Title: Chapter 3-



Title: Chapter 3-

Mendel’s Work

AGENDA- Wed. March 24, 2003

STUDENTS

I. 1. Warm up/Objectives 5-10 min

2. Vocabulary #1-4 5 min

3. Questions to ponder over 10 min

4. Project #2- Mendel’s Letter 15 min

Due Date Wed. April 14 (50 pts)

5. Mendel’s Work- “The Father of Genetics” 20 min

CALIFORNIA STATE STANDARDS

1.0, 1.a, 1.c, 2.0, 2.b, 2.c, 2.d, 2.e, 7.0, 7.c, 7.d, 7.e

OBJECTIVES

▪ Describe Mendel’s genetics experiments

▪ Identify the factors that control the inheritance of traits in organisms

▪ Explain how geneticists use symbols to represent alleles.

TEACHER

I. 1. Warm up- write down new objectives

2. Vocabulary #1-4 only

ALL VOCABULARY

1. trait

2. heredity

3. genetics

4. purebred

5. gene

6. allele

7. dominant allele

8. recessive allele

9. hybrid

3. Questions to ponder- GIVE ON OVERHEAD

1. Why do we look like members of our biological family?

2. How can siblings with the same two parents look completely different?

3. Are attributes such as your temperament and wit due to nature or nurture?

4. If all dogs are the same species, how can a Chihuahua and a Great Dane look so different?

5. What are the chances that your children will have the same color eyes as you do?

4. Pass out and discuss Project #2- Due April 14

5. Mendel’s Work – Handout and read pp. 70-72

MENDEL’S WORK: Mendel’s work GENETICS-

Formed the the scientific

Foundation of study of heredity

GENETICS

Young priest

Cared for the

Garden.

PISTILS- GREGOR Heredity-produce female MENDEL The passing of sex cells, or eggs 1851 traits from

Parent to off-

PEA spring

PLANTS

Curious of pea

STAMENS- Plants Physical

Produce male sex Characteristics, or

Cells, or pollen **TRAITS**

PUREBRED PLANTS:

**P generation** Tall pea Short pea Green pea Yellow pea

Plant that produces Plants Plants Plants Plants

Offspring with the SAME

Form of a trait as the F1 F1

Parent. Generation Generation

ALL

The plants

Where TALL

F2 F2

Generation Generation

(offspring from the second cross-

allowed to self pollinate)

TALL TALL TALL SHORT

What percentage of plants from the F2 generation are TALL?

What percentage of plants from the F2 generation are SHORT?

What are the ratios of: TALL and SHORT

MENDEL’S WORK: GENETICS:

Name

GREGOR MENDEL

1851

PEA

PLANTS

**TRAITS**

PUREBRED PLANTS:

**P generation**

F1 F1

Generation Generation

( ) ( )

F2 F2

Generation Generation

(

)

What percentage of plants from the F2 generation are TALL?

What percentage of plants from the F2 generation are SHORT?

What are the ratios of: TALL and SHORT

AGENDA- Thurs. March 25, 2004

STUDENTS

I. 1. Warm up 5 min

2. Vocabulary #5-9 10 min

3. Mendel’s Work 40 min

CALIFORNIA STATE STANDARDS

1.0, 1.a, 1.c, 2.0, 2.b, 2.c, 2.d, 2.e, 7.0, 7.c, 7.d, 7.e

OBJECTIVES

▪ Describe Mendel’s genetics experiments

▪ Identify the factors that control the inheritance of traits in organisms

▪ Explain how geneticists use symbols to represent alleles.

TEACHER

II. 1. Warm up-

2. Vocabulary #5-9 only

ALL VOCABULARY

1. trait

2. heredity

3. genetics

4. purebred

5. gene

6. allele

7. dominant allele

8. recessive allele

9. hybrid

3. Continue Mendel’s Work lecture (See previous lecture)

4. Finish Dominant vs. Recessive alleles, hybrids, and genetic symbols

OVERHEAD- Genetics of pea plants.

AGENDA- Fri. March 26, 2004

STUDENTS

I. 1. Warm up 5 min

2. Vocabulary 10 min

3. Mendel’s Work Continued (Ch.3 section1)

4. Dominant vs. Recessive 40 min

CALIFORNIA STATE STANDARDS

1.0, 1.a, 1.c, 2.0, 2.b, 2.c, 2.d, 2.e, 7.0, 7.c, 7.d, 7.e

OBJECTIVES

▪ Describe Mendel’s genetics experiments

▪ Identify the factors that control the inheritance of traits in organisms

▪ Explain how geneticists use symbols to represent alleles.

TEACHER

1. Warm up

a. What does the P generation mean?

b. What is the difference between self pollination and cross pollination?

