6th Grade Genetics Lessonusing Inspiration SoftwareAmanda ColburnEDUC 310, Winter 2012

Needs Statement

This lesson will fit into a 6th grade biosciences unit after discussion of

DNA, genes, alleles, mitosis, meiosis, etc.

It is important for students to not only understand that all people

exhibit different traits, but to understand how the process of

inheritance works and how different combinations of parent

organisms can produce various offspring.

This lesson will allow students to connect the studied processes of

inheritance to their own lives by identifying the genetic

combinations expressed by themselves, their parents, siblings,

relatives, etc.

Content and Standards

PA State Standard (Grade 6)

• 3.1.7.B1 – Explain how genetic instructions influence

inherited traits. Identify Mendelian patterns of inheritance

ISTE Standards (Grades 6-8)

• Describe and illustrate a content-related concept or process

using a model, simulation, or concept-mapping software.

• Gather data, examine patterns, and apply information for

decision making using digital tools and resources.

Prerequisites

• Students have understanding of inheritance

patterns and relevant terminology

• Students received vocabulary list and concept map

(also made using Inspiration software)

• Parents notified of project

▫use mail merge to send personalized letter home

source.

Objectives

• Students will be able to use basic patterns of

inheritance to determine an individual’s genotype

based on physical traits (phenotype)

• Students will be able to construct a pedigree

portraying phenotype and genotype of each

individual

• Students will be able to verbally explain the process

and logic used to determine each individual’s

genotype

Procedure

Before

• PowerPoint presentation of genetics unit

• All relevant terms or ideas covered

• Practice making punnet squares to predict genotypes

• Discuss traits to be observed and students identify

their own phenotypes

• Brief tutorial of Inspiration software/template

• Observe and record phenotypes of 5+ family members

Observable Traits

source

source

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Procedure

During

• Students will analyze the observed traits and

identify possible genotypes for each individual

using punnet squares when necessary

• They will create a pedigree for each trait using

Inspiration software (make from template or

entirely independently)

Procedure

After

•Students will be asked to individually explain

their logic and how they determined the

phenotypes of each individual

•Group discussion/Wrap-up from lesson

▫Interesting observations or challenges encountered

▫Strategies employed to determine phenotypes

▫Distribution of observed traits

Materials

Lecture

•Computer, Projector, PowerPoint. Textbook• All school provided, used to present information before the lesson/project

Data Collection

•PTC Taste Strips, Control Strips

• $5.00/200 strips, $3.00/200 strips, used to test for genetic trait

Lesson

• Inspiration Software• $59.00 download, used to create template and pedigree charts

Assessment

Formative

• Informal observation during pedigree creation process

• Ask questions and observe understanding during the lesson

Summative

• Formal, verbal presentation and explanation by each

student of his/her results and logic process in completing

the lesson

Discussion

• Student participates in the group discussion, offers results,

comments, questions or hypotheses

Grade BreakdownCompletion of pedigree

charts for each trait with correct structure

and connections

1 point per pedigree 5 total

Correct genotypes determined and

presented in pedigree

½ point per individual (min 6) per pedigree (extra credit for more

individuals)

15 total (+ extra credit)

Included key and correct use of symbols,

colors, etc1 point per pedigree 5 total

Formative Observation 5 points 5 total

Summative Explanation 5 points 5 total

Participation in group discussion 5 points 5 total

40 points total

Differentiation

Disabilities

•Learning disabilities

▫ Intensified one-on-one/small group instruction

•Physical disabilities

▫Assistive technology (tablet, modified keyboard or

mouse, speech to text program, etc.)

Differentiation (continued)

ELL/ESOL

•Difficulty understanding lesson material

▫One-on-one or small group instruction

Other Issues

•Guardians object to observing family members

•Not any/enough immediate family members

▫Use a pre-made list of individuals and imaginary

phenotypes

Technology

• PowerPoint to present and enhance textbook

material

• Inspiration software and computers

▫Concept map of vocab words created

▫Template of pedigree created to be used for project

▫Project completed and pedigrees made/modified by

students

Template

Completed Example

Self-Assessment

•Student Explanations

▫I will see what info is understood and what needs

clarification for each student

•Group discussion

▫Direct feedback from the students, what they all

understood, how they were challenged, problems

that everyone encountered

Use these findings and responses to modify the

lesson