Reflection: Lesson Planning Sex-linked Genes - Section 4: Practice


I modified the practice sheet attached to this lesson a year ago to fit the students that were then in my classroom, including characters that were popular and familiar to them (The Simpsons). This year, I just figured that I could use the same one, thinking that the characters were still relevant. I was mistaken. The first part of the sheet was OK, since the traits were "right there",  but once we got into the specific traits for the offspring we started to run into trouble. These students were not familiar enough with the characters to tackle some of the traits presented. This led to me having to give a bit of a backstory (i.e. why Bart might be responsible for Homer's baldness). Although not particularly time consuming, the fact that the students were not familiar with the characters led to some distraction, and the time and thought it took to clarify these points would have been best used if I had checked the student's familiarity with the characters beforehand. 

Aside from checking with the students, and perhaps tweaking the practice sheet to increase relevance, I also suggest that you give ample time to practice the concepts and model the thought process involved with determining the probability. As you can see in the video clip, the student was unsure about eliminating the male genotype before determining the probability of a trait in just females. Although her table did make the jump, they were the exception, and as I walked around the room I had to make that connection for most of the students. 

  Lesson Planning: Know the students
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Sex-linked Genes

Unit 6: Genetics
Lesson 10 of 14

Objective: Students will be able to explain how genes located on sex chromosomes have different probability of inheritance than genes on autosomal chromosomes

Big Idea: Does a sex matter in terms of how a trait is inherited?

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sex linked traits
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