2. Vocabulary

a. Phenotype

b. Genotype

c. Homozygous

d. Heterozygous

3. Continue lecture on Mendel’s Work (see previous handout)

4. Explain Dominant and Recessive alleles and Symbols (OVERHEAD)

Chapter 3 Section 2- Probability and Genetics

AGENDA- Mon. March 29, 2004

STUDENTS

I. 1. Warm up 5 min

2. Vocabulary 5 min

3. Mendel’s Work continued

4. Symbols and Probability

5. Punnett squares 40 min

CALIFORNIA STATE STANDARDS

1.0, 1.a, 1.c, 2.0, 2.b, 2.c, 2.d, 2.e, 7.0, 7.c, 7.d, 7.e

OBJECTIVES

▪ Describe Mendel’s genetics experiments

▪ Identify the factors that control the inheritance of traits in organisms

▪ Explain how geneticists use symbols to represent alleles.

TEACHER

III. 1. Warm up

• What is the difference between dominant alleles and recessive alleles?

• Which trait is dominant: tall stems or short stems?

2. Vocabulary

1. probability

2. Punnett square

3. codominance

3. Mendel’s Work continued (Review Worksheet)

4. Symbols (Overhead)

• Discuss symbols used for Mendel’s work.

• Re-explain dominance and recessive slowly!!

• Homozygous vs. Heterozygous

• Phenotype vs. genotype

• Re discuss probability in terms of percentages and ratios.

5. Demonstrate Punnett squares. (OVERHEAD)

• Explain that geneticists use Punnett squares to show the possible outcomes of a genetic cross and to determine the probability of a particular outcome.

AGENDA-Tue. March 30, 2004 (1:30 dismissal)

STUDENTS

I. 1. Warm up 5 min

2. Human Genetics Activity 20 min

3. Explain dominance and recessive again

4. Explain Punnett squares again 20 min

CALIFORNIA STATE STANDARDS

1.0, 1.a, 1.c, 2.0, 2.b, 2.c, 2.d, 2.e, 7.0, 7.c, 7.d, 7.e

OBJECTIVES

▪ Describe Mendel’s genetics experiments

▪ Identify the factors that control the inheritance of traits in organisms

▪ Explain how geneticists use symbols to represent alleles.

TEACHER

I. 1.Warm up

• In Mendel’s Pea plant experiment what was the probability that he would get SHORT plants in the F2 generation? Use a Punnett square to explain your result.

• Of the F2 generation, how many plants are homozygous and how many plants are heterozygous?

2. Human Genetics Activity (Have students complete first portion at desk-5 minutes and then have students complete 2nd portion moving around the room)- ALLOW STUDENTS 10-15 MINUTES TO GATHER INFORMATION.

3. Practice Punnett Squares

AGENDA- Wed. March 31, 2004

STUDENTS

I. 1. Warm up 5 min

2. Genetics Worksheet 30 min

3. Chapter 3 Section 1 workbook 20 min

CALIFORNIA STATE STANDARDS

1.0, 1.a, 1.c, 2.0, 2.b, 2.c, 2.d, 2.e, 7.0, 7.c, 7.d, 7.e

OBJECTIVES

• Describe the principles of probability and how Mendel applied them to inheritance.

• State how geneticists use Punnett squares

• Explain the meanings of the terms phenotype, genotype, homozygous, heterozygous, codominance.

TEACHER

II. 1. Warm up

2. Genetics Worksheet (OVERHEAD)

• Re explain dominance, recessive, Punnett squares, homozygous, heterozygous, phenotype, genotype.

• Pass out worksheet to students and have them answer as a class.

3. Chapter 3 Section 1 WORKBOOK (in class or homework)

AGENDA- Thurs. April 1, 2004 (OPEN HOUSE!)

STUDENTS

I. 1. Warm up 5 min

2. Homework Check!

• Go over Chapter 3 Section1 15 min

3. Review Guided Practice Genetics Worksheet 5-10 min

4. Sponge Bob Genetics! 25 min

CALIFORNIA STATE STANDARDS

1.0, 1.a, 1.c, 2.0, 2.b, 2.c, 2.d, 2.e, 7.0, 7.c, 7.d, 7.e

OBJECTIVES

• Describe the principles of probability and how Mendel applied them to inheritance.

• State how geneticists use Punnett squares

• Explain the meanings of the terms phenotype, genotype, homozygous, heterozygous, codominance.

TEACHER

II. 1. Warm up

2. Have students check and correct their own workbooks

3. Review Genetics Worksheet

4. Have students work on Sponge Bob worksheet by themselves

AGENDA- Fri. April 2, 2004

STUDENTS

I. 1. Go to library and work on Project #2- Mendel’s Letter

Due Date extension!!! Due: Wed. April 21st

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