Class (Grade Level):

By: Sunshine Malaluan

[Write Lesson Title Here]
High School Biology

Time Length: 55 min

BIG IDEA for LEARNERS

What genetic processes cause everyone to look different from each other?
LESSON OVERVIEW
At the beginning of the lesson, as the Engage of the 5E format, students will be
reintroduced to the big idea. Teacher will show a BrainPop episode on Genetics.
Students will then analyze their self-bioglyphs and predict if one specific trait is
dominant or recessive based on previous lessons and the video (SSTELLA PRACTICE:
Sense Making/ Communicating the Big Idea). Students will turn to their partners and
share their prediction (SSTELLA PRACTICE: EL Disciplinary Literacy/ Sub Practice:
EL Development Through Interaction).
Teacher will lead a discussion regarding student predictions (SSTELLA
PRACTICE: Scientific discourse/ Sub Practice: Explanation). Students will take their
personal bioglyphs from the day before and create possible parental bioglyphs.
(SSTELLA PRACTICE: Sense Making/ Sub-Practice: Modeling). Teacher will model
one trait from her own bioglyph and create possible parental bioglyphs before students
proceed with the activity. (SSTELLA PRACTICE: Sense Making/ Sub-Practice:
Modeling). Each student trace back each trait to parent bioglyphs for the Explore part of
the lesson.
Then, each student will get together in groups of three and share with their
classmates their parent bioglyphs using vocabulary words. (SSTELLA PRACTICE: EL
Disciplinary Literacy/ Sub-Practice: EL Development Through Interaction).
For the Elaborate portion, teacher will show pictures of different families and
then students will pick a picture and write about it. Students will have the opportunity
to download their own picture, if they want to. They will pick a characteristic and talk
about what they have learned so far to connect the picture and the content (SSTELLA
PRACTICE: Scientific Discourse/ Sub-Practice: Explanation and Sense Making/ SubPractice: Communicating the Big Idea).
To Evaluate, students should have their parent bioglyphs created and the writing
assignment completed.
STANDARDS
Next Generation Science Standards (NGSS)
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and
distribution of expressed traits in a population.
Arizona College and Career Readiness Standards (Literacy in Social Sciences,
Sciences, and Technical Subjects)
910.RST.7. Integrate quantitative or technical information expressed in words in a

text into visual form (e.g., a table or chart) and translate information expressed
visually or mathematically (e.g., in an equation) into words.
Arizona Science Standard
Concept 2: Molecular Basis of Heredity
Understand the molecular basis of heredity and resulting genetic diversity.
PO 3. Explain how genotypic variation occurs and results in phenotypic diversity.
LESSON LEARNING OBJECTIVE AND ASSESSMENT
Students will be able to:
Explain genetic variation from bioglyphs using vocabulary words: dominant
traits, recessive traits, phenotype and genotype
Sub-objectives:
Identify phenotypic characteristics
Understand the relationship between phenotypic characteristics and their
genotype
Create a model of possible parent bioglyphs from personal bioglyphs
Students will demonstrate that they met the objective bycreating parental bioglyphs
from their own bioglyphs and explaining dominant and recessive alleles in relation to
phenotype and genotype in writing.
SCIENTIFIC PRACTICES AND ASSOCIATED LANGUAGE FUNCTIONS
SCIENTIFIC
PRACTICE(S)
RECEPTIVE
LANGUAGE
FUNCTIONS

PRODUCTIVE
LANGUAGE
FUNCTIONS
KEY VOCABULARY

Develop models
Construct explanations

Comprehend others oral and written descriptions,

discussions, and justifications of models
Interpret the meaning of text and diagrams
Comprehend questions and critiques
Comprehend explanations offered by others
Coordinate texts and representations
Describe a model using oral and/or written language as well
as illustrations
Ask questions about other models
Provide information needed by listeners or readers
Respond to questions by amplifying explanation

Inheritance
Phenotype
Genotype
Dominant traits
Recessive traits
Heterozygous traits
Homozygous traits
Allele

MATERIALS
1 BrainPop Episode Genetics

11 Blank Parental Bioglyphs

3 Family Pictures Examples

1 Writing Assignment Google Doc

1 timer

11 coins

1 PowerPoint

1 Graphic Orgnizer for BrainPop

RESOURCES
http://www.brainpop.com/health/geneticsgrowthanddevelopment/genetics/
http://s2.acorneplc.info/content/img/product/main/family-photoshoot-inbirmingham-14143145.jpg

http://familyreformation.files.wordpress.com/2007/10/family1.jpg

http://img.vayatele.com/2010/08/modern_family_neox.jpg

PREREQUISITE KNOWLEDGE
Students should know:
Meiosis
Mendels law of segregation
Mendels law of independent assortment
Punnett squares
Probability of inheritance
TEACHING PROCEDURES AND ANNOTATED SSTELLA PRACTICES
1. Engage:
a. Teacher shows Genetics BrainPop episode.
b. Students fill out a graphic organizer based on the video provided by the
teacher where students can write down the vocabulary words as well as
their definitions.
c. After the video, teacher instructs the students to take out their selfbioglyphs from yesterday. Teacher assigns pairs for the activity.
d. Teacher asks students to pick one trait out of the ten traits they drew from
yesterday. Each partner must pick a different trait.
e. Teacher prompts students to think about the traits and what it looks like
on their parents and siblings. Then, the teacher asks the students to
predict if the trait they picked is dominant or recessive. Teacher asks the
students to write their prediction on the bottom of the paper in this
format: I think that my (trait) is a dominant/recessive trait because my

