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Long-term plan unit: 11.3B Inheritance and variation

School: NIS Uralsk

Date:

Grade: 11

Number present:

absent:

Theme of the lesson

Cytological basis of polyhybrid crossing

Learning objectives that are achieved at this lesson (Subject Program reference)

Students will

1. Substantiate the cytological basis of polyhybrid crossing

Lesson objectives

1. Students will substantiate the cytological basis of polyhybrid crossing applying mathematical models.

Success criteria

Language Objectives

Students will use a mathematical approach to understand and solve polyhybrid crossings.

Students will use Punnett squares in order to understand and apply the basis for polyhybrid crosses.

Subject-specific vocabulary & terminology:

Genotype, phenotype, trait, expression, variation, independent assortment.

Useful sets of phrases for dialogue and writing:

Dihybrid crosses are significant because _____________________

Polyhybrid and dihybrid crosses are different in that ________________

Values instilled at the lesson

Scoring each other’s’ talks allows learners to give constructive feedback.

Cross-curricular links

Mathematics,

Statistics.

Algebra

ICT skills

Use of intelligent board.

Previous learning

Populations,

Mendelian genetics

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

Lesson start by asking students what a trait is. Most common answers are probably related to one single trait, or several unconnected ones.

Then, using the smart board, show a picture that has several clearly distinctive traits, describable as independently assorted (colour and size, shape and colour, etc)

Then, give students a list of related words and class objectives

Middle

T1 and T2 will shortly give a historical insight about the works of Stern, H.S. Creighton, Thomas Hunt Morgan and B. McChntock and the importance of Drosophila in biology.

T1 would ask one student to read aloud the text about drosophila in the link on the right column.

Afterwards, T1 and T2 will use a group of differently colored candy.

Each color represents an INDEPENDENTLY assorted trait.

Let students decide what trait would that specific color will code for, but ask them to decide whether the trait is dominant or recessive.

Then, students must mark one, two or none of the candy with a distinctive sign, in order to make it either dominant or recessive.

Students will then create with several more candy a chart of ALL THE POSSIBLE COMBINATIONS for both traits. The result must be a 16 trait Punnet square, all the possible combinations must include at least one self-cross including AaBb x AaBb, since this will explain the Mendelian model with ease.

Then, ask students to provide with their own results. Mendelian ratios must be now 3:1 for mono hybrid; 9:3:3:1 for dihybrid and 27:9:9:9:3:3:3:1 for trihybrid. (TYPICAL HETEROZYGOUS CROSSING)

T1 will then proceed to explain the “branching” method, which allows to create long crossings with a rapid algorithm

Students will be divided in groups of two, and will receive a series of problems showing dihybrid and polyhybrid crosses.

The assessment is then given back to the teachers and lesson objectives will be reviewed.

TIMELINE WITH THE HISTORY OF GENETIC RESEARCH

http://www.yourgenome.org/facts/why-use-the-fly-in-research

LINK ABOUT DROSOPHILA IN RESEARCH

http://www.yourgenome.org/facts/why-use-the-fly-in-research

D
OMINANT AND RECESSIVE CANDY

BRANCHING METHOD FOR F2 TRYHYBRID PHENOTYPES

GOOD SET OF PROBLEMS FOR GROUPS.

http://www.greatneck.k12.ny.us/GNPS/SHS/dept/science/truglio/ap-webpage2011-12/Notes/genetics-problems-A.pdf

End

To close the lesson, learners will answer:

1. How would you use polyhybrid crosses in a real life context?

2. How can this lesson be improved?

3. What part of the lesson was interesting?

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check students’ learning?

Health and safety regulations

More able learners will benefit of the sorting out in groups, since they will have the chance of guiding less able students while filling the punnet squares and giving the phenotypic ratios at once. Also, reading aloud is a good way of boosting confidence in less able learners, given the fact that other learners will be supportive and patient. .

Assessment in language skills is provided with the reading activity.

Genetics is assessed when groups are working in pairs, and then submit their problems to teachers for grading.

No risks associated to this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?