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Lesson Plan #: AELP-GET0003

 


 

Design a Chromosome

An Educator's Reference Desk Lesson Plan

 


Submitted by: Danny Goodisman
Email: dgoodism@gonzaga.edu (email address no longer valid)
School/University/Affiliation: Shorecrest High School, Seattle, Washington

Date: March 3, 1999


Grade Level(s): 9, 10, 11, 12

Subject(s):

    • Science/Genetics

Duration: 50 minutes

Description: This activity will help students understand the link between genes and chromosomes and reinforce the concepts of dominant and recessive genes, incompletely dominant genes and co-dominant genes. It will also stimulate discussion and thought about what are or are not genetic traits.

Goals: To help students understand the link between genes and chromosomes and reinforce the concepts of dominant and recessive genes, incompletely dominant genes and co-dominant genes.

Objectives: Students will:

    • Draw a chromosome with loci marked for several genes.
    • For each gene indicated, write each phenotype represented.
    • For each phenotype indicated, write which phenotype is dominant, recessive, incompletely dominant, or co-dominant.

Materials:

 

    • Unlined paper
    • pencils
    • a drawing of a chromosome showing the shape

Optional materials: Cartoons showing fictional genes on the X and Y chromosomes, colored pens or pencils, other art supplies to make it more colorful

Procedure:

Activities:

The lesson fits well inside one fifty-minute period. Students may need a number of genes they must indicate; 15 works well.

Students will draw a chromosome on their paper and draw lines across the chromosome to mark loci. The following directions may be read to the students or given to them in printed form:

Design a fictitious chromosome, marking genes on it which some people have and some do not. The chromosome must have the typical X shape. The sex chromosomes are off limits: all chromosomes must be shared by both sexes.

Each gene on your chromosome must have at least two alleles, which you must mark and label on the drawing. All alleles for a particular trait must be in the same place on the chromosome. The alleles may be dominant and recessive or they may be co-dominant (you must specify).

Tying it all Together:

Students present their chromosomes to the class, each one picking one or two genes and indicating how they work (which is dominant, for example). This may take a second fifty-minute period.

The teacher may review types of inheritance at the end of the lesson (dominant and recessive, etc.).

Assessment: The teacher can circulate as students are working to see that they understand.




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