Lesson Plan: Harry Potter Genetics

Terminal Objective: By the end of this lesson, each SWBAT apply genetic terms and concepts in identifying and predicting possible inheritance patterns. Content Standard: Arizona State Standards: Strand 4: Life Science for Grade 8 o Concept 2 PO2: Explain the basic principles of heredity using the human examples of Mendelian Traits (ex. hair color, eye color, freckles) o Concept 2 PO3: Distinguish between the nature of dominant and recessive traits in humans NGSS: MS-LS1- 5: Construct a scientific explanation based on evidence for how genetic factors influence the growth of organisms. Common Core State Standards Integrate quantitative or technical information expressed in words in a text or with a version of that information expressed visually.

Time
5 min

Task Analysis (Sub-Objectives w/ Bloom)

SWBAT describe their previous knowledge inherited genetic traits based on the works of J.K. Rowlings, Harry Potter. Bloom: Knowledge

Teaching Strategies
Bellwork: Present a written prompt to the students for their written response

Active Student Participation (Check for Understanding)

Each student will answer the following prompt in their composition books: What types of inherited genetic traits are described in the Harry Potter series? Students will Think-Pair-Share their answers with a partner and be prepared to share in class.

10 min SWBAT identify the basic Mendelian trait examples

Lecture/PowerPoint presentation: Harry Potter Genetics a. Genetics note-taker b. Reading aloud of excerpts as examples of possible genetic traits in the Harry Potter series

a. Each student will review definition of phenotype from the Basic Genetic Terms (previous given) b. Students will identify some of the phenotypes, observable traits, described in the excerpts from the slides.

Bloom: Knowledge 20 min SWBAT explain two phenotypes for freckles and possible genotypes as indicated by two alleles in the freckle gene Teacher will: a. Model how to identify phenotypes and genotypes for a genetic trait using freckles as an example. b. Demonstrate how a genotype consists of two letters that represent the two or pair of alleles inherited from two parents, and apply the definitions of the terms dominant and recessive to the gene responsible for freckles a. Closure: Each student will be instructed to draw a Punnett Square to determine possible genotypes for eye color based on multiple alleles. a. Each student will complete a chart for genotype and phenotype, given the allele pair for freckles b. Each student will think aloud about what the possible allele letters are for red hair color that is recessive to the brown color. c. Each student will Think-Pair-Share to identify possible genotypes and corresponding phenotypes for the examples. Each student will complete a Punnett Square to determine the possible genotypes for Mendelian and complex genetic traits for hair color, eye color, and freckles.

Bloom: Understanding

5 min

SWBAT apply genetic terms and concepts in identifying and predicting possible inheritance patterns Bloom: Application