Template for 5E Lesson Plan
Mendel’s Peas Please
Ideal Course for Lesson to be Taught: Advanced High School Biology
Length of Lesson: 90 minutes
Authors: Amanda Maez
Lesson overview:
This lesson not only introduces students to the basics of genetics including: Inherited Traits, Alleles, Dominant and Recessive Traits, Hybridization, Self-Pollination and Cross-Pollination, and F1 and F2 Generations, but also gives them a historical framework from which to draw. It is based around Gregor Mendel’s (1822-1884) original experiments on pea plants and the numerical relationships between traits. It allows students to first examine some of their own inherited traits, and then use historical information to discover why inheritance acts in the way it does.
Performance objectives – students will be able to:
-Understand the basics of genetics and inheritance based on Gregor Mendel’s original experiments with pea plants.
-Evaluate data from a hypothetical experiment with pea plants.
-Predict the outcome of certain genetic crosses.
-Explain why Gregor Mendel’s work was so foundational to the history of science.
Standards Addressed:
History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas,events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.
Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas,
developments, and turning points of the Age of Revolutions (1650-1920).
Benchmark 5: The student engages in historical thinking skills.
LIFE SCIENCE – The student will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms.
Benchmark 2: The student will demonstrate an understanding of chromosomes, genes, and the molecular basis of heredity.
3. ▲ understands hereditary information is contained in genes, located in the chromosomes of each cell.
Lesson Bibliography:
Gregory, Frederick. Natural Science in Western History. Vol. 2. Boston, MA: Houghton Mifflin, 2008. Print. Newton to the Present.
Stark, Louisa, Molly Malone, and Harmony Starr. "Inherited Human Traits: A Quick Reference." Learn.Genetics™. Howard Hughes Medical Institue, 2008. Web. 10 Apr. 2011. .
Materials:
-One copy of “Inherited Human Traits: A Quick Reference” for each student in the class
-PTC Taste Paper (one strip/student)
-One copy of “Learn.Genetics Worksheet” for each student
-One data sheet for each student
-One Evaluation for each student
Safety considerations:
Students should abide by all classroom safety rules. When ordering the PTC paper for testing, make sure it is from a reliable source and contains only from .005-.007mg of PTC, as large amount of this chemical can be toxic (As long as the substance is regulated it is not harmful.) Make sure each student only gets one piece of PTC paper.
Note: if there is concern about including PTC in the lesson, just leave it out. There is much research to show that it is just about as toxic as table salt if used in large amounts, but its use is at the teacher’s discretion.
|Engagement |
|Time: 15 minutes |
|What the teacher will do |What the teacher will say |Probing/eliciting questions |Specific possible student responses|
|Give each student a copy of | | | |
|“Inherited Human Traits: A Quick | | | |
|Reference” and a copy of “Are you | | | |
|Dominant or Recessive?” Worksheet | | | |
| | | | |
|Write ‘INHERITED TRAIT’ on the | |Who can tell me what an inherited |Skin color, eye color, hair color, |
|board in front of the class (this | |trait is? |a disease, physical characteristics|
|will be the first of several | | |determined by genes |
|vocabulary words the students will| | | |
|encounter today) | | | |
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| | |And who do we inherit these traits|Our parents, grandparents, etc. |
| | |from? | |
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| |That’s right, our traits are passed| | |
| |down to us from our parents. | | |
|Put students into random groups of|This article contains several |Can someone tell me what the two |Dominant and Recessive; widow’s |
|three, and direct their attention |traits that are easily |types of traits named in the |peak |
|to the articles. |recognizable. |background information section | |
| | |are? | |
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| |Write ‘DOMINANT’ and ‘RECESSIVE’ on| | |
| |the board | | |
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| | |Does anyone else recognized any | |
| | |other vocabulary words in the |Allele; genes; observable |
| | |background information that they |characteristics; conception; |
| | |have not seen before? | |
