University of Manitoba

Department of Curriculum, Teaching and Learning

Page 1 of 3
Created by Alyssa Olynyk

Title of Lesson: Genetic Inheritance – Dominance & Recessive Traits

Course: Science Grade: 9 Unit Name: Cluster 1 – Reproduction

Brief Description of Lesson: Students will learn about dominant and recessive alleles & traits, while
looking at their own traits.

Connection to previous lesson: This lesson connects how genes are organized & passed down
from parents to offspring through sexual reproduction (Meiosis), to create given traits.

At the end of this lesson, students will be able to: Identify the difference between dominant and
recessive traits in how it relates to them in the real world, and how traits are passed on from parents to
offspring. Students will build attitudes and skills by collaborating with others, inquiring and problem
solving, looking at their prior knowledge to build on new knowledge.

Known students’ difficulties with these concepts:

• Dominant traits are more common.
• Unfavorable traits disappear.
• The simplicity of how traits are passed on and appear.

Manitoba Science Curriculum GLOs directly addressed in this lesson:

• A1 – Recognize the power and limitations of science answering questions about the world.
• C2 – Demonstrate inquiry skills.
• C3 – Demonstrate problem-solving skills.
• C5 – Demonstrate curiosity.
• C8 – Evaluate encounters in daily life.
• D1 – Understanding processes pertaining to organisms.
• E2 – Describe how the natural world is made up of systems.

Manitoba Science Curriculum SLOs directly addressed in this lesson:

• S1-0-5C – Record & organize data.
• S1-0-4E – Work cooperatively with group members.
• S1-0-7A – Draw conclusions that explain results.
• S1-0-7E – Reflect on prior knowledge and experiences.
• S1-1-11 – Observe, collect & analyze class data of single trait inheritance.
• S1-1-12 – Differentiate between dominant and recessive genes.

Materials & Resources needed:

• Poster paper
• Power point (Appendix 1)
• Worksheet (Appendix 2) (1/student)
• YouTube link

Pozzer, L. L. (2017). Lesson Plan Template. University of Manitoba. Winnipeg, MB, Canada.
 University of Manitoba
Department of Curriculum, Teaching and Learning
Page 2 of 3
What the teacher must do prior to class:
• Get all materials ready: poster paper available, power point and video link ready, worksheet
printed.
• Prepare a chart for students to put their findings.
• Consider brainstorming groups based on students in class, including considering any students
with accessibility issues or ESL students that might need help (example: form groups to
include everyone to encourage involvement by all students, or group students that need help
with advanced/helpful students).

Timeframe: Detailed Description of Teacher’s and Students’ Activities During Lesson:

60 minutes

Phase 1: Creating conflict

(~10 min) In groups at their table, students will brainstorm their prior knowledge on what
dominant and recessive alleles & traits are/mean. Following the collaboration of a
working definition, students will record any known examples of dominant and
recessive traits.
I will be walking around observing/listening to conversations being had, giving
hints to get conversations going if need be (leading questions, such as asking
what they know about genes and DNA, etc.)

Phase 2: Exploring possibilities

(~5 min) A short YouTube video: “Are your traits dominant?” will be shown to spark
student’s interest in this subject (Appendix 1).

Phase 3: Finding answers

(~15 min) Important terms/definitions will be gone through with the class via power point
(Appendix 2). Students will be encouraged to take their own notes as they follow
along.

Phase 4: Applying your knowledge

(~20 min) A worksheet will be given to students to examine their own traits. They will
determine different dominant and recessive traits that apply to themselves, by
filling out if their specific traits are dominant or recessive on their worksheet
(Appendix 3). I will be walking around observing/listening to conversations being
had by students.

(~10 min) Students will compare their traits to their classmates by recording their results on
a large chart on the board. I will point out that just because a trait is dominant,
does not mean it is common.
Following the results, a large class discussion will take place to explain their
findings (go through each trait to compare dominant and recessive differences)
and solidify their knowledge on these terms and traits (ideally student led).

Description of Forms of Assessment applicable in this lesson: Diagnostic assessment will take
place during the brainstorm and activity by walking around and observing/listening to conversations
being had by the students. I will be listening for their understanding of the terms/definitions, along with

Pozzer, L. L. (2017). Lesson Plan Template. University of Manitoba. Winnipeg, MB, Canada.
 University of Manitoba
Department of Curriculum, Teaching and Learning
Page 3 of 3
their understanding of different dominant and recessive traits. I will also be observing student’s
interaction and collaboration amongst each other. Students will be handing in their worksheet at the
end of class for formative assessment of their understanding, with no grade mark being given for this
assignment. Summative assessment will not take place at this point in the unit.

NOTES: Make sure all students are participating and engaged during the brainstorm and activity.
Create groups for the brainstorm portion of this activity to ensure distracted students are not working
together.

Rationale for Teaching Strategies Included in this lesson: I am starting the class with a group
brainstorm to activate the students thinking about their prior knowledge on this subject. This lesson
involves inquiry/problem solving and a hands-on activity for students to relate the material in a real life
context, related to themselves. It involves collaboration among students in the classroom for inclusivity
that involves everyone. The whole lesson is designed to target all types of learners (kinesthetic,
auditory, visual), by using hands on activities, verbal explanations/listening/conversations, along with
visuals such as pictures and a video as learning tools. Overall, I tried to incorporate different types of
elements to keep all students engaged and interested.

References:
Buzz Feed Blue. (2014). Are Your Traits Dominant? YouTube. Retrieved from:
https://www.youtube.com/watch?v=mnSkz8s-b44&t=51s
Genetic Generation. (2015). Common Misconceptions. Retrieved from:
http://knowgenetics.org/common_misconceptions/
Manitoba Education. (2000). Senior 1 Science: Manitoba Curriculum Framework of Outcomes.
Manitoba Education & Training.
O’Neil, D. (2012). Basic Principals of Genetics. Palomar Education. Retrieved from:
https://www2.palomar.edu/anthro/mendel/glossary.htm
Young, T. (2016). Genetics: Observing Human Traits Lab. Teachers Pay Teachers. Retrieved from:
https://www.teacherspayteachers.com/Product/Genetics-Observing-Human-Traits-Lab-Free-
284656

List of Appendices:
Appendix 1: Video: “Are Your Traits Dominant?”
Link: https://www.youtube.com/watch?v=mnSkz8s-b44&t=51s
Appendix 2: Power point notes. (Attached)
Appendix 3: Worksheet “Observing Human Traits”. (Attached)

Pozzer, L. L. (2017). Lesson Plan Template. University of Manitoba. Winnipeg, MB, Canada.