Blended Learning Lesson Plan

Lesson Title: Swimming in the Gene Pool by DeAnna Mason

Objectives:
Students will be able to explain why the transfer of genetic information through inheritance leads
to greater similarity among individuals within a population than between populations.
Students will be able to identify methods of how genetic information is transferred through
sexual reproduction; with two gametes with single sets of chromosomes (haploids) combine to
create diploids with two sets of chromosomes.
State Standards:
7.L.4A.1 Obtain and communicate information about the relationship between genes and
chromosomes to construct explanations of their relationship to inherited characteristics.

7.L.4A.2 Construct explanations for how genetic information is transferred from parent to
offspring in organisms that reproduce sexually.

7.L.4A.6 Construct scientific arguments using evidence to support claims concerning the
advantages and disadvantages of the use of technology (such as selective breeding, genetic
engineering, or biomedical research) in influencing the transfer of genetic information

Context:
This lesson comes after the unit on cells, which delves into how cells are the most basic unit of
life. All organisms are composed of one (unicellular) or many cells (multicellular) and require
food and water, a way to dispose of waste, and an environment in which they can live in order to
survive. This discussion will also go into the parts of the cell, including the nucleus. This leads to
the more complex conversation of how genetic information, stored in the nucleus, replicates and
divides in order for sexual reproduction to take place. This speak of genetics will lead to how
organisms function and thrive in their respective ecosystems. These topics can integrate with
discussion on what characteristics certain organisms carry genetically that allow them to exist
against predators (ex. Camouflage, wings, defense mechanisms, etc).

Data:
For this series of projects, students will be grouped based on the numbers they are assigned.
Ideally, they will be able to be separated based on gender so that they can understand the
difference in sex cells, and best be able to construct Punnett squares on their own characteristics.
However, this assignment does not necessarily require separation of gender, just an assignment
of sperm vs. egg cell for Punnett squares.
Materials: List all materials used (i.e. websites, apps, pencils, iPads, computers, worksheets,
diagrams, textbooks, etc.)
Students will need their personal devices for the mouse clone activity, paper and pencil for note
taking during the small group station and writing utensils for the last station as well. They will
use Utah.edu for the interactive cloning and provided colored construction paper for homework
assignment.

Detailed paragraphs from here on down.

Procedures:
Introduction ( 3 minutes): Explanation of the days activities. I go into detail about the transitions
of activities and assign groups for activities as students walk in. Pairing will occur based on
genetic code. Each student will receive a nucleic acid sequence, and they will have to find
someone with the RNA corresponding code. EX. A student with AGCGTG would need to find
the student with UCGCAC. They worked on this in a previous lesson so understand how
sequencing works already.

Teacher Directed (15 minutes): This introduction will consist of a review of vocabulary and an
introduction PowerPoint to equip students for the lesson. This will look into necessary
vocabulary like allele, recessive trait, dominant trait, Punnett square, sexual reproduction,
asexual reproduction, haploid, dipoid, chromosome, gene, and nucleus. These are all review to
vocabulary they were assigned for homework during the last class in preparation for this lesson.

Collaborative (25 minutes): Students will work in groups to watch the gizmo about genetic
inheritance. They will fill out this worksheet together. https://el-
gizmos.s3.amazonaws.com/materials/InheritanceSE.pdf This will allow discussion about similarities and
differences while also working together and troubleshooting as a group. If they don’t finish this
assignment in class, they have a chance to complete it for homework.
https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=657

This is the link to the video they will use for the worksheet.
Independent Digital (8 minutes):
http://learn.genetics.utah.edu/content/cloning/clickandclone/
This website will allow students to participate in cloning a virtual mouse. It asks questions and
gives specific directions on what needs to be done for the mouse to be cloned. It also discusses
what happened when this was a legitimate scientific experiment. This will lead into a discussion
about pros and cons of including technology in the reproduction process. This fulfills standard
7.L.4A.6.

Closure (5 minutes/30 min for homework): Homework explanation for family tree—Students
will get three different colors for construction paper. Each color will correspond with the family
member they want; they will trace the hands of the family member on that colored paper. After
cutting out the traced hands, they will write a trait for each finger. Traits they can choose from
are listed here: https://learn.genetics.utah.edu/content/basics/observable/ They will need to choose
the same traits for each family member and the same finger of the cutout. Corresponding hands will
need to be next to each other facing out, to create the foliage for a tree that we will make in class.

Rationale:
(Gizmos): Gizmo is a great app for students because it is an interactive program that
makes learning the information fun. It asks students questions as they progress through
the video. If they answer questions incorrectly, they are redirected to the portion of the
video that gives them the correct answer. It is high quality because it is commonly used
by teachers for Math and Science, and is a paid resource by Horry County Schools.

(Utah.edu clone lab.): This interactive website is great for students because it allows
students to see and participate in the scientific intervention of reproduction. An entire
standard is dedicated to students understanding what may happen when technology
intervenes in a natural process like this. Through this digital lab, students are able to
participate in this themselves and learn the outcomes first hand, while maintaining
ethical standards.