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| |As students mention ‘ALLELE’ and | | |
| |‘GENE’, write them on the board. | | |
|Instruct the students to begin | | |Students may struggle with being |
|going through the article and | | |able to determine which allele |
|filling out the worksheets based | | |combinations they could possibly |
|on whether they are dominant or | | |be. |
|recessive for each trait. (Allow | | | |
|10 minutes) |Walk around the room and address | | |
| |questions about allele combinations| | |
| |and other questions, but save the | | |
| |discussion about alleles with the | | |
| |whole class for the EXPLAIN. | | |
|Transition to the history aspect | |Does anyone know when scientists |1998; ancient Greece; various |
|and EXPLORE portion of the lesson.| |first started to think about genes|answers |
| | |and inherited traits? | |
|Exploration |
|Time: 15 minutes |
|What the teacher will do |What the teacher will say |Probing/eliciting questions |Specific possible student responses |
|Introduce Gregor Mendel’s |Before anyone knew anything about |Does anyone have any idea how he |No; maybe he used animals?; I don’t |
|experiments with pea plants and |DNA or genes, a monk from Austria |might have done this without the |know |
|tell the students they will be |named ‘GREGOR MENDEL’ pioneered |use of microscopes or any of the | |
|conducting similar studies to |the field of ‘GENETICS’ in the |technology scientists have today? | |
|Mendel’s by observing data from |1800s. | | |
|different hybridization crosses | | | |
|in pea plants. | | | |
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| | |Can anyone think of something that| |
| | |has observable characteristics, | |
| | |but reproduces much faster than a | |
| | |human or an animal (in other |Bugs; plants! |
| | |words, many generations can be | |
| | |observed over the course of | |
| | |several years)? | |
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| |Yes! Mendel studied plants, fairly| | |
| |simple plants in fact. At his | | |
| |monastery, they gave him a garden | | |
| |that was 120 feet by 20 feet where| | |
| |he studied about 30,000 pea plants| | |
| |in eight years. | | |
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|As a vocabulary term comes up, | | | |
|write it on the board. | | | |
|With the students still in their|Mendel Selected and organized his | | |
|groups of three, hand each |plants based on seven | | |
|student a worksheet with “data” |characteristics, but we will only | | |
|from Mendel’s experiment. On |use two of those characteristics | | |
|the back of the worksheet should|today. (seed color and seed | | |
|be the list of vocabulary terms |shape). | | |
|for the day. | | | |
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| | |Without knowing the genetic code |By looking at the characteristics of |
| | |and the specific DNA sequence and |the plants. |
| | |without being able to see the | |
| | |genes themselves, how do you think| |
| | |we will be able to determine what | |
| | |is dominant and what is recessive?| |
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| |Yes, we’re going to look at the | | |
| |characteristics of the different | | |
| |generations of plants, just like | | |
| |Mendel did, and determine which | | |
| |alleles they have. | | |
|Have the students work together |We know that traits are determined| | |
|to determine how dominant and |by the action of two alleles. | | |
|recessive alleles act on |Some alleles are dominant and some| | |
|physical traits, and then |are recessive. Each of the traits| | |
|predict the results of certain |on the worksheet shows 1 of 2 | | |
|crosses of alleles. Be sure to |phenotypes (or physical trait | | |
|walk around the room and help |determined by genetics)—Dominant | | |
|the students as they are filling|or Recessive. Try to determine | | |
|out the worksheets since this is|the 2 alleles of each of the | | |
|presumably the first time they |parents based on the phenotypes of| | |
|will be working on genetic |the offspring generations. | | |
|crosses. Have them try to | | | |
|figure out the alleles of the | | | |
|parental generations on their | | | |
|own first, but if they are | | | |
|stuck, try to lead them to the | | | |
|correct answer. | | | |
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| | |Do you notice anything about the |Yes, the F2 Generations all have 3:1 |
| | |ratios of a certain trait to |Dominant:Recessive |
| | |another trait? | |
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| | |What is the best way of organizing| |
