Reflection: Routines and Procedures Inheritance Patterns (#2 of 6): Incomplete Dominance - Section 3: Instructional Input/Student Activities

 

I model the process. In this case it is a seven-step method for determining the outcome of a Punnett Square problem (AKA monohybrid cross). It will be noted that she documented the steps of this process for future reference (bottom of p. 1). Smart choice!

We solve problems together. Using students as guides/helpers I want them to begin doing the heavier cognitive work as the baton (mastery) is passed along. This constitutes #1-4 on p. 1, done as a class.

You (student) solve problems independently. Student B (one of two students featured in this series) demonstrates that she understands the relationship between the incompletely dominant and incompletely recessive alleles and how, when paired in different combinations, they will produce different results when compared with a truly dominant trait. Furthermore, she understands how the statistical outcomes are produced and rightly documents all possible genotypic and phenotypic categories and accounts for (nearly*) all gametes.

She understands (problem #11) that two purebred horses (brown and white) give 100% offspring that are palomino (hybrid) therefore this is the quickest way to produce this variety. She can use the system to solve problems of a hypothetical nature as well (#12-15).

____________________________________________________________________________________________

*It should be noted that she mismarked square #2 for problem #4 (Pink v. Pink) but correctly noted the genotypic and phenotypic ratios. This is a clerical error (oversight) of step #5 of the process, not one of a conceptual nature which, in my view, is a minor fix.

  Routines and Procedures: I-We-You: Transferring the "academic baton"
Loading resource...
 

Inheritance Patterns (#2 of 6): Incomplete Dominance

Unit 4: 3) Genetics ("Identity & Change")
Lesson 6 of 10

Objective: 1. Students will be able to apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. (HS-LS-3) 2. Students will understand that cells store and use genetic information to guide their functions. An organism’s genotype determines its phenotype. These traits can be dominant or recessive depending on the alleles found on their genes.

Big Idea: Nearly all human traits, even many diseases, are inherited in predictable ways. Using the tools of mathematics and modeling, these inheritance patterns can be properly deduced.

  Print Lesson
2 teachers like this lesson
Subject(s):
Science, Heredity, Punnett Squares, incomplete dominance, Sex-linked, Genetics, genetics, pedigrees, Monohybrid Crosses, Dihybrid Crosses, Complete dominance
  50 minutes
roan
 
1
2
3
4
Similar Lessons
 
Using Simulations to Discuss Basic Concepts in Evolution
High School Biology » Unit 8: Evolution & Biological Diversity
Big Idea: Make concepts like the bottleneck effect, non-random mating, and stabilizing, disruptive, and directional selection come to life for students with these great online tools!
  Favorites(3)
  Resources(20)
Walnut Creek, CA
Environment: Suburban
Maria Laws
 
Conversations of Genetics: Two Stories of Huntington's Disease
High School Science » Genetics and the Brain
Big Idea: Understanding the impact of Huntington's disease involves a delicate balance of conversations with counselors and genetic calculations!
  Favorites(0)
  Resources(17)
Charlotte, NC
Environment: Urban
Tamica Stubbs
 
Flu Tracking (Part 1/3)
Biology » Viruses
Big Idea: Will it be a bad flu season this year? Use actual data to track the spread of the true flu.
  Favorites(2)
  Resources(19)
Randolph, KS
Environment: Rural
Ruth Hutson
 
Something went wrong. See details for more info
Nothing to upload
details
close