies of each gene segregate during gamete formation
Objectives Explain how traits are expressed through the generations in predictable ways
Prep: Google slides
Post HW to classroom
Post exit ticket to classroom
Post Mendel sheet to classroom so each student gets a copy.
Post do-now to classroom
Do-Now Today we will be examining the work of Gregor Mendel, and Austrian monk. In his
(5 min) time, there was a hypothesis proposed called the blending theory of inheritance,
where traits of offspring would be somewhere in between the parents. Mendel decided
to test this hypothesis. Knowing what you know today about inheritance and what you
observe in the world around you...
a. What do you think of this blending hypothesis?
b. Do you think Mendel's work supported or revoked this hypothesis? Why?
Mock- Slideshow- in drive
experiment
(15 min)
Challenge 1: The traits for the yellow pod and wrinkled pod and the short plant show up
(15 min) undiluted/unblended in the F2 generation. In a few sentences, explain how one of these
traits gets passed on. Then, show how your idea works in a diagram or drawing.
Debrief: Debrief what folks say for challenge 1
(10 min) Look for...
there must be a pattern of dominant/recessive traits
recessive traits and dominant traits are independent of one another, that is, recessive
Traits are shadowed but not erased by the presence of a dominant trait
Challenge 2: Use a punnett square to determine the ratio of dominant phenotype to recessive
(10 min) phenotype in F2 generation
*if time?
Debrief 2: Ratio is 3:1...Show in punnett square on board, new discussion questions in HW
(5 min)
*if time?
Exit ticket: Reflect back on do-now, do you stand by your answer to the do-now? Why or why not?
(5 min)
Homework: Clarifying questions:
1. It was important for Mendel to use true-breeding plants. Why? What would've
happened had he not used true-breeding plants in the parent generation?
2. What do we call these units of information that are passed down the generations
that give rise to an organism's characteristic traits?
3. If Mendel effectively rejected the blending hypothesis, how could we summarize his
 results? Each trait is inherited in discrete units (genes) These units maintain their
identities over the generations. The genes, however, can occur in alternative forms
(alleles). A sexually reproducing organism has two copies of each gene (if the same,
they're homozygous, if they're different, they're heterozygous). Some alleles (recessive)
can be masked by others (dominant). Parents only give one copy of each gene to their
offspring...therefore the two copies must separate when sperm or eggs are formed.

Inheritance 1.2 Traits, genes, and alleles

Goals Students will understand that the same gene can have many versions and that genes
influence the development of traits.
Students will understand that punnett squares illustrate genetic crosses and that heredity
patterns can be calculated with probability
Objectives Predict the ratio of F2 offspring from an F1 cross
Determine the parents of a mystery plant
Prep Google Slide
Put up kbio~inheritance1~mendel summary/handout from drive on classroom
Post HW
Post exit ticket
Post do-now
Do-Now Is your hw turned in on google classroom?
State whether the following statements are true or false and indicate your % certainty. If
false, correct them.
1. Traits are inherited in discrete units called genes.
2. Genes can occur in alternative forms, i.e. you have a trait for hair, but there can be
many hair genes- curly, straight, thick, thin, etc.
3. Parents have two copies of each gene but only pass one copy on to their offspring.
Discuss: Mendel's results: Basically, review the homework...
Activity 1: How do we easily represent genetic crosses?
(if not done -Show punnet square of parent cross and F1 offspring.
the day -Question: there is a distinctive ratio of dominant traits to recessive traits displayed in
before...) the F2 generation. What is it?
Ask for two clarifying questions before sending students back to lab to work.
-Go back and diagram an F1 cross with a partner in the lab.
Discuss: What is the probability of heterozygous white pea flowers of having a purple-flowered
offspring?
How does the punnett square illustrate Mendel's first law?
Activity 2: Who are the parents? Imagine Mendel messed up one of his tests. A purple pea plant
Testcross mysteriously appeared, and he's wondering where it came from. How can he determine
Challenge who the parents are? With a partner, design a simple test (no more than two steps) to
(demonstrate determine who the parents are. Write up introduction and procedure, using terms
your
understanding!) genotype, phenotype, testcross, probability, allele, homozygous, heterozygous.
Exit ticket Reflect on your learning in this lesson and identify any questions or confusions that
remain.
 Ways to reflect:
1. Summarize what you've learned about patterns of inheritance in three or four key
ideas
2. Explain how this has changed your thinking about how traits are inherited
3. Reflect on how this knowledge might be important
HW Create a flow chart diagramming the relationships between the terms trait, gene, allele
Other notes Put up kbio~inheritance1~mendel summary/handout from drive on classroom