| | |your data? |Putting it in tables, putting it in |
| | | |lists… |
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|Explanation |
|Time: 10 minutes |
|What the teacher will do |What the teacher will say |Probing/eliciting questions |Specific possible student |
| | | |responses |
|After students have completed the |Before we discuss our Mendel | | |
|inheritance of peas assignment, |worksheets, let’s talk about some | | |
|first discuss the vocabulary terms|of the vocabulary terms that we | | |
|in the list. |have come across so far in class | | |
| |today. So I would like everyone to| | |
| |take out their | | |
| |Vocabulary worksheets and we will | | |
| |fill them in together. | | |
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| | |Can someone hypothesize a definition|I think that dominant means that |
| | |for one of the vocabulary words? |most people have that trait… |
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| |That’s a good guess, actually, | | |
| |that’s not always the case with | | |
| |traits. The fact that a trait is | | |
| |dominant does not mean it’s common,| | |
| |it just means it will win out over | | |
| |recessive. | | |
| |The definition of DOMINANT is… (use| | |
| |definitions from the students’ | | |
| |textbooks or definitions you plan | | |
| |on using in assessment, so that | | |
| |they can refer back to them and do | | |
| |not get confused) | | |
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|Go through all of the terms on the| | | |
|list, thoroughly, but quickly in | | | |
|lieu of time. (it would be a good | | | |
|idea to have a list filled out | | | |
|before class to place on an | | | |
|overhead, so that the students can| | | |
|refer to it as each term comes up | | | |
|in discussion) | | | |
|Now discuss why they were able to |Now let’s refer back to our |Can somebody tell me what they |Ya, for the first one, we think |
|predict the outcomes of certain |worksheet with Mendel’s data. |predicted for a parental generation |that one parent has both dominant |
|crosses of alleles. | |based on the characteristics of the |alleles and the other has both |
| | |offspring generations? |recessive. |
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| | |What do you think about the second | |
| | |cross? |We think this parent has one |
| | | |dominant and one recessive allele |
| | | |and this parent has two dominant |
| | | |alleles |
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| | |Ok great, can you tell me how you |Well, we thought that both of the |
| | |came to that conclusion? |parents were both dominant for |
| | | |both alleles at first because both|
| | | |parents have the dominant trait, |
| | | |but then when you look at the F1 |
| | | |and F2 generations, there are |
| | | |recessive traits present too, so |
| | | |we figured that one of the parents|
| | | |has to have on recessive allele. |
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| |VERY GOOD! You have just done | | |
| |exactly what Mendel did! He | | |
| |discovered that phenotypes were not| | |
| |always what were expected, and he | | |
| |was able to explain why that | | |
| |happened, and he came up with a law| | |
| |about crossing different traits | | |
| |that we still use today. | | |
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|Discuss how Mendel’s work was |Mendel was one of the founding |Why do you think his work was so |I don’t know, he just grew |
|foundational in the area of |fathers of genetics, and he was |foundational? |plants…. |
|genetics and how the numerical |able to do something that has | | |
|relationships between traits that |lasted for decades. | | |
|he discovered allowed him to | |Well did Mendel know that traits | |
|predict certain outcomes even | |were passed on by genes? | |
|though he didn’t actually know all| | |No |
|the was contained within a gene. | | | |
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| | |Did he know that each trait was | |
| | |determined by two alleles? | |
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| | | |No; Maybe; I don’t know |
| | |Did he has a microscope to look at | |
| | |the DNA of his plants? | |
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| | | |No |
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| | |Can anyone tell me why Mendel’s | |
| |You’re right. Mendel didn’t have |hypothesis was a good one? | |
| |any of the technology that we have | | |
| |today. He made hypotheses based on| |It was testable and observable. |
| |what he observed in nature. | | |
