Lesson goals
Students will understand the significance that pedigree
charts have on family genetics.
Students will learn the anatomy of a pedigree chart by
interacting with the smartboard to pair up symbols with terms
Students will gain the ability to create a pedigree chart
based on a family background by identifying where specific family members go on
the chart using the smartboard
Students will then learn how traits are linked to genetics
by pairing up dominant and recessive genes with the appropriate trait/family
member
Standards
1 1. Facilitate and Inspire
Student Learning and Creativity
b.
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engage students in exploring real-world issues and solving
authentic problems using digital tools and resources.
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c.
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promote student reflection using collaborative tools to
reveal and clarify students' conceptual understanding and thinking, planning,
and creative processes.
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a.
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design or adapt relevant learning experiences that incorporate digital
tools and resources to promote student learning and creativity. |
b.
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exhibit leadership by demonstrating a vision of technology infusion,
participating in shared decision making and community building, and
developing the leadership and technology skills of others.
Pedigree Chart
Activity
Pedigree Charts
All living things have pedigrees. A pedigree is a diagram
that shows the occurrence and appearance (phenotype) of a particular genetic
trait, as it is passed from one generation to the next in a given family.
From this information, along with an understanding of inheritance, genotypes
of individuals can often be determined.
Symbols for a Pedigree Chart
Using the Smartboard application in our classroom, the
teacher will introduce the different symbols in the pedigree chart.
The story below will be read
as a class. After, we will create a pedigree together by having students volunteer
and fill out the pedigree on the Smartboard.
This is the story of Grandma and
Grandpa Flipnob, and their clan! They were married way back in 1933 and have
been just like newlyweds ever since. From their union, 4 individuals were
created. Elizabeth, the eldest, was born in 1935. Fred soon followed in 1936.
In 1939 Michelle was brought into this world. Mickey, a surprise to the whole
family was the baby of the family, not being born until 1950.
Elizabeth fell in love at a young
age, and wed her high school sweetheart, David, in 1954. From this marriage,
two bundles of joy came about (at the same time):
John and Sonny – 1955 (twins!)
It took Fred a little longer to
find his soul mate. Finally in 1970, Fred found the woman of his dreams,
Wilma, and they were married. Since they married so late in life, they only
brought one new person into this world:
Barney – 1972
Michelle was a hard working
woman, and never found time in her schedule for love. She led a very
productive and fulfilling life, but she never did marry and have children.
Mickey was a wild one! After a
long string of girlfriends, he finally chose Monica to spend the rest of his
life with. They were wed in 1975 and brought two girls into this world:
Krista – 1977
Janet – 1979
Answer the following
questions:
1.
Who are the in-laws?
2.
What is the relationship between the people in
the third generation?
Now that you have your
pedigree chart together, volunteers will shade in appropriate circles and
squares on the Smartboard using the information below. Remember that
individuals who possess the RECESSIVE trait are to be filled in completely.
Individuals not shaded in carry at least one dominant allele.
Dominant/Recessive Inheritance
– Freckles
Not having freckles is a
recessive trait.
Grandpa Flipnob did not have
freckles, but his beautiful bride did.
Fred and Michelle were the
only two of their siblings to have freckles.
Of the grandchildren, the
twins did not have freckles, and neither did Barney, but the two girls did.
Using the guide provided, we
will match each family member with their specific gentotype by using the
Smartboard. Remember, having no freckles is a RECESSIVE trait.
STEP 1
Assign two recessive genes to any
person on the pedigree whose symbol is shaded. Small letters are written
below the person’s symbol.
STEP 2
Assign one dominant gene to any
person on the pedigree whose symbol is unshaded. A capital letter is written
below the person’s symbol.
STEP 3
Use the information given to you
to determine the second alleles for each person with the dominant phenotype. We
will check answers using the pedigree on the Smartboard.
Example: We know that Grandpa
Flipnob does not have freckles. If Grandma were BB, could any bb children be
produced from Grandma and Grandpa? If Grandma were Bb, could any bb children
be produced from them? Complete punnett squares below to determine your
answer.
1.
From your results, what is Grandma’s genotype?
2.
What must be the genotypes of their children?
3.
What are the genotypes of their grandchildren?
4.
As a class, we will then label the pedigree on
the Smartboard with the correct genotypes for each generation.
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