SUSME Study Lesson Plan

Title: Law of Segregation/Meiosis
Authors: LiseGelatko Falconer, LaRhonda Brown, Angela Day, Tiffany Goldsmith, Raven McDonald,
Sandra McKell, Mary Moss, Pam Weaver
Grade/Subject: 7/Life Science, 9th/ Pre-AP Biology Date:
I. Need for this Lesson
Based on teacher observations and state assessments, students do not understand Mendel’s Laws and are unable to master the associated objectives. Teacher resources are limited as well.
This lesson should give students understanding of Mendel’s Law of Segregation and the Law of Independent Assortment. An understanding of meiosis is also necessary for an understanding of basicgenetic principles
Prior to this lesson, students should know: the parts of a cell, differences between prokaryotic and eukaryotic cells, DNA (Central Dogma), chromosome structure, mitosis, and the reproductive system.
II. Unit Information
A.Name of the Unit: Mendel’s Laws
B.Goal(s) of the Unit:
1. Define important genetic terms
2. Illustrate Mendel’s Laws: Law of Dominance, Law of Segregation, and Law ofIndependent Assortment
3. Demonstrate a basic understanding of meiosis
4. Use Punnett squares to solve basic problems in genetics.
C. Relationship of the Unit to the Curriculum
Prerequisite Knowledge -
Students Should Know: / Concepts for this Unit
←Bridge from Bridge to → / Concepts in Future Units -
Prepare Students to Learn:
  • Students should know the characteristics of a cell.
  • Students should understand DNA and the Central Dogma of Molecular Biology (DNA – RNA – Protein)
  • Students should understand chromosome structure.
  • Students should understand mitosis
  • Students should understand the human reproductive system and be able to understand the question- How do we reproduce?
/
  • Students will be able to apply and define the Law of Segregation.
  • Students will be able to identify that meiosis reduces the chromosome number by half
  • Students will be able to identify that meiosis is the process that produces sex cells
  • Students will be able to define diploid (complete set of homologous chromosomes) and haploid (half set of chromosomes)
  • Students will be able to identify that meiosis is a process that undergoes 2 divisions
  • Students will be able to apply and define genetic terminology.
/
  • In high school Biology, Microbiology, and Genetics, students will discuss and analyze various topics of genetic engineering. In middle school Life Science students will discuss examples of genetic engineering.
  • In high school biology students will be expected to understand what happensto the chromosomes during each phase of meiosis.
  • In middle school Life Science and high school Biology, students will discuss the evolution as it relates to Darwin’s theory, “survival of the fittest.”
  • In middle school Life Science, students will discuss life over time.
  • In high school Biology, Environmental Science and middle school life science, students will discuss interdependent relationships of organism.

D. Possible Student Misconceptions
  1. Students are often confused about how the autosomes work in DNA.
  2. Students do not understand the relationship between linage and genes or traits.
  3. Students are often confused about chromosome migration during cell division.
  4. Students often cannot tell the difference between homologous chromosome pairs and sister chromatid pairs.
  5. Students do not realize each parent contributes an equal number of chromosomes to their offspring.
  6. Students often cannot tell the difference between Mendel’s Law of Segregation and Mendel’s Law of Independent Assortment.

E. Unit Instructional Plan:
Unit Concept/Topic / # of Lessons
  1. Reproductive System- How do we reproduce?
  2. Mitosis/DNA- How does a baby grow?
  3. Chromosomes and Traits- Why do you look like your parents?
  4. Meiosis- How do egg and sperm cells get half of the genetic information? *
  5. Mendel’s Laws determine phenotypic and genotypic probabilities of offspring.
/ (1)
(5)
(4)*
(1)
(5)
* concept(s) covered in this Study Lesson Plan
III. Study Lesson Information
A.Title of the Study Lesson: Law of Segregation/Meiosis
B.Standards Addressed (national, state/local):
National
Grades 5-8
Grades 9-12 / Reproduction and heredity
Molecular basis of heredity
State/local
ACOS
ACOS/
AHSGE / Objective 7.9
  • Identify the process of chromosome reduction in the production of sperm and egg cells during meiosis. (from diploid to haploid)
Objective 7.9.2
  • Contrast mitosis with meiosis
Objective 7.11
  • Identify and explain Mendel’s Laws of Genetics: Law of Dominance, Law of Segregation, and Law of Independent Assortment
  • Recognize genetic disorders
  • Use monohybrid Punnett square to predict probability of offspring trait
High School Biology: Objective 7
  • Apply Mendel’s law to determine phenotypic and genotypic probabilities of offspring
  • Define important genetic terms

C. Lesson Overview:
This lesson teaches students that when any individual produces gametes, the copies of a gene separate so that each gamete receives only one copy, which is the law of segregation.
D.Performance Objective(s):
The student will: Demonstrate meiosis and the Law of Segregation.
E. Assessment Timeline
Diagnostic
Before student work begins.
Assessment strategies, possible feedback, scaffolding techniques: / FormativeDuring lesson.
Assessment strategies, possible feedback, scaffolding techniques: / SummativeAfter lesson is completed.
Assessment strategies, possible feedback, remediation:
Look at a picture of a family. Identify traits common to both parents. How did child get to look like both parents? /
Teacher observation of how students place the spoons, forks, and knives on the paper plates, student answers on the student question sheet, student responses to questions asked by the teacher. /
10 question quiz
F. Materials/Resources
A baggie for each group containing plastic spoons, forks, and knives (pink or blue), a tri-fold board with paper plates attached, a set of vocabulary words, 4 hula hoops
G.Teaching/Learning Process for the Study Lesson
Step
and time allocation
(min) / Teaching/Learning Activities / Handouts, equipment, supply. Points to remember. / Evaluate:
Assessment techniques for each activity.
Engage
(5 min) / Show a picture of a mother/father and child – identify traits of the child that are common to mother and common to father (cartoon picture) / Picture on Elmo or overheadprojector / Class discussion
Explore
(15 min) / Hula Hoop Meiosis – See teacher guide / Hula hoops / How "student" chromosomes separate into the different hula hoops
Explain
(25 min) / Table Top Meiosis –See teacher guide / Per group (1 tri- fold board with 8 paper plates attached “cells”, and baggie containing 4 forks, 4 spoons, 4 knives, one set of key terms / Data sheet, teacher observations
Teacher should ask questions that are similar to the state assessment.
Extend
(5 min) / What might happen if meiosis goes wrong? What type of effect might this have on the baby? / Teacher will demonstrate what happens when 2 chromosomes (spoons) fail to separate during meiosis. This demonstration is carried out on the display board. / Student responses (Teacher can relate this to Down Syndrome, Klinefelter Syndrome, or Turner Syndrome)
IV. Attachments (worksheets, labs, project guides, tests, rubrics, etc.)
Use this pictureto introduce the lesson: engage activity for meiosis lesson.pdf
Meiosis Lesson guideline for teacher.doc Hula Hoop Meiosis Activity.doc
Meiosis data table with instructions.doc meiosis vocabulary.doc
meiosis vocabulary cards.doc Picture of meiosis activity poster.pdf
Answer sheet for Meiosis data table.doc Meiosis assessment.doc