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| |Correct! Mendel made a prediction | | |
| |that was able to be tested and | | |
| |reproduced. The other thing about | | |
| |Mendel’s experiment was that he | | |
| |gathered a lot of data! The more | | |
| |data you gather, the more | | |
| |convincing your conclusions will | | |
| |be. | | |
| | | | |
| |Mendel is a very important | | |
| |scientist because he laid the | | |
| |foundations for the study of | | |
| |genetics, and the work he did is | | |
| |still used today! | | |
|Elaboration |
|Time: 7-9 minutes |
|What the teacher will do |What the teacher will say |Probing/eliciting questions |Specific possible student |
| | | |responses |
|Have the students separate into groups of two and| | | |
|work at a computer in pairs. If students finish | | | |
|early with the EXPLORE, they can begin working on| | | |
|this portion of the lesson while other groups | | | |
|finish up. | | | |
|Direct the students to |As you explore this website,| |Students will comply. |
| |be sure to take notes, and | | |
|As they tour the interactive website, have them |think about what you have | | |
|fill out a “Learn.Genetics” worksheet |learned about genes and | | |
| |genetics and how that can be| | |
| |applied to some of the | | |
| |things on this website. | | |
|Evaluation |
|Time: 8 minutes |
|What the teacher will do |What the teacher will say |Probing/eliciting questions |Specific possible student responses|
|Hand out an evaluation to each of | | |Students will work on their |
|the students and answer questions | | |evaluations until the class period |
|they may have about the wording of | | |is over. |
|a question. | | | |
Name:_________________
Mendel’s Peas Please—Evaluation
Please select 3 of the 11 vocabulary words to define in your own words.
Inherited Trait Allele Gregor Mendel Genetics
Dominant Hybridization Self-Pollination Cross-Pollination
Recessive F1 Generation F2 Generation
1.
2.
3.
When and where did Gregor Mendel study pea plants?
a. 1860s in New Zealand
b. 1980s in France
c. 1860s in Austria
d. 1900 in Germany
What are some important aspects of Mendel’s original experiment that made it so successful?
a. Used a large variety of species.
b. Selected varieties that differed in but one or a few characteristics, so that he could isolate the effect on the traits in the offspring.
c. Summarized the relations by comparing how many showed which traits (tried to show a numerical ratio).
d. Preformed experiments on only one generation.
e. A, B and C
f. B and C only
g. all of the above
Why was Gregor Mendel’s work with pea plants so important in the history of science?
Name:______________________
|Trait |Dominant |Recessive |Possible Allele |
| | | |Combination(s) |
|Example | X | |Aa, AA |
|Earlobe attachment | | | |
|Tongue Rolling | | | |
|Cleft Chin | | | |
|Dimples | | | |
|Handedness | | | |
|Freckles | | | |
|Naturally Curly Hair | | | |
|Hand Clasping | | | |
|Color Blindness | | | |
|Hairline Shape | | | |
|PTC tasting | | | |
What alleles do you think your parents have? Your grandparents? Why?
Can you think of other traits you may have gotten from your parents?
|Term |Definition |
|Inherited Trait | |
|Dominant | |
|Recessive | |
|Inheritance | |
|Allele | |
|Gregor Mendel | |
|Genetics | |
|Hybridization | |
|Self-Pollination | |
|Cross-Pollination | |
|F1 Generation | |
|F2 Generation | |
Name:_______________________
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Instructions:
1. Go to .
2. Feel free to look around and click on some areas that interest you about genetics (Basics, DNA, cells, technology, virtual labs)
3. Tell me about what you learned:
Which area did you spend the most time learning about?
____________________________________________________________________
Please list a few new vocabulary words you learned and their definitions (if you are unsure of their definitions, look them up in your textbook or online):
__________________________________________________________________________________________________________________________________________________________________________________________________________________
What was the most interesting thing you learned about genetics from this website?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
How can you apply what we learned today about genetics to what you learned on the website? (“I cannot apply anything” is NOT a sufficient answer.)
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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