moms phenotype is (trait) and my dads phenotype is (trait). Also, my

siblings phenotype are (trait).
f. When students are done writing down their prediction, one student
shares his/her prediction with his/her partner verbatim of what they
wrote down. Then, the other person shares his/her prediction.
Stella Annotation: The teacher connects the bellwork to the real world by asking the
students to think about their parents and family (contextualization). The teacher strives
to connect to the big idea of why everyone looks different throughout the whole bellwork
with the video and by having the students write a prediction of the dominance of the trait
they picked (sense-making). The graphic organizer for the video and when students share
with a partner what their predictions are using a sentence frame of vocabulary words
(language and literacy).
2. Explore:
a. Teacher starts a discussion of what students predicted about a trait they
picked.
i. What trait did you pick?
ii. Did you think it was dominant or recessive?
iii. How did you come up with that?
b. Teacher addresses the bioglyph legend that the students used yesterday
for making their self-bioglyph. Teacher shows the new legend where each
trait is classified as a dominant trait or a recessive trait.
i. Did you get the right classification for the trait you picked?
ii. If not, what could you have done different?
c. Teacher explains that students will use this new key and a coin to create
their possible parent bioglyphs.
d. Teacher models from own bioglyph.
i. Pick one trait (eye color).
ii. Pick one parent bioglyph to start with first (mom/dad).
iii. Think about the parent and which phenotype he/she possess.
iv. If the trait is dominant, flip a coin to determine if the genotype is
heterozygous (heads) or homozygous (tails).
v. Repeat iii and iv for the other parent.
vi. Then, build a punnett square of the assigned genotypes from the
coin flip.
vii. Think about your siblings; are these possible genotypes for your
parents? Put a check underneath the possible punnett squares.
e. Teacher instructs the students to pick five different traits to use in
building their parent bioglyphs.
f. Students work independently to complete the assignment.
g. When everyone is done, teacher facilitates a discussion with the whole
class about what they learned. The teacher would emphasize the big idea
at this time.

i. What patterns did you see from dominant traits? Recessive traits?
ii. How does this activity support the idea of genetic diversity
causing everyone to look different from each other, even families?
Stella Annotation: Teacher starts a discussion about student predictions and how they came up
with it, as well as, if the students came up with matching classification as the new bioglyph
legend (discourse). Students are creating possible parent bioglyphs by thinking about parental
phenotypes and using punnett squares (sense-making). The end discussion of this portion would
communicate the big idea and connect the topic with the real world (sense-making and
contextualization).
3. Explain:
a. Teacher assigns students in groups of three. Each individual student
shares his/her possible parental bioglyph with the group by using
vocabulary words: dominant, recessive, phenotype, genotype,
heterozygous, and homozygous.
b. Teacher provides sentence frames:
i. I have (trait). It is a (dominant/recessive) trait.
ii. My moms phenotype for this trait is _______.
iii. My dads phenotype for this trait is________.
iv. These are their genotypes. My dad/mom has a dominant trait so
he/she could have (heterozygous/homozygous) alleles.
v. Thinking about my siblings phenotypes, these genotypes are
(possible/not possible) because
c. Students must write down and share their explanation for two traits in
their notebook.
Stella Annotation: Teacher provides opportunity for students to discuss their work using
vocabulary words with other classmates in a small group (language and literacy).
4. Elaborate:
a. Teacher shows three pictures of different families for the writing
assignment. Students are allowed to use pictures they searched on the
Internet with the URL for reference.
b. Students write about this family using a computer/laptop/tablet on a
Google Doc.
c. Students pick a picture and write about it.
i. Pick 1 trait to write about. Just like the previous activities, trace
the inheritance of traits in the family.
ii. What is the phenotype of the parents?
iii. What are the phenotypes of the children?
iv. Would you consider this a dominant or recessive trait?
v. How is it possible that a child has a specific trait that his/her
parents or does not have?

d. Students will post their written work along with the picture they chose
into the Google doc provided by the teacher.
e. If not done in class, writing assignment is homework.
Stella Annotation: Teacher asks students to write about a completely different family to apply
what they learned from the previous days (sense-making and discourse).
5. Evaluate (ongoing throughout the lesson):
a. Teacher walks around to observe any group work and independent work
b. Students complete warm-up activity
c. Students complete a pair of possible parent bioglyph with punnett
squares
d. Students complete writing assignment
Technology:
BrainPop Video
PowerPoint If possible, share this with the students so they have access to it at
any time during the lesson.
Writing Assignment Google Doc