Kiyaanii Bohan

Trevor Huie
Biology (Teacher Cert)
Math (Teacher Cert)
Biology
Grade 9
Topic

The Molecular Basis of Heredity

State Standards

A sorting and recombination of genes during

sexual reproduction results in a great variety
of possible gene combinations from the
offspring of any two parents (i.e., Punnett
squares and pedigrees). Students will
understand concepts in a single trait cross
(e.g., alleles, dominant trait, recessive trait,
phenotype, genotype, homozygous,
heterozygous, incomplete dominance, and
sex-linked traits).

ISTE Standards

Critical thinking, problem solving,

and decision making
Students use critical thinking skills to plan
and conduct research, manage projects, solve
problems, and make informed decisions using
appropriate digital tools and resources.
a. Identify and define authentic problems and
significant questions for investigation
b. Plan and manage activities to develop a solution
or complete a project
c. Collect and analyze data to identify solutions
and/or make informed decisions
d. Use multiple processes and diverse
perspectives to explore alternative solutions

Technology
Prior Knowledge,
Bellwork, Pre-Lesson
Work

Student computers, student ipads, and COWs

5 minutes

Brain Buster of the Day: Why do you

think someone with blonde hair has
parents who both have brown hair?

Hook or Beginning of
Lesson

Class Discussion or
Whole Class Instruction

Independent Practice

5-10 minutes

20 minutes

10-15 minutes

Start off by asking the students what

they think genetics are, or where
they think their genes come
from.Then showing them the
following powtoon.
https://www.powtoon.com/show/cl6kj
LpXQ8B/genetics/#/

Lecture over genetics:

Specific Examples: Alleles, Punnett
Squares, hetero and homozygous
alleles, dominant and recessive
alleles,

TSW log on to a computer and go to

this link to practice on filling in
Punnett squares and understanding
why each phenotype appears.
http://www.glencoe.com/sites/commo
n_assets/science/virtual_labs/E09/E0
9.html
Differentiation: For this lesson, TTW
aid the students by making sure to
monitor each student and make sure
they can find the website and
maneuver easily. Also for students
with disabilities, TTW provide extra
notes and possibly place this student
with a partner to help them through
the lab.

Closure or Summative
Assessment

5 minutes

To close, we will discuss as a class

to make sure everyone did the lab

activity correctly and understood it.

*The time is merely a suggestion based on a 45-55 minute period of time (normally middle school and high school).
Elementary school schedule depends on the subject. ELA/Reading is normally no less than a 90 minute block of time.

TECHNOLOGY:
Describe the mobile learning setting (1:1, shared devices, BYOD, types of devices,
mobile lab- COWs, etc.): We will be using a mobile lab.
Technology- iOS ANY (iPad, iPod Touch, iPhone)

Computer
Describe the Apps or Websites- used in this activity (provide links to the details for
each app or website):
PRIOR KNOWLEDGE CLOSURE:
Learning Activity- briefly describe the mobile learning activity:
ADDITIONAL THINGS TO CONSIDER:
Classroom Management- describe how you will manage the activity to ensure
students are on task. Consider possible misuse or distraction by mobile devices and
how you hope to limited these negative behaviors:
Student Learning Benefits- explain how adding this mobile learning activity is
beneficial to student learning, as compared to teaching the lesson without the mobile
learning activity:
Assessment(s)- how will you assess learning before, during, and at the conclusion of
this mobile learning activity:

Lab Guide

1. First, log on to your computer. Enter a search engine, and type in this link:
http://www.glencoe.com/sites/common_assets/science/virtual_labs/E09/E09.html

2. Next, click the button right under Perform the Genetic Cross and observe as the
genotypes are formed.
3. Then drag the correct possible phenotypes into the Punnett square into the correct box.
Click the Check button to check your answers.
4. Select a phenotype from the Punnett Square by clicking on it to make it appear on your
creature.
5. Next, move on to the next physical feature by clicking on the tab. Repeat steps 2-4 until
all features are completed.
6. Once completed review each physical feature and observe why each phenotype is
present based on the genotypes in the Punnett square.
7. When finished exit out and log off your computer and notify the teacher.